Education for Sustainable Living: Integrating theory, practice, design, and development

Abstract

A 4‐year‐long action research project involving curriculum development in education for sustainable living as part of home economics in a university teacher education course is described and analysed. Design experiments were used to develop the curriculum and promote learning. The design experiments emphasised an integrating approach to action research through the use of improved concept maps and improved Vee heuristics. These tools were used to collect qualitative data and to present integrating tentative theories and overviews. The utility of this approach in facilitating student thinking and professional development is discussed. The described design strategy provides opportunities for better, more fulfilling, integrating ways of developing university courses, teaching, promoting student learning, professional development and research in the sense that the engagement of the participants is central to the processes involved.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 52 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.