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Advancing Sustainable Futures through Education: A Montpellier Case Study on Student-Led Advocacy for Transdisciplinary Approaches

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Title: Advancing Sustainable Futures through Education: A Montpellier Case Study on Student-Led Advocacy for Transdisciplinary Approaches
Language: English
Authors: Hajar Choukrani (ORCID 0009-0001-1880-3990), Thaura Ghneim-Herrera (ORCID 0000-0001-5716-0900)
Source: Journal of Adult and Continuing Education. 2025 31(1):318-331.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Sustainability, Advocacy, Learner Controlled Instruction, Interdisciplinary Approach, Educational Practices, Systems Approach, Thinking Skills, Doctoral Students, Graduate Students, Learner Engagement, Masters Degrees, Student Motivation, Student Attitudes, Program Proposals, Educational Policy, Equal Education, Barriers, Transformative Learning, Foreign Countries
Geographic Terms: United Kingdom (Glasgow), Morocco, South Korea, France, South Africa
DOI: 10.1177/14779714241275871
ISSN: 1477-9714
1479-7194
Abstract: This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master's and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464496
Database: ERIC
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  Data: Advancing Sustainable Futures through Education: A Montpellier Case Study on Student-Led Advocacy for Transdisciplinary Approaches
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  Data: <searchLink fieldCode="AR" term="%22Hajar+Choukrani%22">Hajar Choukrani</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-1880-3990">0009-0001-1880-3990</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thaura+Ghneim-Herrera%22">Thaura Ghneim-Herrera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5716-0900">0000-0001-5716-0900</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adult+and+Continuing+Education%22"><i>Journal of Adult and Continuing Education</i></searchLink>. 2025 31(1):318-331.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 14
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  Label: Publication Date
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  Data: 2025
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Controlled+Instruction%22">Learner Controlled Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Degrees%22">Masters Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Proposals%22">Program Proposals</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Glasgow%29%22">United Kingdom (Glasgow)</searchLink><br /><searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.1177/14779714241275871
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  Data: 1477-9714<br />1479-7194
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  Data: This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master's and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.
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        Value: 10.1177/14779714241275871
    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
        StartPage: 318
    Subjects:
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Advocacy
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      – SubjectFull: Learner Controlled Instruction
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      – SubjectFull: Educational Practices
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Graduate Students
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Motivation
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      – SubjectFull: Program Proposals
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      – SubjectFull: Morocco
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      – SubjectFull: South Korea
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      – TitleFull: Advancing Sustainable Futures through Education: A Montpellier Case Study on Student-Led Advocacy for Transdisciplinary Approaches
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