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Purpose The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al. , 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method. Design/methodology/approach Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following: Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework; Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion; In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers; Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand; Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences. Findings Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following: Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material; Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD. Originality/value From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.
Nathan Hensley (Wed,) studied this question.