Dr. Yijing Wang published two journal articles on sustainability education, co-authored with Dr. Mélodine Sommier (University of Jyväskylä) and Dr. Ana Vasques (Erasmus University College). Both research projects are supported by the Erasmus CLI Research Fellowship.
The first article published in the Environment, Development and Sustainability unpacked that most of the students had not learnt about sustainability before starting their university studies and most of their knowledge on sustainability derived from informal situations. Learning about sustainability as a private rather than a scientific matter embedded in school and university curricula has many pitfalls for the quality and credibility of the knowledge acquired. This situation points to shortcomings in the mission of Higher Education which is yet to facilitate the development of interdisciplinary and inclusive sustainable education.
The second article published in the International Journal of Sustainability in Higher Education revealed that the strength of universal, broadly applicable pedagogies is positively related to the development of students’ sustainability mindset/framework as well as their sustainability action/communication. The results also uncovered that developing students’ competences on sustainability mindset/framework is directly related to their belief in the new environmental paradigm and pro-environmental behaviors. Through empirically distinguishing the impact of three pedagogical approaches on students’ sustainability competences, this study has important implications for systematically linking pedagogical approaches to teaching practices or concrete learning objectives in the context of sustainability education.