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Education for sustainable development aims to help learners engage with the concept of sustainability. This paper considers whether specific values-centred sustainability training techniques can promote personal engagement with sustainability when undertaken by higher education students on an extra-curricular voluntary basis. Conducted over an eight-month period, the study evaluates the impact of the training on 67 second year undergraduate design and engineering students at Plymouth University using pre- and post-training values and worldview scales measured against a control group. Four months after the training, one-to-one interviews were conducted with a subset of the sample. A quantitative analysis of the values and worldview surveys indicates that a degree of values clarification and mind-set shift resulted from the training, with design students appearing more receptive than those studying engineering. This finding was reinforced in the interview data, which illustrates where and how learners engaged with the training and provides examples of learners deep thought, reflection and mind-set changes.
Murray et al. (Thu,) studied this question.
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