Deep learning is a key strategy by which students extract meaning and understanding from course materials and experiences. Because of the range and interconnectedness of environmental, social and economic issues, and the importance of interdisciplinary thinking and holistic insight, deep learning is particularly relevant in the context of education for sustainability. However, deep learning can be inhibited if the existing interests or backgrounds of students have a strong disciplinary focus. This paper reviews factors that influence deep learning and discusses some ways in which environmental educators can encourage students to use deep learning strategies. Such strategies are seen to be necessary to maximise the benefits from environmental courses and are likely to foster creative interdisciplinary approaches to sustainability beyond the institution.
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