Sustainability in Pedagogy and Curriculum aims to prepare learners as future citizens with an adequate level of intuition and sense of promises through their reflections and actions. The final goal is the learners’ actions and commitments that will protect the environment, reduce degradation and ensure societies’ sustainability. Active engagement with their immediate surroundings is thus a crucial means of learning about the environment as it makes them appreciate how many their commitments can make a difference in the society. The contemporary curriculum and pedagogical approaches make learners accustomed to mugging up information and throwing up it in writing examination papers. There is a need to explore new approaches to expose the learning communities through sustainability curriculum that has the potential to transform students’ thoughts, actions and involvement. This article makes an epistemic examination of related literature to reorganize, outline, and deliver a holistic understanding of a transformative green pedagogy required in modern Higher Education setup. The main notion compares two pedagogical models that vary decidedly in their emphasis on the prerogative of the learner’s prior knowledge and beliefs, the engagement of the learner, and the potential for critical thinking and transformative learning that included spiritual intelligence, mindfulness, reflection and scope for Knowledge co-creation through green initiatives. It is found that a transformative green pedagogy has the potential to reconnect to self, others and the nature – a shift from dialogue to trilogue style of teaching learning that can lead societies to become more sustainable.
Prantha Chandra Sarkar (Thu,) studied this question.