ORCID
- Rebecca Turner: 0000-0003-3953-618X
- Lucy Millicent Turner: 0000-0002-9052-9498
Abstract
Purpose: India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment. Design/methodology/approach: Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year. Findings: Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal “hidden” rather than the “formal” curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students’ worldwide sustainability literacy. Originality/value: To the best of the authors’ knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the “formal” and the informal “hidden” curriculum to SE by students and staff at an Indian university.
DOI
10.1108/IJSHE-03-2021-0105
Publication Date
2022-11-24
Publication Title
International Journal of Sustainability in Higher Education
Volume
23
Issue
7
ISSN
1467-6370
Embargo Period
2022-05-10
Keywords
Environmental studies, Hidden curriculum, India, Sustainability, Sustainability education, Sustainable development
First Page
1560
Last Page
1579
Recommended Citation
Turner, L., Hegde, S., Karunasagar, I., & Turner, R. (2022) 'How university students are taught about sustainability, and how they want to be taught: the importance of the hidden curriculum', International Journal of Sustainability in Higher Education, 23(7), pp. 1560-1579. Available at: https://doi.org/10.1108/IJSHE-03-2021-0105
