Challenges related to implementing OSE, as identified from interviews in the case studies
| Main challenges for designing and delivering OSE courses | Related sub-themes regarding pedagogical difficulties |
|---|---|
| Interaction | Creating sense of community Facilitating engagement among students (particularly asynchronous online courses) Developing group projects Providing more-than-human encounters Honing interpersonal competency |
| Emotions | Dealing with climate/future anxiety Transmitting reactions and feedback Creating empathy Engendering inspiration Honing intrapersonal competency |
| Embodiment | Implementing hands-on exercises Using head, hands and hearts |
| Place connections | Conducting field work/visits Finding shared entry point to the topic despite geographical diversity Relating new knowledge to own experiences Linking with place-based sustainability Scaling courses to international levels Contextualizing competencies for people in different contexts |
| Depth and complexity of issues | Making complex things and phenomena tangible Reacting timely to recent events (e.g. droughts) Discussing topics in-depth |
| Action | Implementing transformative learning Perceiving teaching a competency-based approach requires more work Organizing transdisciplinary education Applying knowledge and providing practical tools Honing implementation competency |
| General practical challenges in delivery of online sustainability programs/courses: | Instructors: Grading KCS (qualitative assessment takes resources) Managing instructors’ (insufficient) training on sustainability Course designers: Engaging with sustainability as a fast-moving field, which requires constant updates of courses Organizing group work because of time zones/changes Translating in-person courses to online Connecting to communities without internet (e.g. indigenous people, local communities) Adjusting group work for automated/asynchronous courses Overarching: Overcoming faculty traditions/lack of knowledge of sustainability Lacking prior experience in online environments as a teacher or a student Separation between sustainability expertise and (online) pedagogical expertise |
| Main challenges for designing and delivering OSE courses | Related sub-themes regarding pedagogical difficulties |
|---|---|
| Interaction | Creating sense of community |
| Emotions | Dealing with climate/future anxiety |
| Embodiment | Implementing hands-on exercises |
| Place connections | Conducting field work/visits |
| Depth and complexity of issues | Making complex things and phenomena tangible |
| Action | Implementing transformative learning |
| General practical challenges in delivery of online sustainability programs/courses: |
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