Читать книгу The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов - Страница 39

According to SDG 4 of the SDGs (McKeown 2006; García Reyes 2013; Wright 2014; Nations 2015; UNESCO 2016; van't Land and Herzog 2017; TWI2050 – The World in 2050 2018; UN and Australian Government 2018; Marshall and Oxfam Education 2019; UNESCO 2019), sustainability in education is mainly controlled by curriculum (Franco et al. 2019), teaching methods (Coughlan 2011; García Reyes 2013; Marshall and Oxfam Education 2019), extracurricular activities, and learning assessment rubrics. To attain measurable outcomes in the students, we need to work on each of these categories very carefully. Despite a lot of challenges in achieving SDG 4, UNESCO (McKeown 2006; UNESCO 2016; Rieckmann et al. 2017; UNESCO 2019) has suggested wonderful guidelines and recommendations as to how the outcomes can be truly achieved and sustainability can be practiced. Students also need to be made aware of societal responsibilities (Coughlan 2011; TWI2050 – The World in 2050 2018; Kioupi and Voulvoulis 2019; UNESCO 2019) and responsibilities toward nature and climate change (UNESCO 2019). The following are recommended as major requirements for achieving sustainability in higher education:

 Formulating the achievable, measurable and pragmatic goals.

 Setting the objectives for learning keeping in mind about SDG 4.

 Involving all the stakeholders while writings POs and PEOs, not just getting online. feedback but also having interactions at regular intervals.

 Providing a holistic ambience of problem‐based, research‐based, and project‐based learning.

 Motivating learners about the practical significance of OBE and SLO.s

 Outreaching to institutes of eminence which are actually practicing OBE in a true sense.

 Mapping the POs/SLOs with PEOs using suitable rubrics or mechanisms.

 Participating significantly on the part of policy‐makers, revisiting the educational policies and modifying them as and when needed.