Using out-of-class ESD experiences to link the outside world with young people’s lives

Abstract

Education for Sustainable Development (ESD) is generally understood as education that encourages changes in knowledge, skills, values and attitudes to ensure a more sustainable and fair society for all. ESD requires innovative pedagogies, not only in classrooms, but also in out-of-class activities to promote exploratory, action-oriented and transformative learning. The main aim of this study is to investigate the benefits, if any, of using out-of-class activities, namely gardening to promote ESD. A qualitative case study method was adopted to get a deeper understanding of the learning journey of six students who regularly and voluntarily participate in these activities. Data was collected through online retrospective semi-structured interviews and observations with students, as well as interviews with other stakeholders within their community to achieve triangulation. Data was analysed through a coding system and plotted on pre-post Concept Maps using CMap Tools™. Such Concept Maps were useful in simplifying intricate concepts, mapping each student’s learning journey and facilitating students’ self-analysis. This study adopted an interactive model of research design, involving an interconnected and flexible structure based on five concepts, namely goals, conceptual framework, research questions, methods, and validity. This research showed how experiential out-of-class activities, namely gardening and activities linked to it, can impact the students’ cognitive, affective, interpersonal/social, as well as physical/behaviour to reflect ESD principles at different levels. This research demonstrates how equitable and effective education for sustainable development needs to move beyond formal exams and must also acknowledge different types of valuable learning. The research findings, including processes, successes and challenges encountered, helped to draft a set of recommendations that aim to give more value to ESD practices at school-level. The results of this research were used to draw up a strategy that can help policy makers in the education sector to better address sustainability through similar outdoor ESD activities. This university research and its outcomes will be of interest to anyone who would like to effectively fuse out-of-class, hands-on gardening activities with ESD pedagogies in a way that increases sustainability values, attitudes and knowledge, globally.