Purpose
This paper aims to determine whether high school students can become agents of change in their local communities by participating in a formal internship program implemented through a partnership between academia (high schools and universities), nonprofit organizations and key community stakeholders.
Design/methodology/approach
Pre- and post-assessments, activity journals and on-line interviews are used to measure the impact of internships on high school students’ sustainability leadership, using a train-the-trainer intervention led by university interns. A conceptual problem-solving framework is proposed and empirically tested to explore the linkages between complex problem constellations, sustainability transition strategies and sustainability visions.
Findings
The five core leadership competencies (systems thinking, strategic, anticipatory, normative and interpersonal) may not be as uniquely discrete as suggested in the literature. An effective learning experience depends on students’ developing competence in their ability to implement a strategic intervention, which is better acquired through hands-on experience rather than a classroom setting.
Practical implications
Students need experiential learning outside of the classroom to make sustainability come alive as a viable option for their communities.
Social implications
The principles of social responsivity, engagement, experiential learning, capacity-building and entrepreneurialism can be executed by transforming the campus into a learning lab, which includes the local community.
Originality/value
This study empirically demonstrates that students need involvement in strategic interventions to imagine and conceptualize sustainability visions. It also shows how academia can help fulfill the United Nations sustainable development goals.
