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Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

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  • Andreja Istenic Starcic

    (Faculty of Civil and Geodetic Engineering, University of Ljubljana, Jamova 2, 1000 Ljubljana, Slovenia
    Faculty of Education, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia
    College of Information, University of North Texas, 3940 N Elm St, Denton, TX 76207, USA)

  • Maja Terlevic

    (Bella Vista d. o. o., Cerej 21, 6280 Ankaran, Slovenia)

  • Lin Lin

    (College of Information, University of North Texas, 3940 N Elm St, Denton, TX 76207, USA)

  • Maja Lebenicnik

    (Faculty of Education, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia)

Abstract

Sustainable development (SD) is a multidimensional issue. However, research findings report a divide between students’ awareness and behavior. It is identified that study programs are designed more for awareness outcomes, and not so much for behavioral outcomes. For higher-order learning outcomes manifested in a sustainable development behavior, the authors argue for a model based on an understanding of learning as boundary crossing. Based on this model, learning for sustainable development occurs in relating social practices, lifestyles, academic practices, professional practices, and students’ digital practices. To inform teachers’ approaches to teaching as an important driver of institutional change, we conducted a survey among students of urban and spatial planning in Slovenia. Examined factors included personal, academic, and digital predictors for sustainable development awareness, lifestyle, and behavioral intention. We hypothesized that a significant predictor for sustainable development behavior, which was measured as sustainable lifestyle and sustainable development behavioral intention, would be learning in social practices, and that learning in social practices would predict preferred teaching methods. The findings of hierarchical regression analysis indicated personal factors as the most important predictors of SD behavioral intention, and academic predictors as the most important factors for SD awareness. Digital practices were found to be the most important predictors of a sustainable lifestyle. Social practices of sustainable lifestyle, digital practices, and perceived teaching methods predicted students’ preferred teaching methods. We discuss the future directions of sustainable development education, considering digital social media practices as essential boundary crossers.

Suggested Citation

  • Andreja Istenic Starcic & Maja Terlevic & Lin Lin & Maja Lebenicnik, 2018. "Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles," Sustainability, MDPI, vol. 10(6), pages 1-24, June.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:6:p:2030-:d:152729
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    References listed on IDEAS

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    1. Matthias Barth & Simon Burandt, 2013. "Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation," Sustainability, MDPI, vol. 5(6), pages 1-14, June.
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    Cited by:

    1. Francisco Javier Robles Moral & Manuel Fernández Díaz, 2021. "Future Primary School Teachers’ Digital Competence in Teaching Science through the Use of Social Media," Sustainability, MDPI, vol. 13(5), pages 1-13, March.
    2. Anu Vehmaa & Meeri Karvinen & Marko Keskinen, 2018. "Building a More Sustainable Society? A Case Study on the Role of Sustainable Development in the Education and Early Career of Water and Environmental Engineers," Sustainability, MDPI, vol. 10(8), pages 1-18, July.
    3. Kurt Haim & Wolfgang Aschauer, 2024. "Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability," Sustainability, MDPI, vol. 16(6), pages 1-18, March.
    4. Laura Hosman & Marcela Georgina Gómez Zermeño & Lorena Alemán de la Garza, 2020. "SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change," Sustainability, MDPI, vol. 12(16), pages 1-18, August.

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