The impact of multidisciplinary program requirements on student attitudes toward sustainability and education for sustainability

Abstract

Purpose

This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.

Design/methodology/approach

This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.

Findings

Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.

Practical implications

The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.

Originality/value

A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

Citation

Pennell, N. and Sabau, G. (2024), "The impact of multidisciplinary program requirements on student attitudes toward sustainability and education for sustainability", International Journal of Sustainability in Higher Education, Vol. 25 No. 3, pp. 669-687. https://doi.org/10.1108/IJSHE-06-2022-0199