Summary of TL components in ESD for sustainability leaders and change agents
| Description of components | Rodríguez and Barth (2020) | Burns (2016) /Burns and Schneider (2019) | Shriberg and MacDonald (2013) |
|---|---|---|---|
| Building community/social interaction among learners (including peer learning, creating trust, cohort-based) | x | x | x |
| Systems thinking/inter-transdisciplinary perspectives | x | x | |
| Experiential learning beyond formal classroom (for example, a community project, study or work abroad) | x | x | x |
| Time and space for reflection and dialogue | x | x | |
| Development of practical leadership skills (for example, collaboration, communication, facilitation) | x | x | |
| Leadership from an understanding of sustainability which includes holistic personal development | x | x | |
| Moving beyond sustainability to restoration, regeneration | x | ||
| Readiness and openness to change of the learner | x | ||
| Power relations (have experienced participatory processes that did not work) | x |
| Description of components | |||
|---|---|---|---|
| Building community/social interaction among learners (including peer learning, creating trust, cohort-based) | x | x | x |
| Systems thinking/inter-transdisciplinary perspectives | x | x | |
| Experiential learning beyond formal classroom (for example, a community project, study or work abroad) | x | x | x |
| Time and space for reflection and dialogue | x | x | |
| Development of practical leadership skills (for example, collaboration, communication, facilitation) | x | x | |
| Leadership from an understanding of sustainability which includes holistic personal development | x | x | |
| Moving beyond sustainability to restoration, regeneration | x | ||
| Readiness and openness to change of the learner | x | ||
| Power relations (have experienced participatory processes that did not work) | x |
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