Higher education for sustainability: seeking affective learning outcomes
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 11 January 2008
Abstract
Purpose
The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.
Design/methodology/approach
An analysis based on a literature review of relevant educational endeavours in affective learning.
Findings
This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learning outcomes in the affective domain.
Practical implications
Educators for sustainability could use this relevant theoretical underpinning and experience gained in other areas of education to address the impact of their own learner‐support activities.
Originality/value
Educators have traditionally been reluctant to pursue affective learning outcomes but often programmes of study simply fail to identify and describe their legitimate aims in these terms. This paper emphasises the application of a relevant theoretical underpinning to support educators' legitimate aspirations for affective learning outcomes. It will also help these educators to reflect on how the use of these approaches accords with the liberal traditions of higher education.
Keywords
Citation
Shephard, K. (2008), "Higher education for sustainability: seeking affective learning outcomes", International Journal of Sustainability in Higher Education, Vol. 9 No. 1, pp. 87-98. https://doi.org/10.1108/14676370810842201
Publisher
:Emerald Group Publishing Limited
Copyright © 2008, Emerald Group Publishing Limited