Drawing Sustainability: Helping Students to Know What They Know
225
7 Results
7.1 Drawing Sustainability as a Tool to Benchmark Students’
Knowledge
Examples of drawings completed in the first lecture of the modules shown in
Figs. 1, 2 and 3 highlight the limited knowledge of the contents and complexity
of sustainability.
As shown in Figs. 1, 2 and 3 over the course of this study students have consistently shown limited knowledge of elements of sustainability at the beginning of the
module. Their drawings suggest their knowledge of sustainability is mostly limited to
environmental sustainability such as recycling, renewable energy and plastic pollution rather than social sustainability. It might be expected that these environmental
sustainability challenges are presented as they are widely publicised in the news and
on social media.
Fig. 1 First lecture drawing
Group 1 (second-year
students 2016–17)
Fig. 2 First lecture drawing
Group 2 (third-year students
2018–19)
225
7 Results
7.1 Drawing Sustainability as a Tool to Benchmark Students’
Knowledge
Examples of drawings completed in the first lecture of the modules shown in
Figs. 1, 2 and 3 highlight the limited knowledge of the contents and complexity
of sustainability.
As shown in Figs. 1, 2 and 3 over the course of this study students have consistently shown limited knowledge of elements of sustainability at the beginning of the
module. Their drawings suggest their knowledge of sustainability is mostly limited to
environmental sustainability such as recycling, renewable energy and plastic pollution rather than social sustainability. It might be expected that these environmental
sustainability challenges are presented as they are widely publicised in the news and
on social media.
Fig. 1 First lecture drawing
Group 1 (second-year
students 2016–17)
Fig. 2 First lecture drawing
Group 2 (third-year students
2018–19)