Within the corridors of higher education institutions (HEIs), there is growing importance dedicated to the need for civic responsibility, propelling students and faculty to champion a resolute commitment to ecological advancement in line with the UN's Sustainable Development Goals (SDGs) . At the forefront of this transformative journey stands UNESCO's clarion call, echoing the importance of students as catalysts for social change and a sustainable future, and the ACEEU framework can support this role, especially under the standards of Education and Impact of entrepreneurial and engaged universities. Students, expected to be the dynamic agents of change, are prepared to ignite grassroots activism that ripples across communities, redefining not just education but the entire paradigm of engagement.
This article unravels the profound role of students in reshaping learning environments, driving community-based experiential learning, and integrating principles of Education for Sustainable Development (ESD). Through ESD, students are not just recipients of knowledge but architects of change, infusing sustainability values across curricula and actions .
A focal point of this narrative is North-West University's (NWU) Green Team, an embodiment of Environmental Education for Sustainable Development (EESD). Here, students orchestrate transdisciplinary initiatives that address the pressing climate crisis while fostering environmental awareness. In this adaptive community of practice, students merge activism with education, weaving a narrative of impact that resonates beyond the traditional responsibilities of the university and extends to the impact possible through engagement and entrepreneurship.
Context
NWU is one of the largest higher education institutions in Southern Africa with over 58,000 registered students in 2020. Consisting of three campuses across two provinces, the university has a layout that reduces student transport and accommodation costs and offers accessible and affordable quality education. NWU is part of the Association of University Leaders for a Sustainable Future. The Faculty of Education at the NWU is committed to bridging the gap between theory and practice by sharing its expertise for a better South Africa and has become the guardian of a student committee, called the NWU Green Team, that promotes the environmental focus of ESD.
Initiatives to Promote ESD
NWU's faculties are involved in initiatives related to transformative learning and have connections to ESD, and the NWU Green Team exemplifies an interdisciplinary endeavour. This student committee is composed of representatives from all faculties within the institution. Each member brings distinct perspectives and skill sets to the table, facilitating the committee's attainment of its objectives through an interdisciplinary approach. To illustrate, students pursuing various paths such as teaching, engineering, biology, economics, law, journalism, and environmental entrepreneurship seldom get the chance to collaborate across fields. Nevertheless, both the committee's interdisciplinary methodology and its engagement with contemporary environmental challenges generate avenues where students can effectively communicate their specialised knowledge from their respective fields in a comprehensible and scientifically accurate manner.
Moreover, the NWU Green Team employs the Information Deficit Model in their educational campaigns and initiatives. This model is a strategy used for conveying science and climate change concepts. The foundation of the deficit model assumes that gaps in understanding between scientists and the public result from insufficient information or knowledge, therefore it involves a unidirectional flow of information, where the NWU Green Team committee members convey information to students with the intent of altering their attitudes, beliefs, or behaviours. Nonetheless, the credibility of the information deficit theory is challenged, as there is limited evidence indicating that enhanced comprehension of climate change science leads to changes in individual actions and behaviours.
The committee's endeavours in promoting education for sustainable development exemplify the innovative teaching and learning aspect of their work, employing engaging and interactive activities. Through these activities, the committee facilitates the acquisition of new knowledge, allowing students to approach environmental challenges with a more profound understanding that supports the transformative learning processes. Learning is not solely about accumulating additional knowledge, it also involves the transformation of existing knowledge for daily use. As students integrate sustainability values and perspectives into their personal and professional lives, they stimulate the development of new interpretations and values.
The dean's approach led to the establishment of the Student Green Committee in 2012, initiated by Dr SP Raath, to raise environmental awareness on campus. This grassroots committee, consisting mainly of third-year students, aimed to educate peers about environmental challenges and promote sustainable living. The faculty provided a budget to support the Green Committee's activities. Furthermore, Professor BW Richter from the School of Curriculum-Based Studies spearheaded an environmental education module and awareness campaign.
These initiatives led to the organic growth of green awareness on campus, with the Green Committee advancing various campaigns and activities annually. Competitions and campaigns like energy-saving and paper reduction were introduced, fostering sustainable practices within the campus community. The guardian of the committee played a pivotal role in overseeing campaigns, acting as a link between students and the faculty, and monitoring the budget.
By 2013, the Go Green sticker campaign was introduced to remind staff members to conserve electricity by turning off lights. Energy consumption was tracked, and a winning building received a reward for demonstrating the highest improvement in energy efficiency. The committee's efforts also extended to reducing paper usage and monitoring water wastage through a safety committee.
This exploration into the fusion of student empowerment and sustainable development has brought attention to the profound potential residing within HEIs. While exploring the remarkable initiatives of NWU's Green Team, this article unveils the larger narrative of a new academic paradigm where students cease to be mere recipients of knowledge and become architects of change. NWU's Green Team stands as a testament to the potential within each HEI to be a powerful agent of societal transformation and sustainable progress much the way it is envisioned within ACEEU’s Accreditation Standards of Education and Impact with the focus on both the short‐term and long‐term impacts that entrepreneurial and engaged universities can and should make.
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North-West University. (2020a). NWU quick stats 2020/2021. http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/i-institutional-information/pocket-statistics/NWU-QuickStats-2020-2021.pdf. Accessed 10 July 2023.
North-West University. (2020b). Teaching and learning strategy (2021-2025). Approved by NWU Council, 19 November 2020. 17 p
Suldovsky, B. (2017). The information deficit model and climate change communication. Oxford Research Encyclopedia of Climate Science. https://doi.org/10.1093/acrefore/9780190228620.013.301
UNESCO. (2020). Education for Sustainable Development: A Roadmap ESD for 2030. UNESCO.
Link to NWU's Green Team Page: https://services.nwu.ac.za/sustainability-and-community-impact/green-campus-initiative
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