 Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented MethodologiesBirgitta Nordén ()
Challenges, 2024, vol. 15, issue 2, 1-24 Abstract: Methodologies for future-oriented research are mutually beneficial in highlighting different methodological perspectives and proposals for extending higher-education didactics toward sustainability. This study explores how different augmented-reality applications can enable new ways of teaching and learning. It systematically investigates how student teachers ( n = 18) in higher education experienced ongoing realities while designing learning activities for a hybrid conference and interconnecting sustainability knowings via didactic modeling and design thinking. This qualitative study aims to develop a conceptual hybrid framework concerning the implications of student teachers incorporating design thinking and inner transition into their professional work with future-oriented methodologies on didactic modeling for sustainability commitment. With a qualitative approach, data were collected during and after a hackathon-like workshop through student teachers’ reflections, post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressive learning and a transition in sustainability mindset through the activation of inner dimensions. Findings reinforcing sustainability commitment evolved around the following categories: being authentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinking long-term-oriented (futures-thinking competence on implementing didactics understanding), relating to creative confidence (values-thinking competence as embodied engagement), and acting based on perseverant professional knowledge-driven change (bridging didactics) by connecting theory-loaded empiricism and empirically loaded theory. The results highlight some of the key features of future-oriented methodologies and approaches to future-oriented methodologies, which include collaboration, boundary crossing, and exploration, and show the conditions that can support or hinder methodological development and innovation. Keywords: augmented learning; design thinking; didactic modeling; higher education didactics for sustainability (HEDS); hybridity; inner development goals; sustainability competencies (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:gam:jchals:v:15:y:2024:i:2:p:28-:d:1404257 Access Statistics for this article Challenges is currently edited by Ms. Karen Sun More articles in Challenges from MDPI |
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