Advancing Sustainability through Higher Education : Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies

• Methodologies for future-oriented research are mutually beneficial in highlighting differentmethodological perspectives and proposals for extending higher-education didactics toward sustainability.This study explores how different augmented-reality applications can enable new ways ofteaching and learning. It systematically investigates how student teachers (n = 18) in higher educationexperienced ongoing realities while designing learning activities for a hybrid conference and interconnectingsustainability knowings via didactic modeling and design thinking. This qualitative studyaims to develop a conceptual hybrid framework concerning the implications of student teachersincorporating design thinking and inner transition into their professional work with future-orientedmethodologies on didactic modeling for sustainability commitment. With a qualitative approach,data were collected during and after a hackathon-like workshop through student teachers’ reflections,post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressivelearning and a transition in sustainability mindset through the activation of inner dimensions.Findings reinforcing sustainability commitment evolved around the following categories: beingauthentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinkinglong-term-oriented (futures-thinking competence on implementing didactics understanding),relating to creative confidence (values-thinking competence as embodied engagement), and actingbased on perseverant professional knowledge-driven change (bridging didactics) by connectingtheory-loaded empiricism and empirically loaded theory. The results highlight some of the keyfeatures of future-oriented methodologies and approaches to future-oriented methodologies, whichinclude collaboration, boundary crossing, and exploration, and show the conditions that can supportor hinder methodological development and innovation.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

SAMHÄLLSVETENSKAP  -- Social och ekonomisk geografi -- Kulturgeografi (hsv//swe)

SOCIAL SCIENCES  -- Social and Economic Geography -- Human Geography (hsv//eng)

Nyckelord

augmented learning; design thinking; didactic modeling; higher education didactics for sustainability (HEDS); hybridity; inner development goals; sustainability competencies

Sustainable studies

Hållbarhetsstudier

Naturvetenskapernas didaktik

Science education

Interaktionsdesign

Interaktionsdesign

Barn- och ungdomsvetenskap

Child and youth studies

Arbete och organisation

Arbete och organisation

Global politik

Global politics

Organisationsstudier

Organisational studies

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)