Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development
Purpose This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “...
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Veröffentlicht in: | International journal of sustainability in higher education 2021-08, Vol.22 (5), p.1186-1224 |
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creator | Desha, Cheryl Caldera, Savindi Hutchinson, Deanna |
description | Purpose
This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.
Design/methodology/approach
A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.
Findings
This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.
Research limitations/implications
The |
doi_str_mv | 10.1108/IJSHE-01-2020-0024 |
format | Article |
fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1305029</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1305029</ericid><sourcerecordid>2580799313</sourcerecordid><originalsourceid>FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</originalsourceid><addsrcrecordid>eNptkU1v1DAQhiNEJUrLH0BCssSFi2HGTmzniKqFtqrEoXC2nGRcUpI42N6y_Pt6uxUC1JMtvx-a8VNVrxHeI4L5cHF5fb7hgFyAAA4g6mfVMerGcKVl-7zca6W5khpeVC9TugXABqQ8rnab3TqFOC43LH8nNtAdTWGdackseNaHJdMuM7eukfrR5TEsbFzK-zYm-hXij5JymWUXbygntsbQTTTzFKa7faUPkaVtym5cXBH-rj-tjrybEr16PE-qb582X8_O-dWXzxdnH694X6PKXKLRvhMkCQfRt55g0FI1phvqVjaIynsFjfO1wIF0a9qu7aivlXFYO92RPKneHXrLbD-3lLKdx9TTNLmFwjZZ0RjQbStRFuvb_6y3Zc-lTFdcCsuvGqOKSxxcfQwpRfJ2jePs4m-LYPcw7AMMC2j3MOweRgm9OYQojv2fwOYSJTQg2qLjoz5TdNPwdOc_gOU94PCXxg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2561002886</pqid></control><display><type>article</type><title>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</title><source>Emerald A-Z Current Journals</source><source>Standard: Emerald eJournal Premier Collection</source><creator>Desha, Cheryl ; Caldera, Savindi ; Hutchinson, Deanna</creator><creatorcontrib>Desha, Cheryl ; Caldera, Savindi ; Hutchinson, Deanna</creatorcontrib><description>Purpose
This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.
Design/methodology/approach
A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.
Findings
This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.
Research limitations/implications
The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation.
Practical implications
The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes.
Originality/value
Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.</description><identifier>ISSN: 1467-6370</identifier><identifier>EISSN: 1758-6739</identifier><identifier>DOI: 10.1108/IJSHE-01-2020-0024</identifier><language>eng</language><publisher>Bradford: Emerald Publishing Limited</publisher><subject>Architectural Education ; Building Design ; Built environment ; Carbon footprint ; Competence ; Context ; Context Effect ; Course Descriptions ; Critical thinking ; Curricula ; Curriculum Development ; Data collection ; Deep learning ; Domains ; Educational Researchers ; Engineering ; Engineering Education ; Environmental stewardship ; Ethnography ; Evaluation ; Foreign Countries ; Grounded Theory ; Guidelines ; Holistic Approach ; Integration ; Interdisciplinary Approach ; Iterative methods ; Knowledge Level ; Knowledge management ; Learning ; Learning Theories ; Learning theory ; Metacognition ; Outcomes of Education ; Population ; Problem Solving ; R&D ; Research & development ; Research methodology ; Skills ; Students ; Sustainability ; Sustainable design ; Sustainable Development ; Systems design ; Taxonomy ; Teaching Methods ; Teamwork ; Thinking Skills ; Travel ; Undergraduate Students ; Urban environments</subject><ispartof>International journal of sustainability in higher education, 2021-08, Vol.22 (5), p.1186-1224</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</citedby><cites>FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2020-0024/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,21695,27924,27925,52689,53244</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1305029$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Desha, Cheryl</creatorcontrib><creatorcontrib>Caldera, Savindi</creatorcontrib><creatorcontrib>Hutchinson, Deanna</creatorcontrib><title>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</title><title>International journal of sustainability in higher education</title><description>Purpose
This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.
Design/methodology/approach
A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.
Findings
This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.
Research limitations/implications
The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation.
Practical implications
The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes.
