Education for sustainable development

A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program

Chambers Ian, Roberts John, Urbaniak Suzy, Gibson David, Durant Graham, Cerini Bobby, Maulloo Aman, Kamudu Applasawmy Bhamini, Barrett Rees, Nelson Charles, Robson Heather, Sangha Kamaljit, Russell Smith Jeremy, Flintoff Kim, Buchholz Joel, Stafford Smith Mark, Gordon Iain James

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons' Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents' appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

Original languageEnglish
Article number5817
Pages (from-to)1-20
Number of pages20
JournalSustainability (Switzerland)
Volume11
Issue number20
DOIs
Publication statusPublished - 2 Oct 2019

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Strategic planning
Planets
strategic planning
Sustainable development
sustainable development
planet
Education
sustainability
education
adolescent
human being
student
Mauritius
Students
action orientation
learning
community
Management science
young
plan

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Ian, Chambers ; John, Roberts ; Suzy, Urbaniak ; David, Gibson ; Graham, Durant ; Bobby, Cerini ; Aman, Maulloo ; Bhamini, Kamudu Applasawmy ; Rees, Barrett ; Charles, Nelson ; Heather, Robson ; Kamaljit, Sangha ; Jeremy, Russell Smith ; Kim, Flintoff ; Joel, Buchholz ; Mark, Stafford Smith ; James, Gordon Iain. / Education for sustainable development : A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program. In: Sustainability (Switzerland). 2019 ; Vol. 11, No. 20. pp. 1-20.
@article{a621b9721034445d92eb0de709039328,
title = "Education for sustainable development: A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program",
abstract = "In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons' Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents' appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85{\%}), understanding/engagement (+75{\%}), motivation (+57{\%}), and action orientation/empowerment (+66{\%}). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.",
keywords = "Education, Management education, Sustainability, Sustainable development, UN SDGs",
author = "Chambers Ian and Roberts John and Urbaniak Suzy and Gibson David and Durant Graham and Cerini Bobby and Maulloo Aman and Bhamini, {Kamudu Applasawmy} and Barrett Rees and Nelson Charles and Robson Heather and Sangha Kamaljit and Jeremy, {Russell Smith} and Flintoff Kim and Buchholz Joel and Mark, {Stafford Smith} and James, {Gordon Iain}",
year = "2019",
month = "10",
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Ian, C, John, R, Suzy, U, David, G, Graham, D, Bobby, C, Aman, M, Bhamini, KA, Rees, B, Charles, N, Heather, R, Kamaljit, S, Jeremy, RS, Kim, F, Joel, B, Mark, SS & James, GI 2019, 'Education for sustainable development: A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program', Sustainability (Switzerland), vol. 11, no. 20, 5817, pp. 1-20. https://doi.org/10.3390/su11205817

Education for sustainable development : A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program. / Ian, Chambers; John, Roberts; Suzy, Urbaniak; David, Gibson; Graham, Durant; Bobby, Cerini; Aman, Maulloo; Bhamini, Kamudu Applasawmy; Rees, Barrett; Charles, Nelson; Heather, Robson; Kamaljit, Sangha; Jeremy, Russell Smith; Kim, Flintoff; Joel, Buchholz; Mark, Stafford Smith; James, Gordon Iain.

In: Sustainability (Switzerland), Vol. 11, No. 20, 5817, 02.10.2019, p. 1-20.

Research output: Contribution to journalArticleResearchpeer-review

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T1 - Education for sustainable development

T2 - A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program

AU - Ian, Chambers

AU - John, Roberts

AU - Suzy, Urbaniak

AU - David, Gibson

AU - Graham, Durant

AU - Bobby, Cerini

AU - Aman, Maulloo

AU - Bhamini, Kamudu Applasawmy

AU - Rees, Barrett

AU - Charles, Nelson

AU - Heather, Robson

AU - Kamaljit, Sangha

AU - Jeremy, Russell Smith

AU - Kim, Flintoff

AU - Joel, Buchholz

AU - Mark, Stafford Smith

AU - James, Gordon Iain

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N2 - In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons' Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents' appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

AB - In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons' Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents' appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments.

KW - Education

KW - Management education

KW - Sustainability

KW - Sustainable development

KW - UN SDGs

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U2 - 10.3390/su11205817

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