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The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

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  • Tobias Schnitzler

Abstract

Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.

Suggested Citation

  • Tobias Schnitzler, 2019. "The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces," Journal of Education for Sustainable Development, , vol. 13(2), pages 242-253, September.
    • Handle: RePEc:sae:jousus:v:13:y:2019:i:2:p:242-253
    DOI: 10.1177/0973408219873827
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    References listed on IDEAS

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    1. Gustavsson, Magnus & Jordahl, Henrik, 2008. "Inequality and trust in Sweden: Some inequalities are more harmful than others," Journal of Public Economics, Elsevier, vol. 92(1-2), pages 348-365, February.
    2. Henrik Ny & Jamie P. MacDonald & Göran Broman & Ryoichi Yamamoto & Karl‐Henrik Robért, 2006. "Sustainability Constraints as System Boundaries: An Approach to Making Life‐Cycle Management Strategic," Journal of Industrial Ecology, Yale University, vol. 10(1‐2), pages 61-77, January.
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    Cited by:

    1. Salvador Baena-Morales & Rosabel Martinez-Roig & María J. Hernádez-Amorós, 2020. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept," Sustainability, MDPI, vol. 12(24), pages 1-20, December.
    2. Stanislav Avsec & Vesna Ferk Savec, 2021. "Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    3. Schnitzler, Tobias Joachim, 2020. "Success factors of transformative learning for sustainable development," ÖFSE-Forum, Austrian Foundation for Development Research (ÖFSE), volume 75, number 75.
    4. Mariana-Daniela González-Zamar & Emilio Abad-Segura & Eloy López-Meneses & José Gómez-Galán, 2020. "Managing ICT for Sustainable Education: Research Analysis in the Context of Higher Education," Sustainability, MDPI, vol. 12(19), pages 1-25, October.
    5. Kim Beasy & Laura Ripoll Gonzalez, 2021. "Exploring Changes in Perceptions and Practices of Sustainability in ESD Communities in Australia during the COVID-19 Pandemic," Journal of Education for Sustainable Development, , vol. 15(1), pages 5-24, March.

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