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O. Khalaim et al.
seriousness of confronting COVID-19 has spawned a myriad of military metaphors
including, the “greatest challenge since the Second World War”, “working on the
frontline”, the virus is an “invisible enemy”, and several other terms (Harris 2020).
Never in the history of the planet has the world been united to deal with one common
cause. It is therefore clear that global action is needed to create a more sustainable future. One problem that sticks out for higher education is in challenging the
values of current growth trends and to decouple economic growth from environmental
pressures and social justice.
The primary role of institutions of higher education is that of producing knowledge. It is therefore obvious that these institutions are a powerful means by which
society can create a more sustainable future and this can happen when teaching,
learning and research are reoriented to incorporate the concept of education for
sustainable development to address many of the problems associated with human
development. As we enter into the twenty-first Century, we are confronted with a
supersonic rate of globalization resulting in snowballing challenges that demand a
different educational approach, an approach that matches this complexity in order to
meet the local and global challenges (Urenje 2019). According to UNESCO (2015b),
a good quality education empowers people to change the way they think and act in
relation to a sustainable future. When sustainable development issues are integrated
into all aspects of teaching, learning and research, institutions of higher education
have the potential of transforming society and developing students who are change
agents. Since the current environment and sustainability challenges are linked to the
way the current generation has been educated, our priorities should focus on reorienting our education system to help students think and behave in different ways that
foster sustainable lifestyles, human rights, gender equality, promotion of a culture
of peace and non-violence, global citizenship and appreciation of cultural diversity. Higher education institutions are therefore charged with the task of equipping
students with essential knowledge, skills, attitudes and values empowering them
to participate in creating a sustainable future and this can be achieved through
transformative learning approaches.
Society agrees that scientific and technological innovations are essential in order
to help us break free from unsustainable trends. However, without changes in
social norms, habits, practices, and structures technology alone is inadequate. In
our response to the current and future “wicked problems” which are characterized
by high levels of volatility, uncertainty, complexity, and ambiguity, we also need
multifaceted cultural changes that are long lasting. Education research acknowledges that not much is known about how social transformations emerge from the
learning process, or how it contributes to the development of transformative agency
in community contexts (Lotz-Sisitka et al. 2015). Wals (2007, 2010) has argued for
transformative social learning in which a communicative process includes learners
(a) critically examining their own values, habits, and norms (deconstruction), (b)
listening to what others have to say (confrontation), and (c) co-constructing new
viewpoints, values, and action repertoires (reconstruction).
What do we mean by transformative learning? Despite increased technological
developments and wealth, massive social injustices and inequalities persist and are
O. Khalaim et al.
seriousness of confronting COVID-19 has spawned a myriad of military metaphors
including, the “greatest challenge since the Second World War”, “working on the
frontline”, the virus is an “invisible enemy”, and several other terms (Harris 2020).
Never in the history of the planet has the world been united to deal with one common
cause. It is therefore clear that global action is needed to create a more sustainable future. One problem that sticks out for higher education is in challenging the
values of current growth trends and to decouple economic growth from environmental
pressures and social justice.
The primary role of institutions of higher education is that of producing knowledge. It is therefore obvious that these institutions are a powerful means by which
society can create a more sustainable future and this can happen when teaching,
learning and research are reoriented to incorporate the concept of education for
sustainable development to address many of the problems associated with human
development. As we enter into the twenty-first Century, we are confronted with a
supersonic rate of globalization resulting in snowballing challenges that demand a
different educational approach, an approach that matches this complexity in order to
meet the local and global challenges (Urenje 2019). According to UNESCO (2015b),
a good quality education empowers people to change the way they think and act in
relation to a sustainable future. When sustainable development issues are integrated
into all aspects of teaching, learning and research, institutions of higher education
have the potential of transforming society and developing students who are change
agents. Since the current environment and sustainability challenges are linked to the
way the current generation has been educated, our priorities should focus on reorienting our education system to help students think and behave in different ways that
foster sustainable lifestyles, human rights, gender equality, promotion of a culture
of peace and non-violence, global citizenship and appreciation of cultural diversity. Higher education institutions are therefore charged with the task of equipping
students with essential knowledge, skills, attitudes and values empowering them
to participate in creating a sustainable future and this can be achieved through
transformative learning approaches.
Society agrees that scientific and technological innovations are essential in order
to help us break free from unsustainable trends. However, without changes in
social norms, habits, practices, and structures technology alone is inadequate. In
our response to the current and future “wicked problems” which are characterized
by high levels of volatility, uncertainty, complexity, and ambiguity, we also need
multifaceted cultural changes that are long lasting. Education research acknowledges that not much is known about how social transformations emerge from the
learning process, or how it contributes to the development of transformative agency
in community contexts (Lotz-Sisitka et al. 2015). Wals (2007, 2010) has argued for
transformative social learning in which a communicative process includes learners
(a) critically examining their own values, habits, and norms (deconstruction), (b)
listening to what others have to say (confrontation), and (c) co-constructing new
viewpoints, values, and action repertoires (reconstruction).
What do we mean by transformative learning? Despite increased technological
developments and wealth, massive social injustices and inequalities persist and are