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Abstract

There are increasing pressures within the higher education sector to incorporate digital pedagogies into teaching and learning, a trend amplified by recent extensive recourse to online delivery within the sector. This trend carries with it both opportunities and challenges in effectively fostering those graduate competences that a converging consensus identifies as essential for sustainability education to nurture. The challenge for educators is to design programs capable of fostering a range of competences fit for wicked sustainability problems. The principal objective of this paper is to review the literature regarding the competences that would adequately equip graduates of sustainability coursework programs with substantial online delivery components for a professional environment of uncertainty, complexity, and wicked problems. From the review of scholarship focused on competences for online experiential learning, sustainability education and wicked problems solving, we assemble a set of precepts to guide the design of effective learning outcomes, settings and pedagogies for an approach to sustainability education that better prepares students for such a challenging environment. While the precepts apply to sustainability education generally, we argue that they provide particular guidance for educators concerned with e-learning. We also present educational, social and technological enablers to underpin design, development and delivery processes.

Item Type:	Article
Authors/Creators:	Davidson, J and Prahalad, V and Harwood, A
Keywords:	e-learning, blended learning, problem-based learning, experiential learning, sustainability education, wicked problems
Journal or Publication Title:	Journal of Geography in Higher Education
Publisher:	Carfax Publishing
ISSN:	0309-8265
DOI / ID Number:	10.1080/03098265.2020.1849061
Copyright Information:	© 2020 Informa UK Limited, trading as Taylor & Francis Group
Related URLs:	UTAS Profile: Davidson, J UTAS Profile: Prahalad, V Google Scholar: Harwood, A UTAS Profile: Harwood, A
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