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G. Wilson and R. W. Pretorius
1 Introduction
1.1 The Value of Sustainability Learning: Some Reality
Checks
Many examples of sustainability learning in university curricula exist, from adaptations to existing courses to the implementation of new courses (Hopkinson and
James 2010), with various pedagogies that are involved (Coral 2009). The consensus
points towards the presence of three competency clusters in sustainability learning: strategic knowledge (i.e. creation of future scenarios), practical knowledge (i.e.
creation of action–knowledge linkages) and collaborative efforts (i.e. teamwork in
different communities) (Brundiers et al. 2010). Ideally, sustainability learning should
run side by side with the notion of transformative learning—working towards individual and social change in transformative group learning contexts (Cranton 2016;
Larsson and Holmberg 2018). However, several barriers work against this, including
curricula that are too full, continued compartmentalisation, the perceived irrelevance
of sustainability by some academics and limited commitment to sustainability by
institutions/stakeholders (Martin et al. 2006; Molderez and Fonseca 2018).
Over the past decade or so, exposure to and engagement with real-world issues
and contexts have increasingly been incorporated in sustainability learning, to the
extent that it is now accepted as part and parcel of study endeavours of students in
this field (Ibid.). It cannot be assumed, however, that engagement with real-world
learning automatically leads to sustainability learning (Wilson and Pretorius 2017).
To ensure alignment between real-world learning and competences required from
sustainability learning, Brundiers and Wiek (2011) suggest that such opportunities
need to:
• focus on actual sustainability problems and/or challenges
• present opportunities for students to apply classroom theory in practice
• facilitate development of workable responses and strategies to sustainability issues
• involve academic supervision as well as collaboration with stakeholders.
1.2 Facilitation of Sustainability Learning Through
Work-Integrated Learning (WIL)
The presence of work-integrated components in curricula of university study programmes is becoming more and more common (Abeysekera 2006). WIL, regarded
as planned pedagogical interventions between university and the world of work,
allows students to gain insight into the realities of their chosen careers and to make
theory–practice connections based on the disciplinary knowledge obtained during
their studies (CHE 2011). This may lead to opportunities for students to improve
understanding of the value of ethical and professional conduct, to explore opportu-
G. Wilson and R. W. Pretorius
1 Introduction
1.1 The Value of Sustainability Learning: Some Reality
Checks
Many examples of sustainability learning in university curricula exist, from adaptations to existing courses to the implementation of new courses (Hopkinson and
James 2010), with various pedagogies that are involved (Coral 2009). The consensus
points towards the presence of three competency clusters in sustainability learning: strategic knowledge (i.e. creation of future scenarios), practical knowledge (i.e.
creation of action–knowledge linkages) and collaborative efforts (i.e. teamwork in
different communities) (Brundiers et al. 2010). Ideally, sustainability learning should
run side by side with the notion of transformative learning—working towards individual and social change in transformative group learning contexts (Cranton 2016;
Larsson and Holmberg 2018). However, several barriers work against this, including
curricula that are too full, continued compartmentalisation, the perceived irrelevance
of sustainability by some academics and limited commitment to sustainability by
institutions/stakeholders (Martin et al. 2006; Molderez and Fonseca 2018).
Over the past decade or so, exposure to and engagement with real-world issues
and contexts have increasingly been incorporated in sustainability learning, to the
extent that it is now accepted as part and parcel of study endeavours of students in
this field (Ibid.). It cannot be assumed, however, that engagement with real-world
learning automatically leads to sustainability learning (Wilson and Pretorius 2017).
To ensure alignment between real-world learning and competences required from
sustainability learning, Brundiers and Wiek (2011) suggest that such opportunities
need to:
• focus on actual sustainability problems and/or challenges
• present opportunities for students to apply classroom theory in practice
• facilitate development of workable responses and strategies to sustainability issues
• involve academic supervision as well as collaboration with stakeholders.
1.2 Facilitation of Sustainability Learning Through
Work-Integrated Learning (WIL)
The presence of work-integrated components in curricula of university study programmes is becoming more and more common (Abeysekera 2006). WIL, regarded
as planned pedagogical interventions between university and the world of work,
allows students to gain insight into the realities of their chosen careers and to make
theory–practice connections based on the disciplinary knowledge obtained during
their studies (CHE 2011). This may lead to opportunities for students to improve
understanding of the value of ethical and professional conduct, to explore opportu-