TY - JOUR
T1 - A learning design framework for community resilience: International and transdisciplinary perspectives on a boundary object
AU - Brogden, Liz
AU - Bernie, Desmond
AU - Boston, Megan
AU - Forster, Alan Mark
AU - Galbrun, Laurent
AU - Hepburn, Leigh Anne
AU - Lawanson, Taibat
AU - De Villiers Morkel, Jolanda
N1 - Funding Information:
The authors would like to take the opportunity to thank the Royal Academy of Engineers (RAE) for funding this collaborative research via their ‘Frontiers of Development’ award programme - GCRF. This grant facilitated collaboration between the Centre for Housing and Sustainable Development at University of Lagos; School of Architecture, The University of Queensland; The Sydney School of Architecture, Design and Planning, Sydney University; The School of Engineering, University of Waikato; The School of Energy, Geoscience, Infrastructure and Society, Heriot-Watt University; icecream architecture, Glasgow; STADIO Higher Education.
Publisher Copyright:
© 2022
PY - 2022
Y1 - 2022
N2 - To equip graduates to respond to sustainability challenges, higher education institutions are developing programs and innovative pedagogical approaches that target new types of 21st century knowledge and skills. Resilience is a core concept in sustainability discourse, and one that is also driving pedagogical innovation that targets specific learner attributes. We argue that the topic of community resilience – as a theoretical boundary object – presents rich opportunities for transdisciplinary Education for Sustainable Development (ESD). This paper highlights international and cross-disciplinary trends in learning design for community resilience-focused university programs. The results outline the survey responses of 111 educators, researchers, and practitioners from a range of disciplines. One-way analysis of variance showed consistent results across the different groups of participants, regardless of geographic location, disciplinary background, or employment context. The research offers a learning design framework for teaching community resilience in higher education institutions, highlighting the importance of academic—practitioner collaboration in program development, disciplinary expertise to inform transdisciplinary learning, hybridised pedagogical approaches, and fostering student agency through assessment tasks.
AB - To equip graduates to respond to sustainability challenges, higher education institutions are developing programs and innovative pedagogical approaches that target new types of 21st century knowledge and skills. Resilience is a core concept in sustainability discourse, and one that is also driving pedagogical innovation that targets specific learner attributes. We argue that the topic of community resilience – as a theoretical boundary object – presents rich opportunities for transdisciplinary Education for Sustainable Development (ESD). This paper highlights international and cross-disciplinary trends in learning design for community resilience-focused university programs. The results outline the survey responses of 111 educators, researchers, and practitioners from a range of disciplines. One-way analysis of variance showed consistent results across the different groups of participants, regardless of geographic location, disciplinary background, or employment context. The research offers a learning design framework for teaching community resilience in higher education institutions, highlighting the importance of academic—practitioner collaboration in program development, disciplinary expertise to inform transdisciplinary learning, hybridised pedagogical approaches, and fostering student agency through assessment tasks.
UR - http://www.scopus.com/inward/record.url?scp=85137305865&partnerID=8YFLogxK
U2 - 10.1016/j.ijedro.2022.100200
DO - 10.1016/j.ijedro.2022.100200
M3 - Article
SN - 0883-0355
VL - 3
JO - International Journal of Educational Research
JF - International Journal of Educational Research
M1 - 100200
ER -