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Framework for Sustainable Transformative Learning: Promoting Changes for Sustainability

Framework for Sustainable Transformative Learning: Promoting Changes for Sustainability

Lisiane Celia Palma, Eugênio Ávila Pedrozo
Copyright: © 2022 |Volume: 13 |Issue: 1 |Pages: 17
ISSN: 1947-8402|EISSN: 1947-8410|EISBN13: 9781683181989|DOI: 10.4018/IJSESD.298336
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MLA

Palma, Lisiane Celia, and Eugênio Ávila Pedrozo. "Framework for Sustainable Transformative Learning: Promoting Changes for Sustainability." IJSESD vol.13, no.1 2022: pp.1-17. http://doi.org/10.4018/IJSESD.298336

APA

Palma, L. C. & Pedrozo, E. Á. (2022). Framework for Sustainable Transformative Learning: Promoting Changes for Sustainability. International Journal of Social Ecology and Sustainable Development (IJSESD), 13(1), 1-17. http://doi.org/10.4018/IJSESD.298336

Chicago

Palma, Lisiane Celia, and Eugênio Ávila Pedrozo. "Framework for Sustainable Transformative Learning: Promoting Changes for Sustainability," International Journal of Social Ecology and Sustainable Development (IJSESD) 13, no.1: 1-17. http://doi.org/10.4018/IJSESD.298336

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Abstract

Seeking to understand what changes would be necessary in the Educational Institutions (EIs) to insert sustainability beyond the status quo, this paper presents two case studies conducted in management and economic programmes that have sustainability in their proposals. To this end, it uses the Framework for Sustainable Transformative Learning (FSTL), developed to understand the process of change in EIs in order for them to become agents that promote transformation towards sustainability. Based on the FSTL, a complex matrix was developed to define the categories of analysis. The results of this study point to some paths and changes that need to be made in EIs to advance and promote sustainable, transformative learning. One of the main findings was the need for staff in EIs to be open to change and question institutional management and teaching's epistemological foundations.

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