This study aims to investigate the effects of learning experience on education for sustainable development (ESD) in general education (GE) from students’ perspectives. Referring to the Sustainable Development Goals-related GE (SDG-GE) courses at The Chinese University of Hong Kong, the effects of learning experience on the ESD learning outcomes of learning attitude, knowledge acquisition and reflection, and action are investigated, along with the reasons behind these effects.
A mixed-method approach was used in this study. Quantitative analysis served as the first and dominant strand. Data was collected from a questionnaire survey and analyzed using Student’s t-test and structural equation modeling (SEM). Qualitative analysis served as the second strand. Data was collected from student focus group interviews.
This study shows that learning experience in SDG-GE is positively associated with students’ learning attitude, knowledge acquisition and reflection and action. SEM analysis indicates that positive learning experience has a direct positive effect on students’ reflection and action on sustainable development. Positive learning experience also has an indirect positive effect on students’ reflection and action, with knowledge acquisition serving as a partial mediator. The focus group study reveals that learning experiences such as field trips, lectures with daily examples, documentary screenings, simulation games, class discussions and course assignments contribute to the enhancement of reflection and action.
This study provides evidence for the significant contribution of GE to ESD in higher education. By focusing on students’ perspectives, this study reveals the needs, interests and expectations, and serves as a foundation for student-centered ESD. The effects of learning experience on the ESD outcomes, along with the reasons behind them, provide insights into teaching practice, curriculum design, resource allocation and university policy to support ESD in higher education institutions.
