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Inquiry in higher education for sustainable development: Crossing disciplinary knowledge boundaries
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Orientador(es)
Resumo(s)
This 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.
Descrição
Palavras-chave
Inquiry Sustainability science Project work Transformative higher education Interdisciplinary learning Transdisciplinary learning
Contexto Educativo
Citação
Galvão, C., Faria, C., Viegas, W., Branco, A., & Goulão, L. (2020). Inquiry in higher education for sustainable development: Crossing disciplinary knowledge boundaries. International Journal of Sustainability in Higher Education, 22(1), 1-17. https://doi.org/10.1108/IJSHE-02-2020-0068