Overview of the results and factors (F) Q-sort values for statements sorted by level of consensus
| Overview of the results | F 1 | F 2 | F 3 | F 4 | F 5 |
|---|---|---|---|---|---|
| N | 8 | 5 | 3 | 3 | 2 |
| % Explained variance | 14 | 8 | 11 | 7 | 5 |
| Gender n (M: male; F: Female) | M: 5; F: 3 | M: 2: F: 3 | M: 2; F: 1 | M: 1; F: 2 | M: 1; F: 1 |
| Average age (years) | 41 | 37 | 55 | 41 | 49 |
| Average teaching experience (years) | 13 | 10 | 29 | 17 | 20 |
| Highest-ranked items (agency dimension) | 22 (IP) 13 (IP) | 22 (IP) 28 (A) | 26 (IP) 4 (IP) | 28 (A) 2D (A) | 13 (IP) 23 (IP) |
| Lowest-ranked items (agency dimension) | 11D* (A) 14 (A) | 1D (A) 5 (A) | 28D* (A) 14 (A) | 5 (A) 8 (A) | 19 (IP) 8 (A) |
| Statement (agency dimension; Z-score variance) | Q-sort values for statements sorted by level of consensus | ||||
| 10. PBL is appropriate for solving the current students’ learning problems that I have experienced (IP; 0.109) | 3C | 3C | 3C | 2 | 2 |
| 29. My colleagues provide constructive feedback on my initial PBL practice for ESD (A; 0.139) | −1 | −2 | −2 | −2 | 0 |
| 1. My colleagues understand why I seek to implement PBL for ESD (A; 0.22) | −2 | −4D | −1 | 0 | −2 |
| 3. My colleagues show interest in joining me in my future practice of using PBL for ESD (A; 0.257) | −1 | −3 | −1 | −2 | 1D |
| 12. There is a societal trend towards adopting new pedagogical methods that suit the young generation (E; 0.306) | 0 | 2D | 1 | 1 | −2 |
| 9. My institution requests that I further implement ESD using PBL after my participation in the SEA project (A; 0.311) | −2 | −1 | 0 | −1 | 2 |
| 25. Engaging in ESD using PBL is beneficial for my future job opportunities (IP; 0.356) | 1 | 0 | −2 | 0 | −2 |
| 16. Using PBL for ESD provides opportunities for students to be connected to society (E; 0.371) | 0 | 1 | 2 | 3 | −1 |
| 5. My institution has the culture to encourage innovative teaching in general (A; 0.385) | −3 | −4 | −3 | −4 | 0D |
| 17. I enjoyed my initial practice of using PBL for ESD (IP; 0.39) | 2 | −2 | 2 | 0 | 2 |
| 24. My institution is capable of enhancing ESD using PBL with the needed resources (IP; 0.396) | −2 | 2D | 0 | −2 | 0 |
| 15. My leaders are interested in extending PBL implementation for ESD (IP) | −3D* | 2D | 0 | 1 | 0 |
| 31. There is a societal need to enhance ESD (E; 0.464) | 1 | 1 | −1 | −1 | −3 |
| 30. I appreciate new ways of thinking about education (IP; 0.501) | 3D | 0 | 1 | −3D* | 1 |
| 26. I am capable of conducting PBL for ESD (IP; 0.502) | 0 | 0D | 4 | 2 | 3 |
| 21. There is an emphasis on ESD at my institution (E; 0.51) | −1 | 1 | 1 | −3 | −3 |
| 19. Engaging in the PBL implementation for ESD enhances my qualifications for academic promotion (IP; 0.529) | 1 | −2 | −2 | 1 | −4 |
| 14. There are rewards for implementing new teaching practice (i.e. PBL) at my institution (A; 0.561) | −4 | −1 | −4 | −1 | −1 |
| 23. Implementing PBL for ESD improves my teaching competence (IP; 0.563) | 3 | 2 | 1 | 0D | 4 |
| 18. I anticipate receiving needed support from my institution to enhance ESD using PBL (IP; 0.626) | −2 | 3 | 2 | 0 | 0 |
| 8. My leaders have a common understanding that PBL is appropriate for our institution (A; 0.643) | −3 | −1 | 0 | −4 | −4 |
| 27. My students understand that PBL is beneficial to their future (A; 0.716) | −1 | −1 | −2 | 3D* | −1 |
| 11. My leaders understand what it means to enhance ESD using PBL (A; 0.815) | −4D* | 3D* | −1 | −1 | −1 |
| 13. The SEA project activities inspire me to proceed further with using PBL to enhance ESD (IP; 0.821) | 4 | 1 | 3 | −2D* | 4 |
| 6. My students’ learning performance is improved with an initial PBL piloting experience for ESD (A; 0.861) | 1 | 0 | −3D* | 3D | 1 |
| 4. I value my learning gains from this SEA project (IP; 0.914) | 2 | −2D* | 4 | 2 | 1 |
| 20. PBL is appropriate for ESD in general (IP; 0.982) | 2 | −3 | 3 | 1 | −2 |
| 2. My students react positively to an initial PBL piloting experience for ESD (A; 1.041) | 0 | 0 | −3D* | 4D | 2 |
| 22. There is a need to change the prevailing teaching methods in my institution (IP; 1.082) | 4 | 4 | 0 | −3D | 3 |
| 7. There is a common understanding in my institution of its educational goals for sustainable development (A; 1.134) | 0 | −3 | 2 | 2 | −3 |
