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Inquiry in higher education for sustainable development: Crossing disciplinary knowledge boundaries

2020Journal article Open access
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dc.contributor.authorGalvão, Cecília
dc.contributor.authorFaria, Cláudia
dc.contributor.authorViegas, Wanda
dc.contributor.authorBranco, Amélia
dc.contributor.authorGoulão, Luis F.
dc.date.accessioned2025-04-15T08:48:12Z
dc.date.available2025-04-15T08:48:12Z
dc.date.issued2020
dc.description.abstractThis paper aims to present the research results of the impact of a pedagogical approach on students, implemented as a part of the Doctoral Programme in Sustainability Science, which was designed following an innovative model at the University of Lisbon, Portugal. The main drivers include building a new body of interdisciplinary knowledge leading to the application of science to address real problems towards transdisciplinary education. We aimed to understand if a project work methodology proposed to students, based on an inquiry perspective and dealing with different dimensions of sustainable development, contributed to creating an interdisciplinary solution for a problem on sustainability challenged by food production and consumption, and also to understand if this methodological approach is perceived as important to their learning as professionals and citizens. Data were collected by direct observation, a questionnaire applied to the students, and students’ individual reflections. The results suggest great potential for an inquiry perspective in trying to solve a real problem. Students' proposals were realistic, viable, and complementary enough to collectively contribute in response to the global problem. The use of approaches acquired from different areas of knowledge was clear, and the project methodology was well understood. Students considered the experience very rewarding in terms of learning and contributing positively to their personal and professional development. This Doctoral programme is anchored in a progressive continuum encompassing holistic debates with a multidisciplinary team of professors in environments that promote interdisciplinary attitudes and new knowledge, and also project work aimed at guiding students to transdisciplinary learning, which constitutes an innovative form of dealing with the complex challenges created by the science of sustainability.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationGalvão, Cecília … [et al.] .(2020). "Inquiry in higher education for sustainable development: Crossing disciplinary knowledge boundaries." International Journal of Sustainability in Higher Education, Vol. 22, No.2: pp. 291-307.pt_PT
dc.identifier.doidoi.org/10.1108/IJSHE-02-2020-0068pt_PT
dc.identifier.issn1467-6370
dc.identifier.urihttp://hdl.handle.net/10400.5/100202
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherEmerald Publishing Limitedpt_PT
dc.subjectInquirypt_PT
dc.subjectSustainability Sciencept_PT
dc.subjectProject Workpt_PT
dc.subjectTransformative Higher Educationpt_PT
dc.subjectInterdisciplinary Learningpt_PT
dc.subjectTransdisciplinary Learningpt_PT
dc.titleInquiry in higher education for sustainable development: Crossing disciplinary knowledge boundariespt_PT
dc.typejournal article
dspace.entity.typePublication
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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