Results of the scoping-review – pillar: action-based learning
| Pillar: Action-based learning | |||||
|---|---|---|---|---|---|
| Study/author(s) | Definition of CE | Country and sample | Educational approaches | Study outcomes | Emotional competencies |
| Castilla-Polo et al. (2022) | No definition of CE; integrating active methodology on CSR learning into accounting studies | University of Jean, Spain; Management accounting students; (n = 50) | Active learning; project-based learning; flipped classroom; debate method | Development of emotional competences; expression/articulation of feelings | Emotional awareness in terms of recognizing and articulating emotions |
| Singh (2012) | No definition of CE | South Africa; students and educators from Environmental Education Studies; (n = 66) | Field work, action research, action engagement, community of practice | Students experienced the emotion of trust in possibilities, others and self, as well as self-efficacy, because they experienced that their interventions led to positive change and inspired other stakeholders | Regulating emotions in terms of “reappraisal” through experience, applying emotions (feeling of being positively moved) |
| Tomasella et al. (2022) | No definition of CE; the research highlights the importance of a sustainability mindset and emotional intelligence | UK students and Enactus Team, UK; (questionnaires: n = 78; semi-structures interviews: n = 8) | Sustainability mindset framework; Enactus including real-world experiential learning | Increase in the sustainability mindset, developing personal purpose (spiritual intelligence) and emotional intelligence; students developed an understanding of themselves and others and the ability to reflect on the awareness of being, e.g. compassionate or empathetic and to develop the competency to act accordingly | Self-awareness, empathy |
| Pillar: Action-based learning | |||||
|---|---|---|---|---|---|
| Study/author(s) | Definition of | Country and sample | Educational approaches | Study outcomes | Emotional competencies |
| No definition of CE; integrating active methodology on | University of Jean, Spain; Management accounting students; ( | Active learning; project-based learning; flipped classroom; debate method | Development of emotional competences; expression/articulation of feelings | Emotional awareness in terms of recognizing and articulating emotions | |
| No definition of | South Africa; students and educators from Environmental Education Studies; ( | Field work, action research, action engagement, community of practice | Students experienced the emotion of trust in possibilities, others and self, as well as self-efficacy, because they experienced that their interventions led to positive change and inspired other stakeholders | Regulating emotions in terms of “reappraisal” through experience, applying emotions (feeling of being positively moved) | |
| No definition of CE; the research highlights the importance of a sustainability mindset and emotional intelligence | Sustainability mindset framework; Enactus including real-world experiential learning | Increase in the sustainability mindset, developing personal purpose (spiritual intelligence) and emotional intelligence; students developed an understanding of themselves and others and the ability to reflect on the awareness of being, e.g. compassionate or empathetic and to develop the competency to act accordingly | Self-awareness, empathy | ||
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