Education for sustainable development: a critical reflexive discourse on a transformative learning activity for business students

This paper presents in detail a critical reflexive discourse on a transformative learning activity that engaged 140 students of the “Risk Management and Green Business Strategy” module at the University of Turin. During the course, students were asked to find, analyze, and propose a solution for a s...

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Vydáno v:Environment, development and sustainability Ročník 27; číslo 9; s. 20471 - 20491
Hlavní autoři: Corazza, Laura, Cottafava, Dario, Torchia, Daniel
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.09.2025
Springer Nature B.V
Témata:
Business students
Careers
Case studies
Collaboration
College campuses
College students
Colleges & universities
Cooperation
Discourse
Dogmatism
Earth and Environmental Science
Ecology
Economic Geology
Economic Growth
Education
Educational activities
Empowerment
Environment
Environmental Economics
Environmental education
Environmental Management
Interdisciplinary aspects
Knowledge
Learning
Modules
Occupations
Pedagogy
Project-based learning
Risk management
S.I. : Transformative learning for Urban Sustainability
Students
Sustainability
Sustainable Development
Teachers
Teaching
Transformative learning for Urban Sustainability
Education for sustainable development
Sustainability-oriented career
Higher Education Institutions
Critical reflexive discourse
Transformative learning
ISSN:1573-2975, 1387-585X, 1573-2975
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Shrnutí:This paper presents in detail a critical reflexive discourse on a transformative learning activity that engaged 140 students of the “Risk Management and Green Business Strategy” module at the University of Turin. During the course, students were asked to find, analyze, and propose a solution for a self-identified challenge working in close partnership with local urban companies on sustainability issues. Following a project-based learning approach, this paper compares two different group of students. The treatment group, i.e., the students following the ESD module, was then compared with a control group represented by the students from the traditional course of the previous year, in terms of their willingness to orient their future career on sustainability topics. Findings point out clear impacts on the study of sustainability-related disciplines (i.e., + 372% of thesis on sustainability) and on long-term career orientation of students on sustainability-oriented master and jobs.
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ISSN:1573-2975
1387-585X
1573-2975
DOI:10.1007/s10668-022-02335-1