What work-based learners need from sustainability education

The world’s environmental and societal challenges include biodiversity loss, climate change, increasing pollution and, for many, a lack of access to clean water, education, adequate nutrition and sanitation. Universities have an important role to play in providing managers, leaders and entrepreneurs with a transformative learning experience that equips them with sustainability-related knowledge, competencies and values.

A recent study sought to progress understanding of the subject and investigate if a predominantly online course delivered to managers as part of a Level 7 apprenticeship programme could provide this transformative sustainability-related learning experience.

Interviews with students from the course revealed that it had made them “passionate” about sustainability and that it had been “hugely transformative”. As noted by one respondent: “I was unconsciously incompetent and now [after completing the course] I’m conscious and potentially competent.”

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It appears that a well-crafted course designed and delivered with the needs of a time-pressured, work-based learner in mind and adopting a predominantly online delivery strategy can provide a transformative sustainability-related learning experience.

Further to this, the interviews revealed factors in the course design and delivery that contributed to this transformative experience:

Bite-sized course structure

Student were able to study where, when and how it suited them. The course was broken down into six units and manageable “bite-sized” lessons. This approach offered student-centred flexibility and lent itself to the acquisition of sustainability-related knowledge and skills. As one participant stated: “When I’ve been on the train, I’ll tick through a couple [of lessons] on my phone […] the flexibility has been really good”.

Course design that flowed from theory to application to discussion

For each unit in the course, students initially developed their theoretical knowledge, then applied this knowledge and finally discussed their newly acquired knowledge and personal experiences. This approach aided student engagement and the development of knowledge and skills. The materials were seen to be telling a story, with the varying nature and pace of the learning being in sync with the students’ attention and motivation levels.

Varied module materials

The learning materials varied and helped develop the students’ knowledge and skills and shape their attitudes towards sustainability. Directed readings (such as textbooks and journal papers) were popular, providing insights into core academic theories and concepts. Videos extended this knowledge, explaining academic theories and providing various perspectives on a subject. Case studies contributed to skills development, with students being able to see theories in practice and apply their knowledge through engaging with the case-related formative assessments.

Summative assessment

Students were asked to critique their organisation’s sustainability strategies and outline future sustainability options. This practical assessment enabled the students to develop their sustainability skills through applying their learning in the workplace. This in turn influenced the students’ attitudes and improved their confidence. As one stated: “Doing the assessment and relating the theory through the assessment made me kind of go: ‘Oh actually, I do know what I’m doing.’”

Face-to-face engagement

During the course, students attended three live online webinars and a one-day on-campus workshop. This engagement and collaboration provided opportunities to develop knowledge and skills through the completion of group-based formative tasks and discussions exploring new perspectives and affirming academic knowledge.

Practical insights

The students identified the value of practical insights. Examples included how to set an organisation’s sustainability agenda, effectively communicate sustainability issues in the workplace and gain support for sustainability initiatives. Coupled with this is the need for the learning to reflect sustainability issues facing a variety of organisations (public, private, manufacturing and service organisations, for example).

Course structure, design and content all contributed to the students’ sustainability knowledge, skills and confidence levels. This in turn impacted their attitudes, behaviour and the organisational sustainability objectives. Students highlighted how the course “led to a complete change of mindset”. As a result of studying the course, students started working with colleagues to develop sustainability strategies. They modified procurement processes by adding sustainability criteria, and they brought in measures to focus on more specific UN Sustainable Development Goals (SDGs). Such behaviours were seen to increase the likelihood of meeting organisational SDG goals and net-zero targets.

Jonathan Muir is associate professor, faculty director of online programmes and academic lead for digital education at the University of Leeds Business School.

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