- In the ever-evolving landscape of education, the significance of sustainability has transcended mere classroom instruction.
- On October 3, 2023, at Kisii University, Dr. Billiah Gisore gave a public lecture on Bringing in Sustainability into the Classroom.
- Connecting students with local sustainability initiatives fosters a sense of responsibility and citizenship.
… creativity is one of the 21st century skills; one has to be creative to show the connection of education content and real-life issues
Dr. Billiah Gisore, Kisii University Lecturer.
In an era defined by environmental and societal challenges, there is a pressing need to acquire sustainable education, thus a call for reforms in the sector.
Educators converged at the Kisii University grounds to give a public lecture on the importance of sustainability and shift to contemporary learning methods.
In the ever-evolving landscape of education, the significance of sustainability has transcended mere classroom instruction.
It is no longer sufficient to impart knowledge solely for academic prowess; education must empower learners to apply their wisdom in their day to day lives.
This feature delves into the transformative power of sustainability in education, emphasizing the shift from the “knowledge in, knowledge out” paradigm to a holistic, community-centric approach essential in the 21st century.
Navigating current challenges through education
As we grapple with the pressing global concern of climate change, this mission takes on an even greater urgency.
Sustainability education is no longer a niche concern but a global imperative where everyone has a role to play in their respective areas.
On October 3, 2023, at Kisii University, Dr. Billiah Gisore gave a public lecture on Bringing in Sustainability into the Classroom.
Dr. Gisore is a Kisii University lecturer in the School of Education, and a co-author of the book Understanding Sustainability with Pedagogical Practice: A Contribution from Geography Education toward Sustainability, among others.
Her scholarly interests lean towards Teacher Education, Equity, Sustainability Education and Climate Change Education.
“For university students like yourself, sustainability is not just a buzzword but a call to action,” Dr. Gisore told the young learners present.
She implored that our society’s survival hinges on embracing sustainability through transformative learning as a way of life.
“As educators, we need to take care of contexts in learning and address societal values that are relevant to our students,” said Dr. Gisore.
Presently, educators are posed with the thorny question of how practical and valuable knowledge can be seamlessly woven into the confines of a predefined curriculum.
During the Public lecture, Dr. Gisore noted, “The curriculum for sure is predefined for us as learning sustainability content is not included.”
The transformative power of creativity in the teaching and learning process lies in its ability to spark curiosity, encourage critical thinking and nurture problem-solving skills.
By embracing creative pedagogy, we equip learners not only with knowledge but also with the tools to navigate an ever-changing world.
Unleashing creativity
Creativity in pedagogy opens the door for innovative teaching methods that encourage students to actively engage with the material rather than passively consuming it, especially in the 21st century, where the traditional curriculum appears outmoded.
“Remember, creativity is one of the 21st century skills; one has to be creative to show the connection of education content and real-life issues,” Dr. Gisore challenged the participants.
She urged instructors to also come up with a way to evaluate whether the learners have grasped what they have learned or not.
However, she insisted that it has to be a faculty’s shared vision and a collective process to ensure success in the whole institution.
In the shared vision lies the power to nurture students not just academically but as well-rounded individuals prepared to face the challenges of the world.
“We need to accept interdisciplinarity, where we check with our colleagues if something is not clear in your area and be open to getting divergent views even in our areas of expertise,” she insighted.
Other educators in the public lecture advocated for a paradigm shift in knowledge delivery to meet modern student and market demands.
The call for retraining extends beyond updating instructional methods rather than reconstructing the information itself.
“As we focus on the shift and creativity in learning, we should equally focus on the economic regard because we need to solve the economic rigor before thinking about sustainability.
Resources for retraining educators should also be made available,” one participant commented.
The need to understand teacher cognition in training, however, seemed crucial as teachers bring their beliefs, expectations and values into the classroom which can significantly impact the learning experience.
Recognizing and respecting these beliefs while providing professional development that aligns with sustainable education goals is essential.
Transformative pedagogical approaches
A question of examples of transformative approaches to use to ensure learning is sustainable was thrown to the key speaker Dr. Gisore.
In an interactive question-and-answer session, different approaches that are currently making waves in the world of education were suggested.
- Experiential learning
One participant suggested experiential or service learning.
This approach provides hands-on experiences, field trips, and outdoor activities to immerse students in real-world sustainability challenges.
Students, therefore, gain a deeper understanding of environmental issues by actively engaging with them.
- Project-based learning
Collaborative projects addressing real-life problems encourage critical thinking, problem-solving, and teamwork.
This participatory approach helps students actively learn responsibility and reliability.
Skills learned from project-based learning are vital for students to devise sustainable solutions in the global platform.
Project-based learning encourages peer learning where students are in groups and the instructors give their input at the end of the discussion.
“We have to make learners constructors of knowledge and ensure they work collaboratively as teams where they are able to also give us back what we need,” another lecturer gave her input.
- Inter-disciplinary teaching
Sustainable issues are complex and interconnected.
Integrating subjects and collaborating with educators of different disciplines enables the students to explore the multifaceted nature of sustainability challenges.
- Technology integration
Leveraging digital tools, simulations and online resources allows students to explore environmental data, models and solutions.
Technology equips students with the tools to address modern global issues.
- Community engagement
Connecting students with local sustainability initiatives fosters a sense of responsibility and citizenship.
Learners become actively involved in their communities’ efforts to create a sustainable future.
“You get involved in some experience that is a challenge around you in the society and try to find solutions of the same,” commented a participant.
She further stated that incorporating these pedagogical approaches into the curriculum was crucial and equally important in developing core skills and competencies such as empathy and global awareness, communication, and problem-solving solving, among others.
Speaking during the event, Dr. Gladys Osoro, a Geography lecturer, advised students and learners to use the knowledge they acquire in their classrooms judiciously, consciously and deliberately.
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“We realize that Kenya is most prone to climate change and stands sixth in the continent. Sustainability is therefore not far-fetched but something we live with,” said Dr. Osoro.
