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 |
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