Sustainability literacy in action: student experiences: Fid-Bau Portal

Sustainability literacy in action: student experiences

Kokkarinen, Noora / Cotgrave, Alison J.

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Previous research by the authors has outlined ways in which sustainability literacy has been promoted within higher education. The purpose of this paper is to explore how the recipients of these educational initiatives have experienced the learning of sustainability literacy skills.

Design/methodology/approach –

To investigate the potential for transformative learning, data were collected during a final year multi disciplinary project at Liverpool John Moores University. The methodology used was purely qualitative. The design of the methodology was based on the findings of a mixed model methodology used in the previous research. Reflective texts written by final year built environment undergraduate students at Liverpool John Moores University were analysed using phenomenography, which investigates the different ways in which individuals experience and understand something.

Findings –

The analysis suggests that, overall, students were able to identify and express their attitudes and conceptions of sustainable construction. The sustainable literacy skills identified during the literature review were mentioned by many of the students in their reflective texts.

Research limitations/implications –

The research outlined in the paper is part of an ongoing project which will hopefully lead to recommendations being made to the construction and property industries as to how they can utilise staff development strategies to improve the environmental performance of their organisations.

Originality/value –

This work contributes to the understanding of what works when teaching current built environment students about sustainability literacy from the point of view of the students themselves. Taking into account student experience gives insight into what types of educational interventions engage the students, and thus which are more likely to promote sustainability literacy skills.