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Promoting education about and for sustainable development: assessing the incorporation of SDGs in Chinese higher education.

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Bibliographic Details
Title: Promoting education about and for sustainable development: assessing the incorporation of SDGs in Chinese higher education.
Authors: Lin, Jason Cong1 (AUTHOR) jclin@eduhk.hk
Source: International Journal of Sustainability in Higher Education. 2024, Vol. 25 Issue 7, p1469-1483. 15p.
Subject Terms: *Student attitudes, *Universities & colleges, *Diplomas (Education), *Student engagement, Sustainable development
Abstract: Purpose: This study aims to examine and assess how sustainable development goal (SDG) Target 4.7 is incorporated in one leading higher education institution (HEI) in China (with a focus on teacher-education programmes) from students' perspectives. Design/methodology/approach: This study uses document analysis and a semi-structured interview to analyse official and accessible documents of the programmes related to SDG Target 4.7 and recorded interviews with seven students across various Postgraduate Diploma in Education programmes in the field of education at the examined university. Findings: SDG Target 4.7 is absent in the related documents. Challenges and barriers for students include limited opportunity to be informed about SDG Target 4.7, limited topics covered, ineffective pedagogies and students' diverse needs being neglected and teachers not giving immediate feedback. Given the opportunities in teaching and learning SDG Target 4.7, such as students are keen to learn and implement SDG Target 4.7, future directions could be reducing teachers' lecturing and increasing student engagement in multiple ways, providing concrete examples that are relevant to students' lives and giving immediate feedback and designing more related courses to specifically and systematically teach SDG Target 4.7. Originality/value: This study contributes to the field by identifying and deeply analysing an interesting and representative non-western case that remains underexplored in literature. In this sense, it helps international readers to generate a more comprehensive understanding of Chinese approaches to SDGs in its higher education system, develop a more holistic global discourse on incorporating SDGs into HEIs and compare the similarities and differences between different countries' approaches. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: This study aims to examine and assess how sustainable development goal (SDG) Target 4.7 is incorporated in one leading higher education institution (HEI) in China (with a focus on teacher-education programmes) from students' perspectives. Design/methodology/approach: This study uses document analysis and a semi-structured interview to analyse official and accessible documents of the programmes related to SDG Target 4.7 and recorded interviews with seven students across various Postgraduate Diploma in Education programmes in the field of education at the examined university. Findings: SDG Target 4.7 is absent in the related documents. Challenges and barriers for students include limited opportunity to be informed about SDG Target 4.7, limited topics covered, ineffective pedagogies and students' diverse needs being neglected and teachers not giving immediate feedback. Given the opportunities in teaching and learning SDG Target 4.7, such as students are keen to learn and implement SDG Target 4.7, future directions could be reducing teachers' lecturing and increasing student engagement in multiple ways, providing concrete examples that are relevant to students' lives and giving immediate feedback and designing more related courses to specifically and systematically teach SDG Target 4.7. Originality/value: This study contributes to the field by identifying and deeply analysing an interesting and representative non-western case that remains underexplored in literature. In this sense, it helps international readers to generate a more comprehensive understanding of Chinese approaches to SDGs in its higher education system, develop a more holistic global discourse on incorporating SDGs into HEIs and compare the similarities and differences between different countries' approaches. [ABSTRACT FROM AUTHOR]
ISSN:14676370
DOI:10.1108/IJSHE-09-2023-0444