504
H. Rosli et al.
Regarding “linking research to learning,” it is one of the “raise” element in ERRC;
it is actually, an internationally interesting topic to link research with teaching and
learning in different forms (Healey 2005). Moreover, it may be found in all kinds of
higher education institutions with different complexities and contested nature of the
research-teaching nexus in different national and institutional contexts, with particular reference to geography and different types of challenges (Healey 2005). Nowadays, incorporating sustainable development (SD) curricula in transdisciplinary fields
are really needed, especially in the vision of developing a sustainability-led university. For that reason, all the programmes and courses need to be reviewed and revised,
to identify the possible areas of sustainability issues that can be integrated into them.
That is the reason why sustainable development (SD) curricula are considered as one
of the “raise” elements in the ERRC (Abdul Razak et al. 2008).
The first “create” element in EERC is non-traditional entry, which means the
accommodation of students with different abilities (physical and non-physical), capabilities, talents, experiences and intelligences who would otherwise not benefit from
the democratisation of knowledge (Abdul Razak et al. 2008). Second, open course
ware (OCW) is a public free-of-charge courses which have been purposely created
for transferring knowledge and education in the university. Finally, enhanced open
learning (EOL) is a way of adding value to the university and students by offering
certification as an option for OCW students at the completion of the course.
2.2 Approaches in Promoting Sustainable Development
Through Higher Education
Sustainability which is closely related to complexity, innovation, and interdisciplinary is increasingly being integrated into the tertiary education curricula at the
universities. Hence, to integrate the sustainability into university curricula, alternative approaches, other than traditional lecture-based pedagogy are needed (Du et al.
2013). Yasin and Rahman (2011) proposed a framework of learning to be integrated
into institutions of higher learning to promote education for sustainable development. The framework of learning should include lifelong learning, interdisciplinary
approaches, systems thinking, partnerships, multicultural perspectives and empowerment (Yasin and Rahman 2011).
On the other hand, based on Lehmann et al. (2008, as cited in Du et al. 2013),
previous studies have documented that problem-based and project-based learning
(PBL) are innovative pedagogies for education in sustainability. In recent years,
higher education institutions are apparently turning away from traditional lecturebased pedagogy approaches to the PBL method. Nevertheless, few studies have been
conducted to convince the relationship between PBL in disseminating knowledge
on sustainable development (Du et al. 2013). However, it seems that if sustainable
development curricula are implemented using the PBL method, students will be
more encouraged to practice the good practices of sustainability in their daily life,
H. Rosli et al.
Regarding “linking research to learning,” it is one of the “raise” element in ERRC;
it is actually, an internationally interesting topic to link research with teaching and
learning in different forms (Healey 2005). Moreover, it may be found in all kinds of
higher education institutions with different complexities and contested nature of the
research-teaching nexus in different national and institutional contexts, with particular reference to geography and different types of challenges (Healey 2005). Nowadays, incorporating sustainable development (SD) curricula in transdisciplinary fields
are really needed, especially in the vision of developing a sustainability-led university. For that reason, all the programmes and courses need to be reviewed and revised,
to identify the possible areas of sustainability issues that can be integrated into them.
That is the reason why sustainable development (SD) curricula are considered as one
of the “raise” elements in the ERRC (Abdul Razak et al. 2008).
The first “create” element in EERC is non-traditional entry, which means the
accommodation of students with different abilities (physical and non-physical), capabilities, talents, experiences and intelligences who would otherwise not benefit from
the democratisation of knowledge (Abdul Razak et al. 2008). Second, open course
ware (OCW) is a public free-of-charge courses which have been purposely created
for transferring knowledge and education in the university. Finally, enhanced open
learning (EOL) is a way of adding value to the university and students by offering
certification as an option for OCW students at the completion of the course.
2.2 Approaches in Promoting Sustainable Development
Through Higher Education
Sustainability which is closely related to complexity, innovation, and interdisciplinary is increasingly being integrated into the tertiary education curricula at the
universities. Hence, to integrate the sustainability into university curricula, alternative approaches, other than traditional lecture-based pedagogy are needed (Du et al.
2013). Yasin and Rahman (2011) proposed a framework of learning to be integrated
into institutions of higher learning to promote education for sustainable development. The framework of learning should include lifelong learning, interdisciplinary
approaches, systems thinking, partnerships, multicultural perspectives and empowerment (Yasin and Rahman 2011).
On the other hand, based on Lehmann et al. (2008, as cited in Du et al. 2013),
previous studies have documented that problem-based and project-based learning
(PBL) are innovative pedagogies for education in sustainability. In recent years,
higher education institutions are apparently turning away from traditional lecturebased pedagogy approaches to the PBL method. Nevertheless, few studies have been
conducted to convince the relationship between PBL in disseminating knowledge
on sustainable development (Du et al. 2013). However, it seems that if sustainable
development curricula are implemented using the PBL method, students will be
more encouraged to practice the good practices of sustainability in their daily life,