Jessica Ostrow Michel

TL;DR: In this article, a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203-218, 2011), the most frequently cited framework to date, was conducted.

TL;DR: The authors used external raters to understand patterns of pedagogical practices embedded in heterogeneous groups of courses and found five patterns of seven course practices that cluster around active learning, lecturing, and cognitively responsive practices: Comprehensive, traditional lecture, active lecture, Integrative Discussion, and Active Only.

TL;DR: Ostrow et al. as mentioned in this paper explored the amount of, and the effectiveness of, education for sustainability in an institution of higher education, and analyzed whether EfS was related to students' sustainability learning outcomes.

TL;DR: In this article, the content and context of sustainability-related learning outcomes in higher education institutions in the United States by using data from 47 institutions were analyzed and found that institutions operationalize learning for sustainability, a continuum of location of these learning outcomes, and a range of pedagogical beliefs about sustainability.