Embedding environmentally sustainable practices in learning and teaching: A student perspective

Abstract

Embedding environmental sustainability practices as part of higher education programmes is an increasing priority. This paper examines factors influencing student perceptions of environmental sustainability values, attitudes, and behaviours through the introduction of activities situated outside of the formal curriculum in textile conservation, a post-graduate academic and professional skills programme. The study involved students across two year groups, teachers, and a graduate of the programme. Evaluation of student perspectives indicated that the conscious introduction of a learning and teaching model with extra-curricular activities led to changes in the ways they engaged with issues of environmental sustainability. Sharing, collaboration and a supportive environment was central to successfully developing and maintaining environmentally sustainable approaches forming part of their routine decision making. Informal extra-curricular activities transcended formal curriculum boundaries creating a holistic approach to conservation practices with an environmentally sustainable mindset. However, balancing such activities alongside the formal curriculum needs to be carefully managed to ensure students can meaningfully engage without added workload pressures.