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Inclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenya

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Title: Inclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenya
Language: English
Authors: Ngare, Innocent Osoro, Otieno, Dorcas Beryl, Ogutu, Emma Atieno, Omwami, Duncan Ondieki, Marang'a, Amos Atima, Otieno, Edwin Odhiambo, Gikonyo, Salome Wairimu, Opiyo, Lamech Owino
Source: Educational Research and Reviews. Jun 2022 17(6):168-175.
Availability: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Peer Reviewed: Y
Page Count: 8
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, College Role, Conservation (Environment), Sustainable Development, Interdisciplinary Approach, Natural Resources, Intellectual Disciplines, Graduate Students, Graduate Study, Environmental Education, Courses
Geographic Terms: Kenya
ISSN: 1990-3839
Abstract: Higher education institutions play a pivotal role in instilling green economy and sustainable development principles in students. There are complex environmental challenges, and breaking through this complexity necessitates the incorporation of green economy learning to assist students in understanding these complex connections. This study explores the inculcation of interdisciplinary learning at the Master's level of assessed green economy aspects among ten schools. It explores green economy topics in courses and the degree of action-oriented learning. Results from the total respondents (N=227), indicate, among the existing green aspects in sampled schools, the sustainable use of natural resources (n=108, 47.6%) thematic area was the most dominant across the Master's courses. Examination of green learning in schools shows a disparity amongst schools where the school with the most examined green aspects was engineering and technology (93.8%) with the school of economics as least examined (75%). Cumulatively, green aspects, even with skewed disparity, were taught across the ten schools (p = 0.000). It is recommended that university programs should enhance regular reviews of curriculum and coursework in different disciplines, to set precedence on emerging green economy studies and their relevance.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1352405
Database: ERIC
FullText Text:
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  Data: Inclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenya
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research+and+Reviews%22"><i>Educational Research and Reviews</i></searchLink>. Jun 2022 17(6):168-175.
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  Data: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Role%22">College Role</searchLink><br /><searchLink fieldCode="DE" term="%22Conservation+%28Environment%29%22">Conservation (Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Resources%22">Natural Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Courses%22">Courses</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink>
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  Data: 1990-3839
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  Data: Higher education institutions play a pivotal role in instilling green economy and sustainable development principles in students. There are complex environmental challenges, and breaking through this complexity necessitates the incorporation of green economy learning to assist students in understanding these complex connections. This study explores the inculcation of interdisciplinary learning at the Master's level of assessed green economy aspects among ten schools. It explores green economy topics in courses and the degree of action-oriented learning. Results from the total respondents (N=227), indicate, among the existing green aspects in sampled schools, the sustainable use of natural resources (n=108, 47.6%) thematic area was the most dominant across the Master's courses. Examination of green learning in schools shows a disparity amongst schools where the school with the most examined green aspects was engineering and technology (93.8%) with the school of economics as least examined (75%). Cumulatively, green aspects, even with skewed disparity, were taught across the ten schools (p = 0.000). It is recommended that university programs should enhance regular reviews of curriculum and coursework in different disciplines, to set precedence on emerging green economy studies and their relevance.
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  Data: 2022
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  Data: EJ1352405
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      – Text: English
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        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: College Role
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      – SubjectFull: Kenya
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