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K. Emblen-Perry
The research findings also suggest drawing sustainability can offer benefits for
tutors as drawings are a record of students’ thinking (Brooks 2005). By asking
students to connect concepts and their ideas as advocated by Long et al. (2014)
through drawing and explain them in their own words, tutors are helped to identify
misunderstandings and highlight valuable insights. In turn, this can provide opportunities to offer high quality, individualised feedback which can help overcome misconceptions and promote module attainment (Dikmenli 2010; Webb 2020). Fostering
participation in drawing sustainability through clear instructions and encouragement
may support students to learn from the experience as well as the drawing process as
advocated by Reiser (2004).
10 Limitations Recognised in This Research
The study has some limitations which need to be recognised. As this is a smallscale study using 163 students over 3 years, the research findings cannot be stated
conclusively. It is recognised that post activity reflections and feedback used to
provide the students’ voice in this study are taken at the end of the second iteration
of drawing sustainability which may not have given time for extensive reflection.
No interviews were conducted with students to explore their choice of drawing
content or their perceptions of drawing sustainability. This is to be undertaken in
a future study. Despite these imitations, the drawings and reflections used to illustrate drawing sustainability suggest the outcomes of the activity proved valuable to
students’ recognition of learning.
11 Conclusions
This paper presents the findings of a small, three-year study into the ability of drawings to promote learning recognition within EfS for Business Management students. It
assesses the effectiveness of drawing sustainability, an activity designed to encourage
students to know what they know and provide tutors with a benchmark of students’
knowledge. The findings suggest that drawing sustainability can offer an innovative
learning and teaching approach and can promote students’ recognition of learning
which is increasingly seen as a way to enhance the quality of an individuals’ education
and their academic achievement.
The teaching tool of drawing sustainability and its’ associated scaffolding activities such as presenting drawings to the class and reflecting on the activity also offer
educators a tool to benchmark students’ sustainability knowledge, recognise and
intercept misconceptions and provide individual feedback which may all support
students to become change agents for sustainability and lifelong learners, both of
which can contribute to the achievement of the Sustainable Development Goals.
Drawing sustainability may therefore be of interest to other educators seeking
K. Emblen-Perry
The research findings also suggest drawing sustainability can offer benefits for
tutors as drawings are a record of students’ thinking (Brooks 2005). By asking
students to connect concepts and their ideas as advocated by Long et al. (2014)
through drawing and explain them in their own words, tutors are helped to identify
misunderstandings and highlight valuable insights. In turn, this can provide opportunities to offer high quality, individualised feedback which can help overcome misconceptions and promote module attainment (Dikmenli 2010; Webb 2020). Fostering
participation in drawing sustainability through clear instructions and encouragement
may support students to learn from the experience as well as the drawing process as
advocated by Reiser (2004).
10 Limitations Recognised in This Research
The study has some limitations which need to be recognised. As this is a smallscale study using 163 students over 3 years, the research findings cannot be stated
conclusively. It is recognised that post activity reflections and feedback used to
provide the students’ voice in this study are taken at the end of the second iteration
of drawing sustainability which may not have given time for extensive reflection.
No interviews were conducted with students to explore their choice of drawing
content or their perceptions of drawing sustainability. This is to be undertaken in
a future study. Despite these imitations, the drawings and reflections used to illustrate drawing sustainability suggest the outcomes of the activity proved valuable to
students’ recognition of learning.
11 Conclusions
This paper presents the findings of a small, three-year study into the ability of drawings to promote learning recognition within EfS for Business Management students. It
assesses the effectiveness of drawing sustainability, an activity designed to encourage
students to know what they know and provide tutors with a benchmark of students’
knowledge. The findings suggest that drawing sustainability can offer an innovative
learning and teaching approach and can promote students’ recognition of learning
which is increasingly seen as a way to enhance the quality of an individuals’ education
and their academic achievement.
The teaching tool of drawing sustainability and its’ associated scaffolding activities such as presenting drawings to the class and reflecting on the activity also offer
educators a tool to benchmark students’ sustainability knowledge, recognise and
intercept misconceptions and provide individual feedback which may all support
students to become change agents for sustainability and lifelong learners, both of
which can contribute to the achievement of the Sustainable Development Goals.
Drawing sustainability may therefore be of interest to other educators seeking