Results of the scoping-review – pillar: transformative pedagogies and learning
| Pillar: Transformative pedagogies | |||||
|---|---|---|---|---|---|
| Study/author(s) | Definition of CE | Country and sample | Educational approaches | Study outcomes | Emotional competencies |
| Ahmad et al. (2023) | No definition of CE; considering the socio-emotional dimension of learning within the context of climate change | UK, Venezuela, UAE; sustainability practitioners and academics, curriculum designers, students, government officials involved in ESD; (n = 16) | Role plays and simulations | Addressing the affective dimension of sustainability, facilitating empathy towards diverse perspectives | Empathy |
| Avsec et al. (2022) | No definition of CE; social and emotional values are seen as an important part of transformative competencies for decision-making and action for SD | Cracow University, Poland; undergraduate students in an architecture education major; (n = 46) | Remote design studio for architecture; experiential and action-oriented remote learning; presentations, reflection journal, oral assessment, design projects, participation, e-portfolio | Students perceived that they had gained deeper self-awareness, more open perspective and experienced deep shifts in worldviews | Self-awareness (emotion regulation through reappraisal) |
| Esmail and Matthews-Roper (2022) | No definition of CE; exploring students’ affective response to climate change | University of Waterloo, Canada; Undergraduate students from faculties of Environment, Arts and Health; (n = 12) | Learner-centered teaching, transformative learning method: Critical Self-Reflection | Critical self-reflection helps students to recognize and reassess their perspectives, raising awareness of preconceptions | Emotional awareness; emotion regulation through reassessment of perspectives |
| Gal (2023) | No definition of CE; exploring how transformative pedagogy could influence pro-environmental behaviour | Israel; undergraduate students studying early childhood education; (n = 24) | Written reflections, personal evaluations, meetings, fieldtrips, storytelling, personal writing and song-writing – integrated to encourage expression of feelings | Significant change in students’ attitudes, emotions and self-efficacy; many students expressed a desire for behavioral change, willing to adjust lifestyles to address the environmental crisis | Emotional awareness; expression of emotions; applying emotions (connecting emotions with (a willingness for) action-taking) |
| Mabry (2011) | No definition of CE; mentioning the importance of emotional competencies in relation to sustainability business | Louisiana, USA; business communication students; (n = unknown) | Whole-person learning pedagogy; reflections, team-based and experiential learning, role play simulations, problem-based learning | Students developed and practiced important cognitive and emotional competencies and learned how to use emotions to influence others and how to associate cognitive processes with behavioral skills and emotional engagement | Emotional awareness in terms of recognizing emotions, applying emotions [usage of emotions (to influence behaviour)] |
| Pillar: Transformative pedagogies | |||||
|---|---|---|---|---|---|
| Study/author(s) | Definition of | Country and sample | Educational approaches | Study outcomes | Emotional competencies |
| No definition of CE; considering the socio-emotional dimension of learning within the context of climate change | UK, Venezuela, UAE; sustainability practitioners and academics, curriculum designers, students, government officials involved in ESD; ( | Role plays and simulations | Addressing the affective dimension of sustainability, facilitating empathy towards diverse perspectives | Empathy | |
| No definition of CE; social and emotional values are seen as an important part of transformative competencies for decision-making and action for | Cracow University, Poland; undergraduate students in an architecture education major; ( | Remote design studio for architecture; experiential and action-oriented remote learning; presentations, reflection journal, oral assessment, design projects, participation, e-portfolio | Students perceived that they had gained deeper self-awareness, more open perspective and experienced deep shifts in worldviews | Self-awareness (emotion regulation through reappraisal) | |
| No definition of CE; exploring students’ affective response to climate change | University of Waterloo, Canada; Undergraduate students from faculties of Environment, Arts and Health; ( | Learner-centered teaching, transformative learning method: Critical Self-Reflection | Critical self-reflection helps students to recognize and reassess their perspectives, raising awareness of preconceptions | Emotional awareness; emotion regulation through reassessment of perspectives | |
| No definition of CE; exploring how transformative pedagogy could influence pro-environmental behaviour | Israel; undergraduate students studying early childhood education; ( | Written reflections, personal evaluations, meetings, fieldtrips, storytelling, personal writing and song-writing – integrated to encourage expression of feelings | Significant change in students’ attitudes, emotions and self-efficacy; many students expressed a desire for behavioral change, willing to adjust lifestyles to address the environmental crisis | Emotional awareness; expression of emotions; applying emotions (connecting emotions with (a willingness for) action-taking) | |
| No definition of CE; mentioning the importance of emotional competencies in relation to sustainability business | Louisiana, USA; business communication students; ( | Whole-person learning pedagogy; reflections, team-based and experiential learning, role play simulations, problem-based learning | Students developed and practiced important cognitive and emotional competencies and learned how to use emotions to influence others and how to associate cognitive processes with behavioral skills and emotional engagement | Emotional awareness in terms of recognizing emotions, applying emotions [usage of emotions (to influence behaviour)] | |
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