Educating for sustainability is essential to creating a more sustainable future for higher education students. Interest in sustainability education through experiential learning methods such as service-learning is growing. However, studies on the effectiveness of service-learning practices from non-Western contexts remain scarce. This study examines how service-learning pedagogy is implemented and how effective it is at enhancing pro-environmental attitudes and behaviours.
The current study was conducted among undergraduate business students at a higher education institution in Oman. This study used a mixed-methods case study approach using an explanatory sequential research design. Quantitative data were collected through an online survey before and after the service-learning project, while qualitative data were collected through reflective essays after students completed the course. This study used t-tests and thematic analysis to analyse the data.
The quantitative findings show that the service-learning project intervention significantly improved students’ pro-environmental attitudes and behaviours. The qualitative findings showed increased understanding and awareness of sustainability issues, a shift in attitudes and behaviours and a strong willingness to engage in sustainable practices and initiatives.
The present study underscores that service-learning is an effective pedagogical method for sustainability education. This learning method prepares higher education students to contribute to achieving the Sustainable Development Goals during the disruptive times of the climate crisis, particularly in emerging countries.
This research shows how service-learning can be applied to sustainability education in a non-Western context and highlights its effectiveness in developing future leaders and promoting mental shifts towards pro-environmental attitudes and behaviours.
