Given the need to promote sustainability education in higher education and integrate innovative pedagogical approaches to teach sustainability through a participatory approach, the purpose of this study is to analyze the viewpoints of students, faculty and local community members concerning participatory methods that advance climate action in higher education.
This research used a mixed-methods approach involving questionnaires and interviews with 30 students, 10 faculty members and 20 local community participants involved in various climate action efforts.
The findings of this study reveal both advantageous and detrimental experiences, highlighting the ability of participatory methods to foster collaboration and multidisciplinary education. Faculty members reported favorable outcomes, such as increased engagement and collaborative output; nevertheless, students and community members often perceived marginalization, leading to perceptions of tokenism. This research suggests that while participatory methods can enhance climate action in higher education, significant structural modifications are necessary to ensure inclusivity and quantifiable outcomes.
This study provides insights into the usefulness of the service-learning approach as a pedagogic approach for initiating participatory methods for actualizing SDGs, precisely climate action. This study demonstrates the critical interplay between institutional support and stakeholder engagement, emphasizing the need for equitable strategies in participatory climate initiatives.
