Advancing Sustainable Futures through Education: A Montpellier Case Study on Student-Led Advocacy for Transdisciplinary Approaches
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| Title: | Advancing Sustainable Futures through Education: A Montpellier Case Study on Student-Led Advocacy for Transdisciplinary Approaches |
|---|---|
| Language: | English |
| Authors: | Hajar Choukrani (ORCID |
| Source: | Journal of Adult and Continuing Education. 2025 31(1):318-331. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainability, Advocacy, Learner Controlled Instruction, Interdisciplinary Approach, Educational Practices, Systems Approach, Thinking Skills, Doctoral Students, Graduate Students, Learner Engagement, Masters Degrees, Student Motivation, Student Attitudes, Program Proposals, Educational Policy, Equal Education, Barriers, Transformative Learning, Foreign Countries |
| Geographic Terms: | United Kingdom (Glasgow), Morocco, South Korea, France, South Africa |
| DOI: | 10.1177/14779714241275871 |
| ISSN: | 1477-9714 1479-7194 |
| Abstract: | This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master's and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464496 |
| Database: | ERIC |
| Abstract: | This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master's and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education. |
|---|---|
| ISSN: | 1477-9714 1479-7194 |
| DOI: | 10.1177/14779714241275871 |
