DOI
10.1016/j.ijedudev.2020.102337

Summary
This study is concerned with the investigation of effective teaching and learning of sustainable development and global citizenship. Chiba et al investigate the individual and institutional-level factors associated with the learning objectives in these areas. Chiba et al begin the article by discussing the Education for Sustainable Development (ESD) and global citizenship education (GCEd) and making reference to the Sustainable Development Goals (SDGs). They make special reference to SDG 4.7 which aims to “to ensure that all learners acquire knowledge and skills needed to promote sustainable development, including, among others, thorough education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation cultural diversity and cultures contribution to sustainable development” The authors state that despite the successful application of these programmes, there is a growing need to address the factors that contribute to the desired learning outcomes. This study aims to address this issue by adding to the discussion on how to strengthen the ESD and GCEd. Chiba et al describe the conceptual framework behind the study approach – here they state that they are building on the literature related to school effectiveness research

The research methodology follows a systematic search for literature following two protocols:

Protocol one – focussed on studies that assess student learning related to ESD and GCEd at the institutional level, meaning schools, classrooms, programs, projects

Protocol two – focussed on studies that assess teacher education related to ESD and GCEd




The summarised results of Chiba et al’s protocol review - outcomes that the programs indented to produce:




Content/topical knowledge

All reviewed programs intended to enhance/increase content/knowledge associated with SDG 4.7

Attitudes/beliefs

71% intended to change students attitudes and beliefs on topics related to SDG 4.7

Socio-emotional skills

64% focussed on development of socio-emotional skills, particularly empathy.

Associated competencies and orientations

 86% of programs aimed to enhance a variety of competencies and orientations associated with addressing topical issues




Some other results include;

Differential patterns of development in systems thinking, normative, and strategic competencies for undergraduate students – more on this in Relevance to Com… section.
Significant improvement in sustainable behaviours in students participating in problem-based learning (PBL).
Integrating multicultural perspectives into undergraduate coursework contributed to the development of empathy as a trait, attitude, and behaviour.




Chiba et al describe many more results from the literature review. They then detail the implications of the student in term of practice, policy and theory.




There is a wealth of information in this study relevant to the COSY objectives.  

Relevance for Complex Systems Knowledge
This study is highly relevant to the teaching of sustainable development. The conceptual framework section states that the study is building on the literature related to school effectiveness. This statement resonates with the objectives of COSY for its application to enhancing the state of teaching and learning in HEIs. Chiba et al found in one study that pre and post semester tests suggested that some program outcomes were dependent on participant characteristics such as demographics and academic disciplines. Adding to that, another related study showed that there were differential patterns of development in systems thinking, normative, and strategic competencies for undergraduate students who took part in a transdisciplinary sustainability course depending on their discipline. While all of these competencies improved for students who majored in natural sciences, social sciences, and humanities, only systems thinking competence appeared to improve for students in sustainability majors (Remington-Doucette et al 2013). Differential development associated with age was also revealed by (Remington-Doucette & Musgrove 2015).  

Point of Strength
The findings show a number of factors that enhance the learning experience – effectiveness of teaching and learning in areas of sustainable development and global citizenships. It is for this reason that this paper offers itself as a valuable source for discussion with teachers and for the enhancement of student learning.

The highlight of SDG 4.7 is a useful reference point for teachers.

The two protocol approach to systemic search of literature could be realigned for any future study or it could be taught as a method for undergrad research skills.

Remington-Doucette et al (2013) and Remington-Doucette & Musgrove (2015) findings of differential development may be a useful reference point for future studies or for implementation of better programs that would consider the differential developments.   

Highlighting PBL for its deliverance of significant improvement in sustainable behaviours is a strong point here – this was found in Brody & Ryu (2006).




The entire document is useful for the enhancement and better understanding of teaching sustainable development.