Auditing a case study: Enhancing case-based learning in education for sustainability

Emblen-Perry, Kay ORCID: https://orcid.org/0000-0001-8841-650X (2022) Auditing a case study: Enhancing case-based learning in education for sustainability. Journal of Cleaner Production, 381 (Part 1). p. 134944. ISSN 0959-6526; Online: 1879-1786

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Abstract

Case-based learning is a long-standing pedagogic practice involving students undertaking a single dimensional, independent analysis of a text case study which feeds forward into a class discussion. However, this poses several challenges for education for sustainability within the current culture of Higher Education; learners are required to analyze interlinked, multi-faceted aspects of sustainability whereas a traditional text case study generally presents a single situation for consideration; students are reluctant to prepare for classes; a text case study promotes backward reasoning rather than the forward thinking that education for sustainability requires to develop work ready graduates who are change agents for sustainable futures; case-based learning cannot substitute for the active, experiential learning that students find engaging.

This paper presents the findings of a three-year research study into enhancing case-based learning within education for sustainability. It proposes utilizing an extensive mixed media case and facilitating multi-dimensional analysis through the completion of a sustainability audit in an active learning environment to overcome the challenges of traditional case-based learning. The inclusion of an audit to frame the case study analysis may enhance case-based learning as it provides a more immersive experience that guides students through the collection, collation, synthesis, and communication of case study information.

The study's findings suggest students are more engaged and develop the knowledge skills and values required for work readiness and to become sustainability change agents through their immersion in an audit. Consequently, this paper may be of interest to educators seeking an innovative approach to education for sustainability that may overcome the challenges of traditional case-based learning and promote active, experiential learning of the multi-faceted aspects of sustainability.

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