Promoting sustainability teaching and learning in HEI through the ecological footprint concept

Abstract

Purpose Higher education institutions (HEIs) play a key role in democratising quality education for sustainability, for all. This study aims to present the outcomes of implementing the EUSTEPs Sustainability Module, which acquaints HEI students with sustainability concepts in an engaging and captivating manner through the lens of the ecological footprint (EF). Design/methodology/approach A 10-hour module was delivered to over 100 undergraduate students from four European universities using diverse materials, including field visits, a gamified EF game and an online EF calculator. Learning gains in sustainability and EF concepts, as well as perceived course effectiveness, were examined with a mixed-methods design combining questionnaires and group interviews. Pre- and post-questionnaires were analysed with significance tests, Probability of Superiority and Cohen’s d. In total, 43 valid responses were obtained, mainly from Aristotle University of Thessaloniki (AUTh), Greece, and Universidade Aberta, Portugal, and post-teaching group interviews from AUTh students (n = 46) enriched the quantitative findings. Findings While the results revealed statistically significant differences in participants’ learning, the actual effect of the teaching showed a low degree, suggesting a relatively superficial grasp of the subject. Considering the impact of daily activities on EF, meat consumption was the only category that showed a notable knowledge improvement. With an overall satisfaction of 86%, students appreciated the materials, particularly the EF calculator, as the main contributor to their perceived sustainability knowledge improvement. Practical implications The findings of this study show that short, modular sustainability course with the inclusion of an interactive tool – i.e. the EF calculator – can effectively raise students’ awareness and increase their learning satisfaction, making them a practical and flexible option for integration into diverse HEI curricula. Originality/value The originality of this paper lies in its use of the EF as a basis for the teaching to university students the concept of sustainability through action learning and the analysis of students’ profiles.