Tan Qian Hui (Asia Research Institute(Singapore))
Tricia Seow (National Institute of Education(Singapore))

Keywords
Geography
Junior College
Secondary School

Sustainability education should not only strive for pedagogical excellence, but also the formulation of transformative pedagogies. Whereas sustainability education denotes the transmission of sustainability-related content, the pedagogical or praxis-oriented dimension of sustainability education involves the curation of a conducive learning environment supported by an educator’s teaching philosophy (Hegarty and Holdsworth 2015; Taimur 2020). For instance, the Sustainability Learning Lab at NIE has devised signature pedagogies for sustainability education that are informed by a critical philosophy and actualised vis-a-vis a three pronged approach, that of (i) inquiry-based learning (with a focus on taking action), (ii) place-based learning (including field work and/or field-based learning) and (iii) technologically-enabled learning (through the use of, for example, Geographic Information Systems and Remote Sensing).

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