Meaning-making in higher education for sustainable development: undergraduates’ long-term processes of experiencing and learning-Reference-Cited by-同舟云学术

Meaning-making in higher education for sustainable development: undergraduates’ long-term processes of experiencing and learning

Published:2022-05-04 Issue:11 Volume:28 Page:1616-1634
ISSN:1350-4622
Container-title:Environmental Education Research
language:en
Short-container-title:Environmental Education Research

Author:

Sundermann Anna¹²^ORCID,Weiser Annika³^ORCID,Barth Matthias³⁴^ORCID

Affiliation:

1. Institute for Sustainability Education and Psychology (ISEP), Leuphana University of Lüneburg, Lüneburg, Germany

2. Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria

3. Institute for Sustainable Development and Learning (ISDL), Leuphana University of Lüneburg, Lüneburg, Germany

4. Eberswalde University for Sustainable Development, Eberswalde, Germany

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13504622.2022.2069679

Reference61 articles.

1. Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

2. Almers, E. 2009. “Action Competence for Sustainable Development: Three Stories about the Path Leading There.” Doctoral Dissertation, Jönköping University. http://hj.diva-portal.org/smash/record.jsf?pid=diva2%3A211689&dswid=-8029

3. Environmental learning in everyday life: foundations of meaning and a context for change

4. How much do engineering students know about sustainable development? The findings of an international survey and possible implications for the engineering curriculum

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