Research and Tool: Education for Sustainable Development
Promoting Sustainability Literacy at Siam University: A Comprehensive Approach
Professor Dr. Chanita Rukspollmuang, Vice President, Siam University led a pivotal research project titled “Promoting Sustainability Literacy for Students in Thai Higher Education Institutions: A Case of Siam University.” This study employs a methodology that encompasses eight key competencies essential for fostering sustainability literacy among students:
- Systems Thinking
- Futures-Thinking
- Values-Thinking
- Strategic Thinking
- Interpersonal Skills
- Integrated Problem-Solving
- Implementation Skills
- Intrapersonal Awareness (Self-Awareness)
Key Findings on Sustainability Literacy
The research revealed that many Thai students entering Siam University had limited knowledge of sustainability concepts, including Sustainable Development (SD) and the Sustainable Development Goals (SDGs). Despite having taken related courses in their basic education, their understanding was not comprehensive. This aligns with findings from studies conducted in Spain and Nigeria, which indicated that students often recognize the importance of SDGs but lack a deep understanding of their implications and applications.
Interestingly, students reported a high level of overall sustainability competencies, particularly in intrapersonal skills such as empathy, adaptability, positive thinking, and a growth mindset—qualities deemed essential in today’s rapidly evolving world. This observation is supported by the 2023 Times Higher Education Student Sustainability Survey, which highlighted similar trends among university students globally.
However, the study also identified gaps in competencies related to integration and implementation, indicating that while students possess theoretical knowledge of SDGs, their practical application remains limited—except for SDG 13 on Climate Action.
Proposed Guidelines for Enhancing Sustainability Literacy
To address these challenges, focus group discussions suggested several guidelines aimed at improving sustainability literacy among students:
- Learning Outcomes: Establish clear and measurable outcomes related to sustainability education.
- Curriculum Content: Revise course materials to include more hands-on and practical sustainability projects.
- Cultural Integration: Foster a culture that values sustainability within the university environment.
- Technology Utilization: Leverage technology to enhance learning experiences related to sustainability.
- Assessment Methods: Develop innovative assessment strategies to evaluate student understanding and engagement with sustainability concepts.
Siam University is committed to integrating sustainability policies into its academic framework, with the General Education (GE) program serving as a primary vehicle for promoting these principles. However, revisions may be necessary to adapt teaching methods and learning ecosystems effectively.
Transformative Approaches in Curriculum Design
The study advocates for a transformative and competency-based approach to curriculum development. It emphasizes the importance of equipping instructors with knowledge about innovative curriculum design strategies. Suggested pedagogical approaches include:
- Interdisciplinary team teaching
- Project-based learning
- Community service learning
- Participatory action research
- Place-based environmental education
Siam University has already begun implementing many of these approaches to inspire students to engage actively with local and global sustainability issues.
Recommendations for Effective Implementation
For these guidelines to be successfully executed, the university must foster participatory engagement among all stakeholders—administrators, faculty, staff, and students. Key recommendations include:
- Clear Communication: Ensure all members understand and commit to sustainability goals.
- Role Paradigm Shift: Encourage both instructors and students to adopt new roles that facilitate community engagement and collaborative learning.
- Continuous Professional Development: Provide ongoing training for university staff to keep pace with advancements in sustainability education.
- Lifelong Learning: Promote active sustainability learning beyond the classroom through projects and partnerships where students can take leadership roles.
Limitations of the Study
While this research provides valuable insights into sustainability literacy at Siam University, it does have limitations. The methodological approach may not allow for generalizable conclusions regarding causal relationships between literacy levels and educational program revisions. Further studies are needed to explore these dynamics more comprehensively.
In conclusion, this research highlights the critical role of education in promoting sustainability literacy among university students in Thailand. The proposed guidelines aim to enhance educational practices at Siam University and can serve as a model for other institutions striving to integrate sustainability into their curricula effectively.
