Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective
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2020
Članak u časopisu (Objavljena verzija)
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Metapodaci
Prikaz svih podataka o dokumentuApstrakt
Purpose–This paper aims to supplement existing research on a joint approach to integrate sustainability
into higher planning education (HPE) by facilitating an international transformative learning process. It looks
at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart).
Design/methodology/approach–In this paper, students’ assessments of the pedagogical model,
individual learning outcomes and the long-term value of the pedagogical model in respect of key competences
for sustainability are presented and discussed. Basic assumptions of the study include that assessment from
the students’perspective can provide feedback on the transformational learning experience with the aim of
improving the experience and thus learning outcomes; help identify limitations and target specific areas for
improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge
and skills for sustainability in HPE.
Findings...–The paper provides evidence that a learner-centered and action-oriented approach, as well as a
global dialogue among peers from different backgrounds and nationalities, is an effective way to educate
future generations of urban planners to become“change agents”for societal transformation toward a more
sustainable future within their respective contexts.
Originality/value–The paper is a supplement to the existing research on educational initiatives that
attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic
contexts; and shows long-term learning outcomes after the students move into work practice.
Ključne reči:
Learning outcomes / Education for sustainable development / Higher planning education / Pedagogical model / Students’ perspectiveIzvor:
International Journal of Sustainability in Higher Education, 2020, 21, 1, 1-17Izdavač:
- Emerald Publishing Limited
DOI: 10.1108/IJSHE-01-2019-0045
ISSN: 1467-6370
WoS: 000506220800001
Scopus: 2-s2.0-85074045294
Institucija/grupa
Arhitektonski fakultetTY - JOUR AU - Fokdal, Josefine AU - Čolić, Ratka AU - Milovanović Rodić, Danijela PY - 2020 UR - https://raf.arh.bg.ac.rs/handle/123456789/792 AB - Purpose–This paper aims to supplement existing research on a joint approach to integrate sustainability into higher planning education (HPE) by facilitating an international transformative learning process. It looks at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart). Design/methodology/approach–In this paper, students’ assessments of the pedagogical model, individual learning outcomes and the long-term value of the pedagogical model in respect of key competences for sustainability are presented and discussed. Basic assumptions of the study include that assessment from the students’perspective can provide feedback on the transformational learning experience with the aim of improving the experience and thus learning outcomes; help identify limitations and target specific areas for improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge and skills for sustainability in HPE. Findings–The paper provides evidence that a learner-centered and action-oriented approach, as well as a global dialogue among peers from different backgrounds and nationalities, is an effective way to educate future generations of urban planners to become“change agents”for societal transformation toward a more sustainable future within their respective contexts. Originality/value–The paper is a supplement to the existing research on educational initiatives that attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic contexts; and shows long-term learning outcomes after the students move into work practice. PB - Emerald Publishing Limited T2 - International Journal of Sustainability in Higher Education T1 - Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective VL - 21 IS - 1 SP - 1 EP - 17 DO - 10.1108/IJSHE-01-2019-0045 ER -
@article{ author = "Fokdal, Josefine and Čolić, Ratka and Milovanović Rodić, Danijela", year = "2020", abstract = "Purpose–This paper aims to supplement existing research on a joint approach to integrate sustainability into higher planning education (HPE) by facilitating an international transformative learning process. It looks at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart). Design/methodology/approach–In this paper, students’ assessments of the pedagogical model, individual learning outcomes and the long-term value of the pedagogical model in respect of key competences for sustainability are presented and discussed. Basic assumptions of the study include that assessment from the students’perspective can provide feedback on the transformational learning experience with the aim of improving the experience and thus learning outcomes; help identify limitations and target specific areas for improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge and skills for sustainability in HPE. Findings–The paper provides evidence that a learner-centered and action-oriented approach, as well as a global dialogue among peers from different backgrounds and nationalities, is an effective way to educate future generations of urban planners to become“change agents”for societal transformation toward a more sustainable future within their respective contexts. Originality/value–The paper is a supplement to the existing research on educational initiatives that attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic contexts; and shows long-term learning outcomes after the students move into work practice.", publisher = "Emerald Publishing Limited", journal = "International Journal of Sustainability in Higher Education", title = "Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective", volume = "21", number = "1", pages = "1-17", doi = "10.1108/IJSHE-01-2019-0045" }
Fokdal, J., Čolić, R.,& Milovanović Rodić, D.. (2020). Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective. in International Journal of Sustainability in Higher Education Emerald Publishing Limited., 21(1), 1-17. https://doi.org/10.1108/IJSHE-01-2019-0045
Fokdal J, Čolić R, Milovanović Rodić D. Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective. in International Journal of Sustainability in Higher Education. 2020;21(1):1-17. doi:10.1108/IJSHE-01-2019-0045 .
Fokdal, Josefine, Čolić, Ratka, Milovanović Rodić, Danijela, "Integrating Sustainability in Higher Planning Education through International Cooperation: Assessment of a Pedagogical Model and Learning Outcomes from the Students’ Perspective" in International Journal of Sustainability in Higher Education, 21, no. 1 (2020):1-17, https://doi.org/10.1108/IJSHE-01-2019-0045 . .