Paper Type
Complete
Paper Number
1110
Description
Teaching both information systems and business undergraduates to break the current inertia in sustainability action requires innovative teaching & learning approaches as well as inter-disciplinary knowledge inputs. This study presents a bottom-up T&L approach delivered by a group of educators from different disciplines aimed at addressing UN-SDG Goal 13 ‘Climate Action’ with a novel approach. Integrating a problem-centric community project assignment into existing courses, our students worked on different disciplinary elements such as persuasive technologies and awareness campaigns to help to address local sustainability initiatives by community partners. We collected data to measure how students’ motivation, engagement, teamwork, and community partnerships influence or predict climate proficiency, related learning outcomes and overall course satisfaction. We found influencing predictors and developed recommendations aimed at motivating students and engaging them emotionally and skills-wise with reference to SDG 13. We provide guidelines to improve student orientation, sustainability-related community partnerships, course alignment and project execution.
Recommended Citation
Gan, Benjamin Kok Siew; Menkhoff, Thomas; Ouh, Eng Lieh; and Cheong, Kevin, "A Bottom-Up Multi-Disciplinary Approach for Sustainability Education: UN-SDG 13.3" (2024). PACIS 2024 Proceedings. 3.
https://aisel.aisnet.org/pacis2024/track18_sustain/track18_sustain/3
A Bottom-Up Multi-Disciplinary Approach for Sustainability Education: UN-SDG 13.3
Teaching both information systems and business undergraduates to break the current inertia in sustainability action requires innovative teaching & learning approaches as well as inter-disciplinary knowledge inputs. This study presents a bottom-up T&L approach delivered by a group of educators from different disciplines aimed at addressing UN-SDG Goal 13 ‘Climate Action’ with a novel approach. Integrating a problem-centric community project assignment into existing courses, our students worked on different disciplinary elements such as persuasive technologies and awareness campaigns to help to address local sustainability initiatives by community partners. We collected data to measure how students’ motivation, engagement, teamwork, and community partnerships influence or predict climate proficiency, related learning outcomes and overall course satisfaction. We found influencing predictors and developed recommendations aimed at motivating students and engaging them emotionally and skills-wise with reference to SDG 13. We provide guidelines to improve student orientation, sustainability-related community partnerships, course alignment and project execution.
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Comments
Sustainability