Classroom strategy using constructivist approach for teaching-learning sustainability concepts in a university construction course

Abstract

The concept of sustainable development has been introduced to the global stage by the United Nations. To achieve sustainable development, education is an essential tool. Education for Sustainable Development (ESD) is becoming increasingly important at all levels of the educational system including Higher Education Institutions (HEI). Many HEI have taken the initiative to integrate the concept of sustainable development into their curriculum and educational activities. Thus, the integration of teaching and research is becoming a key issue in higher education. There is no exact pedagogy for sustainable development education, but there is a broad consensus that it requires a shift toward active, participative, and experiential learning methods that engage learners and make a difference to their understanding, thinking and ability to act. The main objective of this study is to explore the application of the constructivist approach as the instructional design in sustainable development education. This research employs both quantitative and qualitative methods. The sample consists of Civil Engineering Diploma students. A set of survey questionnaire has been administered among them. Eleven respondents underwent semi-structured interview. The respondents were also given the pretest and posttest at the beginning and the end of the semester as well as an open-ended questionnaire in the classroom. They also did field trip report and group work assignment. Generally, this study contributes to the pool of knowledge in teaching and learning pedagogy which eventually will help to educate students on sustainable development more effectively.