Advancing sustainable futures through education: A Montpellier case study on student-led advocacy for transdisciplinary approaches

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hajar Choukrani, Thaura Ghneim-Herrera
{"title":"Advancing sustainable futures through education: A Montpellier case study on student-led advocacy for transdisciplinary approaches","authors":"Hajar Choukrani, Thaura Ghneim-Herrera","doi":"10.1177/14779714241275871","DOIUrl":null,"url":null,"abstract":"This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adult and Continuing Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14779714241275871","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.
通过教育促进可持续未来:蒙彼利埃学生主导的跨学科方法宣传案例研究
本文以蒙彼利埃过渡时期高级知识研究所(MAK'IT)的一项参与性倡议为基础,探讨了将跨学科性和系统思维融入教育实践的变革潜力。这项研究的核心是让硕士生和博士生参与共同制定教育建议,强调以学生为中心的方法对于应对 21 世纪各种挑战的重要性。通过初步的头脑风暴会议,学生们表达了他们的动机,确定了关键主题,并为进一步的发展奠定了基础。最后,学生们在公开会议上展示了他们的变革教育提案。这次会议促进了学生、教育、研究和政策领域专家小组以及更广泛受众之间的互动,促进了重要对话。这次会议的主要结论强调了分配资源、打破知识孤岛、解决学生不平等问题和提高教育者准备程度的必要性。研究强调了多方利益相关者对话在共同构建变革性教育框架方面的重要意义,并建议教育机构在弥合科学、政策和社会之间的差距方面发挥关键作用。尽管大有可为,但课程修订仍面临一些挑战,包括需要沉浸式的学习环境,这就需要充足的资源。高等院校的结构往往被分割成不同的院系,这对促进跨学科性构成了另一个障碍。此外,行政方面的限制,特别是对国际学生的限制,也增加了这些挑战,并要求在推进转型教育时采取细致入微的战略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Adult and Continuing Education
Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
26
期刊介绍: The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信