Enhancing urban sustainability in higher education in Chile: insights from active learning from online and in-class formats

Purpose This study aims to research the impact of online and in-class learning formats on students’ engagement and comprehension of urban sustainability (US) in a course offered at Pontificia Universidad Católica de Chile from 2015 to 2020. Design/methodology/approach Employing a qualitative approach, we analyzed survey responses from 238 former students, focusing on their perceptions of the US and the effectiveness of various active learning activities. Findings Results indicate a strong preference for in-class over online learning, attributing greater learning efficacy to the former. However, active learning strategies, particularly field trips, lectures and group work, were identified as highly effective in both formats. Also, integrating the US into general university curricula as a cross-curricular discipline suggests that faculty training in digital pedagogical tools could enhance the effectiveness of online learning. Notably, student characteristics such as age, gender and professional background influenced attitudes toward technology-enhanced education. Research limitations/implications These insights are tempered by its focus on a specific, upper-middle-class student population, suggesting the need for further research across diverse educational contexts in Latin America. Originality/value This research underscores the critical role of active learning and calls for broader curricular integration to equip students with essential competencies for addressing sustainability challenges.