Originality/value
Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.</description><subject>Architectural Education</subject><subject>Building Design</subject><subject>Built environment</subject><subject>Carbon footprint</subject><subject>Competence</subject><subject>Context</subject><subject>Context Effect</subject><subject>Course Descriptions</subject><subject>Critical thinking</subject><subject>Curricula</subject><subject>Curriculum Development</subject><subject>Data collection</subject><subject>Deep learning</subject><subject>Domains</subject><subject>Educational Researchers</subject><subject>Engineering</subject><subject>Engineering Education</subject><subject>Environmental stewardship</subject><subject>Ethnography</subject><subject>Evaluation</subject><subject>Foreign Countries</subject><subject>Grounded Theory</subject><subject>Guidelines</subject><subject>Holistic Approach</subject><subject>Integration</subject><subject>Interdisciplinary Approach</subject><subject>Iterative methods</subject><subject>Knowledge Level</subject><subject>Knowledge management</subject><subject>Learning</subject><subject>Learning Theories</subject><subject>Learning theory</subject><subject>Metacognition</subject><subject>Outcomes of Education</subject><subject>Population</subject><subject>Problem Solving</subject><subject>R&D</subject><subject>Research & development</subject><subject>Research methodology</subject><subject>Skills</subject><subject>Students</subject><subject>Sustainability</subject><subject>Sustainable design</subject><subject>Sustainable Development</subject><subject>Systems design</subject><subject>Taxonomy</subject><subject>Teaching Methods</subject><subject>Teamwork</subject><subject>Thinking Skills</subject><subject>Travel</subject><subject>Undergraduate Students</subject><subject>Urban environments</subject><issn>1467-6370</issn><issn>1758-6739</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkU1v1DAQhiNEJUrLH0BCssSFi2HGTmzniKqFtqrEoXC2nGRcUpI42N6y_Pt6uxUC1JMtvx-a8VNVrxHeI4L5cHF5fb7hgFyAAA4g6mfVMerGcKVl-7zca6W5khpeVC9TugXABqQ8rnab3TqFOC43LH8nNtAdTWGdackseNaHJdMuM7eukfrR5TEsbFzK-zYm-hXij5JymWUXbygntsbQTTTzFKa7faUPkaVtym5cXBH-rj-tjrybEr16PE-qb582X8_O-dWXzxdnH694X6PKXKLRvhMkCQfRt55g0FI1phvqVjaIynsFjfO1wIF0a9qu7aivlXFYO92RPKneHXrLbD-3lLKdx9TTNLmFwjZZ0RjQbStRFuvb_6y3Zc-lTFdcCsuvGqOKSxxcfQwpRfJ2jePs4m-LYPcw7AMMC2j3MOweRgm9OYQojv2fwOYSJTQg2qLjoz5TdNPwdOc_gOU94PCXxg</recordid><startdate>20210816</startdate><enddate>20210816</enddate><creator>Desha, Cheryl</creator><creator>Caldera, Savindi</creator><creator>Hutchinson, Deanna</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>7ST</scope><scope>7TA</scope><scope>7U6</scope><scope>7XB</scope><scope>8FD</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>C1K</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>JG9</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20210816</creationdate><title>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</title><author>Desha, Cheryl ; Caldera, Savindi ; Hutchinson, Deanna</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c416t-3187fb2e3e1d2c9fe0d73658bd4935116ff605af421de7989b9bec468a14a7be3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Architectural Education</topic><topic>Building Design</topic><topic>Built environment</topic><topic>Carbon footprint</topic><topic>Competence</topic><topic>Context</topic><topic>Context Effect</topic><topic>Course Descriptions</topic><topic>Critical thinking</topic><topic>Curricula</topic><topic>Curriculum Development</topic><topic>Data collection</topic><topic>Deep learning</topic><topic>Domains</topic><topic>Educational Researchers</topic><topic>Engineering</topic><topic>Engineering Education</topic><topic>Environmental stewardship</topic><topic>Ethnography</topic><topic>Evaluation</topic><topic>Foreign Countries</topic><topic>Grounded Theory</topic><topic>Guidelines</topic><topic>Holistic Approach</topic><topic>Integration</topic><topic>Interdisciplinary Approach</topic><topic>Iterative methods</topic><topic>Knowledge Level</topic><topic>Knowledge management</topic><topic>Learning</topic><topic>Learning Theories</topic><topic>Learning theory</topic><topic>Metacognition</topic><topic>Outcomes of Education</topic><topic>Population</topic><topic>Problem Solving</topic><topic>R&D</topic><topic>Research & development</topic><topic>Research methodology</topic><topic>Skills</topic><topic>Students</topic><topic>Sustainability</topic><topic>Sustainable design</topic><topic>Sustainable Development</topic><topic>Systems design</topic><topic>Taxonomy</topic><topic>Teaching Methods</topic><topic>Teamwork</topic><topic>Thinking Skills</topic><topic>Travel</topic><topic>Undergraduate Students</topic><topic>Urban environments</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Desha, Cheryl</creatorcontrib><creatorcontrib>Caldera, Savindi</creatorcontrib><creatorcontrib>Hutchinson, Deanna</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Environment Abstracts</collection><collection>Materials Business File</collection><collection>Sustainability Science Abstracts</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Technology Research Database</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Materials Research Database</collection><collection>Education Database (ProQuest)</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>International journal of sustainability in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Desha, Cheryl</au><au>Caldera, Savindi</au><au>Hutchinson, Deanna</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1305029</ericid><atitle>Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development</atitle><jtitle>International journal of sustainability in higher education</jtitle><date>2021-08-16</date><risdate>2021</risdate><volume>22</volume><issue>5</issue><spage>1186</spage><epage>1224</epage><pages>1186-1224</pages><issn>1467-6370</issn><eissn>1758-6739</eissn><abstract>Purpose
This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.
Design/methodology/approach
A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.
Findings
This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.
Research limitations/implications
The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation.
Practical implications
The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes.
Originality/value
Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.</abstract><cop>Bradford</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/IJSHE-01-2020-0024</doi><tpages>39</tpages><oa>free_for_read</oa></addata></record> |
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subjects | Architectural Education Building Design Built environment Carbon footprint Competence Context Context Effect Course Descriptions Critical thinking Curricula Curriculum Development Data collection Deep learning Domains Educational Researchers Engineering Engineering Education Environmental stewardship Ethnography Evaluation Foreign Countries Grounded Theory Guidelines Holistic Approach Integration Interdisciplinary Approach Iterative methods Knowledge Level Knowledge management Learning Learning Theories Learning theory Metacognition Outcomes of Education Population Problem Solving R&D Research & development Research methodology Skills Students Sustainability Sustainable design Sustainable Development Systems design Taxonomy Teaching Methods Teamwork Thinking Skills Travel Undergraduate Students Urban environments |
title | Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development |
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