| 28. My students’ engagement in learning is improved with an initial PBL piloting experience for ESD (A; 1.719) | 2 | 4 | −4D* | 4 | 3 |
| Overview of the results | F 1 | F 2 | F 3 | F 4 | F 5 |
|---|---|---|---|---|---|
| 8 | 5 | 3 | 3 | 2 | |
| 14 | 8 | 11 | 7 | 5 | |
| M: 5; F: 3 | M: 2: F: 3 | M: 2; F: 1 | M: 1; F: 2 | M: 1; F: 1 | |
| 41 | 37 | 55 | 41 | 49 | |
| 13 | 10 | 29 | 17 | 20 | |
| 22 (IP) | 22 (IP) | 26 (IP) | 28 (A) | 13 (IP) | |
| 11D* (A) | 1D (A) | 28D* (A) | 5 (A) | 19 (IP) | |
| 10. PBL is appropriate for solving the current students’ learning problems that I have experienced (IP; 0.109) | 3C | 3C | 3C | 2 | 2 |
| 29. My colleagues provide constructive feedback on my initial PBL practice for ESD (A; 0.139) | −1 | −2 | −2 | −2 | 0 |
| 1. My colleagues understand why I seek to implement PBL for ESD (A; 0.22) | −2 | −4D | −1 | 0 | −2 |
| 3. My colleagues show interest in joining me in my future practice of using PBL for ESD (A; 0.257) | −1 | −3 | −1 | −2 | 1D |
| 12. There is a societal trend towards adopting new pedagogical methods that suit the young generation (E; 0.306) | 0 | 2D | 1 | 1 | −2 |
| 9. My institution requests that I further implement ESD using PBL after my participation in the SEA project (A; 0.311) | −2 | −1 | 0 | −1 | 2 |
| 25. Engaging in ESD using PBL is beneficial for my future job opportunities (IP; 0.356) | 1 | 0 | −2 | 0 | −2 |
| 16. Using PBL for ESD provides opportunities for students to be connected to society (E; 0.371) | 0 | 1 | 2 | 3 | −1 |
| 5. My institution has the culture to encourage innovative teaching in general (A; 0.385) | −3 | −4 | −3 | −4 | 0D |
| 17. I enjoyed my initial practice of using PBL for ESD (IP; 0.39) | 2 | −2 | 2 | 0 | 2 |
| 24. My institution is capable of enhancing ESD using PBL with the needed resources (IP; 0.396) | −2 | 2D | 0 | −2 | 0 |
| 15. My leaders are interested in extending PBL implementation for ESD (IP) | −3D* | 2D | 0 | 1 | 0 |
| 31. There is a societal need to enhance ESD (E; 0.464) | 1 | 1 | −1 | −1 | −3 |
| 30. I appreciate new ways of thinking about education (IP; 0.501) | 3D | 0 | 1 | −3D* | 1 |
| 26. I am capable of conducting PBL for ESD (IP; 0.502) | 0 | 0D | 4 | 2 | 3 |
| 21. There is an emphasis on ESD at my institution (E; 0.51) | −1 | 1 | 1 | −3 | −3 |
| 19. Engaging in the PBL implementation for ESD enhances my qualifications for academic promotion (IP; 0.529) | 1 | −2 | −2 | 1 | −4 |
| 14. There are rewards for implementing new teaching practice (i.e. PBL) at my institution (A; 0.561) | −4 | −1 | −4 | −1 | −1 |
| 23. Implementing PBL for ESD improves my teaching competence (IP; 0.563) | 3 | 2 | 1 | 0D | 4 |
| 18. I anticipate receiving needed support from my institution to enhance ESD using PBL (IP; 0.626) | −2 | 3 | 2 | 0 | 0 |
| 8. My leaders have a common understanding that PBL is appropriate for our institution (A; 0.643) | −3 | −1 | 0 | −4 | −4 |
| 27. My students understand that PBL is beneficial to their future (A; 0.716) | −1 | −1 | −2 | 3D* | −1 |
| 11. My leaders understand what it means to enhance ESD using PBL (A; 0.815) | −4D* | 3D* | −1 | −1 | −1 |
| 13. The SEA project activities inspire me to proceed further with using PBL to enhance ESD (IP; 0.821) | 4 | 1 | 3 | −2D* | 4 |
| 6. My students’ learning performance is improved with an initial PBL piloting experience for ESD (A; 0.861) | 1 | 0 | −3D* | 3D | 1 |
| 4. I value my learning gains from this SEA project (IP; 0.914) | 2 | −2D* | 4 | 2 | 1 |
| 20. PBL is appropriate for ESD in general (IP; 0.982) | 2 | −3 | 3 | 1 | −2 |
| 2. My students react positively to an initial PBL piloting experience for ESD (A; 1.041) | 0 | 0 | −3D* | 4D | 2 |
| 22. There is a need to change the prevailing teaching methods in my institution (IP; 1.082) | 4 | 4 | 0 | −3D | 3 |
| 7. There is a common understanding in my institution of its educational goals for sustainable development (A; 1.134) | 0 | −3 | 2 | 2 | −3 |
| 28. My students’ engagement in learning is improved with an initial PBL piloting experience for ESD (A; 1.719) | 2 | 4 | −4D* | 4 | 3 |
Notes:
IP = intrapersonal dimension of agency; A = action dimension of agency; E = environmental dimension of agency; C = significant consensus; p < 0.05; D = significantly differed; p < 0.05; D* = significantly distinguishing statements, p < 0.01
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