Leveraging Community-Engaged Teaching and Learning in Higher Education Institutions for Advancing Sustainable Development: A Literature Review
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| Title: | Leveraging Community-Engaged Teaching and Learning in Higher Education Institutions for Advancing Sustainable Development: A Literature Review |
|---|---|
| Language: | English |
| Authors: | Wafa Singh, Raisuyah Bhagwan, Manju Singh |
| Source: | International Journal of Sustainability in Higher Education. 2026 27(1):114-131. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainable Development, Higher Education, Community Involvement, School Community Relationship, Barriers, Educational Practices |
| DOI: | 10.1108/IJSHE-01-2024-0066 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: With increasing demands placed on Higher Education Institutions (HEIs) to engage with the Sustainable Development (SD) needs of its local communities, Community-Engaged Teaching and Learning (CETL) has emerged as a valuable tool to help HEIs cater to such demands. This study aims to explore and examine CETL practices at HEIs across the globe, particularly in relation to its role in furthering the SD agenda. Design/methodology/approach: This study adopts an extensive review of academic literature as an investigative tool to probe different CETL approaches being practiced by HEIs, especially the ones aligned with sustainability. Findings: The study revealed discernible findings on four aspects: (i) curricular strategies and pedagogical interventions adopted under the ambit of CETL for advancing the SD agenda, (ii) engagement and sustainability linked competencies and learning outcomes derived in the process, (iii) challenges constraining CETL practices at HEIs, and (iv) strategies for strengthening the same and ensuring its impactful implementation. Originality/value: This study accrues value in illuminating the practice, role, impact and implications of SD oriented CETL practices, given that there are limited studies on the subject. It also contributes to the global call for HEIs to catalyze sustainable social development by making their teaching and learning functions more community-engaged and socially relevant. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503309 |
| Database: | ERIC |
| Abstract: | Purpose: With increasing demands placed on Higher Education Institutions (HEIs) to engage with the Sustainable Development (SD) needs of its local communities, Community-Engaged Teaching and Learning (CETL) has emerged as a valuable tool to help HEIs cater to such demands. This study aims to explore and examine CETL practices at HEIs across the globe, particularly in relation to its role in furthering the SD agenda. Design/methodology/approach: This study adopts an extensive review of academic literature as an investigative tool to probe different CETL approaches being practiced by HEIs, especially the ones aligned with sustainability. Findings: The study revealed discernible findings on four aspects: (i) curricular strategies and pedagogical interventions adopted under the ambit of CETL for advancing the SD agenda, (ii) engagement and sustainability linked competencies and learning outcomes derived in the process, (iii) challenges constraining CETL practices at HEIs, and (iv) strategies for strengthening the same and ensuring its impactful implementation. Originality/value: This study accrues value in illuminating the practice, role, impact and implications of SD oriented CETL practices, given that there are limited studies on the subject. It also contributes to the global call for HEIs to catalyze sustainable social development by making their teaching and learning functions more community-engaged and socially relevant. |
|---|---|
| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-01-2024-0066 |
