This paper demonstrates a novel application of an augmented Learning Activities Survey (LAS) instrument to assess sustainability education (SE) in Higher Education (HE). A concurrent mixed methods approach was adopted using an online post-test survey administered to students undertaking introductory SE units at two Australian universities. Findings from the augmented LAS survey provide insights on key influences, experiences and types of learning outcomes. Holistic sustainability was a challenging concept that stimulated learning across the cognitive, affective and conative domains with transformative learning (TL) ranging from incremental changes to epochal transformations. Reported learning outcomes spanned changes in student worldviews, attitudes and behavior, the development of skills/competencies and the emergence of agency for sustainability that contribute to the Sustainable Development Goals. Key influences on TL were personal support, educational resources/activities enabling independent research, engaging in reflection and trying new roles. This paper proposes an augmented LAS instrument as a useful first step to evaluate SE in HE.
You are not authenticated to view the full text of this chapter or article.
Get access to the full article by using one of the access options below.