Author
Gitanjali Bedi
Other affiliations: Monash University, Clayton campus
Bio: Gitanjali Bedi is an academic researcher from Swinburne University of Technology. The author has contributed to research in topics: Transformative learning & Higher-order thinking. The author has an hindex of 2, co-authored 4 publications receiving 16 citations. Previous affiliations of Gitanjali Bedi include Monash University, Clayton campus.
Papers
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TL;DR: Five actionable recommendations to strengthen interdisciplinary capacity to integrate SHE include: inspire multi-level leadership and collaboration; privilege student voice; develop a SHE curriculum and resources repository; and integrate SHE into course accreditation standards.
Abstract: Steering planetary and human health towards a more sustainable future demands educated and prepared health professionals. This research aimed: to explore health professions educators’ sustainable h...
31 citations
TL;DR: In this article, the authors proposed that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in Vocational Education and Training (VET), with implications for quality pedagogy more generally.
Abstract: This article proposes that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in Vocational Education and Training (VET), with implications for quality pedagogy more generally. EfS pedagogy has the potential to inform a new discourse on VET's role in citizenship and responsibility for the future, characterised by some as a shift from productivism to ecologism, and described by UNESCO/ILO as critical thinking towards sustainable development. After reviewing the literature on quality pedagogy in VET, as well as on EfS itself, this article evaluates the impact and effectiveness of a nationwide professional development program to upskill VET practitioners in EfS pedagogy. Early findings indicate personal transformations for participants both as individuals and VET professionals, with high levels of teaching practice enhancement generally through uptake of EfS principles and practice. Based on our findings, we draw conclusions and make recommendations for further research.
7 citations
4 citations
01 Jan 2019
TL;DR: In this article, a benchmark assessment of education for sustainable development (ESD) competences and pedagogical approaches and evaluation of student perceptions and impact of three programs is presented.
Abstract: The need for sustainable development education and enabling pedagogy to create transformative learning and change for a more resilient future has long been acknowledged and is gaining traction around the world. Consequently, the diverse array and number of tertiary education programs featuring sustainable development and / or the Sustainable Development Goals (SDGs) has increased. Ensuring learning and teaching integrates transformative competences and pedagogy (education for sustainable development) is critical to support students develop their position regarding meaning, beliefs and actions related to sustainability. While such educational approaches are recognised as an essential input for transformative learning, there seems to be limited regular evaluation of how education programs map to the theoretical frameworks and whether they achieve the desired learning and don’t leave students behind. This study provides early insights into a benchmark assessment of education for sustainable development (ESD) competences and pedagogical approaches and evaluation of student perceptions and impact of three programs. Utilising a framework of ESD competences and pedagogy synthesised by Lozano et al (2017), the study reveals a reasonably high alignment and level of awareness among educators about their learning and teaching practice but also points to areas of potential strengthening.
22 Apr 2014
TL;DR: In this article, the authors propose that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in general and therefore is an enabler of quality vocational education and training pedagogy.
Abstract: This paper proposes that Education for Sustainability (EfS), with its focus on transformative and learner-centred approaches, and higher order thinking skills, enriches teaching and learning in general and therefore is an enabler of quality vocational education and training (VET) pedagogy. EfS pedagogy provides the theoretical models and thinking skills to rise to the challenge of a new discourse on VET's role in citizenship and responsibility for the future, characterised by some as a shift from productivism to ecologism, and described by UNESCO/ILO as critical thinking towards sustainable development.
Cited by
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Newcastle University1, Newcastle upon Tyne Hospitals NHS Foundation Trust2, Bond University3, University of Jaén4, King's College London5, University of Notre Dame Australia6, University of Oxford7, Trinity College, Dublin8, Dalarna University9, Harvard University10, University of Caxias do Sul11, University of Dundee12, Great Ormond Street Hospital13, University of Calgary14, University of Edinburgh15, Esslingen University of Applied Sciences16, University of South Dakota17, Queen Mary University of London18, Imperial College London19, Swansea University20, University of North Dakota21, Icahn School of Medicine at Mount Sinai22, Queensland University of Technology23, University of British Columbia24
TL;DR: The Consensus Statement as mentioned in this paper provides a global, collaborative, representative and inclusive vision for educating an interprofessional healthcare workforce that can deliver sustainably and sustainably care for the patients.
Abstract: The purpose of this Consensus Statement is to provide a global, collaborative, representative and inclusive vision for educating an interprofessional healthcare workforce that can deliver sustainab...
125 citations
TL;DR: In this article, student experiences and perceptions of an interdisciplinary social science ESD course at a UK university that incorporated reflective and active learning by using a flipped classroom (FC) design and innovative assessments were discussed.
26 citations
TL;DR: In this paper, children today face significant challenges in response to living in a globalised world and the predicted environmental threats to the planet, however, implementing environmental and sustainability policies is difficult.
Abstract: Children today face significant challenges in response to living in a globalised world and the predicted environmental threats to the planet. However, implementing environmental and sustain...
16 citations
01 Jan 2018
TL;DR: A court may impose penalties and award damages in relation to offences and infringements relating to copyright material as discussed by the authors, and higher penalties may apply, and higher damages may be awarded, for offences and inferences involving the conversion of material into digital or electronic form.
Abstract: University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.
11 citations
TL;DR: The aims of this study were to map the presence of planetary health themes in one Australian medical program, develop and pilot a planetary health blended-learning module drawing on constructivism learning theory, and evaluate the effectiveness of the activities.
Abstract: Abstract Medical professionals need to be equipped with competencies to provide sustainable healthcare and promote planetary health. The aims of this study were to map the presence of planetary health themes in one Australian medical program, develop and pilot a planetary health blended-learning module drawing on constructivism learning theory, and evaluate the effectiveness of the activities. A mixed methods approach was used comprising quantitative mapping of learning outcomes, measurement of pre- and post-intervention planetary health knowledge, and a feedback survey. Mapping revealed little integration of environmental issues across the medical program. Student’s knowledge score increased by 2.37 points on average (95% confidence interval 1.66–3.09) (response rate 46%); 84.2% of respondents rated the activities as excellent/good. Since planetary health education is not currently required in Australian medical curricula, there is still little information for local medical educators on how to develop it, therefore studies such as this can provide some preliminary guidance. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.2025343 .
7 citations