Innovative pedagogy provides a framework for thinking and processing information that drives successful, sustainable practice. By 2030, the United Nations requires that all learners acquire the knowledge and skills needed to promote sustainable development. As the world becomes more sustainability-conscious, higher education plays a key role in delivering education for sustainable development. The purpose is to equip students with the skills, competencies and behaviors essential for raising awareness and promoting the development of a more sustainable future.
Based on our experience as faculty developers, we strongly believe that innovative and sustainable pedagogies enable students to acquire both the knowledge and skills necessary to become more economically, environmentally and socially aware. This article aims to offer insights on what, how, and why innovative and sustainable pedagogies should be part and parcel of a student's everyday classroom experience.
“The promise of higher education is not merely to provide knowledge but to build a world where equity, justice, and sustainability are realities, and not just aspirations (Riaz & Stiasny, 2024).”
Innovative pedagogy and the use of innovative pedagogical tools enable students to be personally involved, have a deeper understanding of a topic and acquire new skills. Learning is viewed as a constructive process in which knowledge is not merely transferred to the students but is actively created by the students themselves. Possessing only subject-specific competencies is no longer sufficient. An innovative pedagogical approach aims to equip students with the competencies and skills necessary to meet the demands and expectations of employers, everyday life and society.
Faculty members at EHL are encouraged to design teaching practices that entwine business theory with societal perspectives and alternate contexts that question norms. They are encouraged to design teaching experiences that incorporate strong formative feedback, promote student collaboration, and foster inquiry. This is supported by the integration of diverse pedagogical approaches and tools that maximize learning.
To showcase innovative and sustainable pedagogy, EHL students during the preparatory year have the opportunity to participate in and discuss sustainability during Practical Arts workshops. For example, faculty members share their knowledge, expertise, and unique approaches towards sustainable waste management in workshops such as stewarding and mixology. These workshops aim to encourage students to understand the fundamentals of a sustainable business by selecting seasonal ingredients and using whole ingredients in the creation of menu items. Students then put theory into practice in the EHL’s 1893 Restaurant during their production and service classes. Sustainable Development Goals (SDGs) such as good health and well-being, gender equality and responsible consumption are also integrated into other practical workshops.
As sustainability is a social process, human-centric classroom approaches cultivate a student's curiosity to focus on sustainability issues alongside societal needs. The integration of innovative pedagogy enables faculty members to advance toward the attainment of sustainable pedagogy.
Skills such as forward-thinking, creative problem-solving, human-centric leadership and autonomy are crucial for advancing sustainable practices. According to the World Economic Forum in 2023, the importance of cognitive skills, technological literacy and self-efficacy will continue to grow as human oversight and reasoning are still critical in a world of automation and artificial intelligence. But how does sustainable pedagogy contribute to the development of sustainable practices?
Sustainable pedagogy is routed in a graduate being equipped with both the knowledge and skills that influence actual behavior. A faculty member's role is to enable students to develop foundational knowledge, cognitive skills and sustainability literacy needed to explore sustainable issues and outcomes from multiple perspectives.
“The purpose of sustainability pedagogy is to create meaningful, integral, transformative learning through intentional design that weaves together multiple dimensions.”
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At EHL the aim is to equip students across all disciplines with the skills and values necessary to integrate responsible ethical practices in their decision-making to pursue sustainable visions of the future.
Innovative teaching practices develop a student’s ability to think critically and adapt to new situations, while also making the overall learning process more explicit. Faculty members who promote creativity, autonomous learning and use ‘learning by doing’ approaches - such as games, quizzes, concept maps and case studies - encourage students to become much more aware of how, what and why they learn. Such activities are essential for sustainable pedagogy and meaningful learning.
EHL encourages faculty and students to co-create meaningful learning experiences based on the importance of continuous learning and the understanding that a ‘full catalog’ of education takes place in various settings - both inside and outside the classroom. But are students aware of the overall benefits and their role in the learning process?
Learning arises from active engagement, personal accountability for one’s learning and practical application. It involves the sharing of ideas and knowledge between students and faculty members in a way that encourages meaningful learning experiences.
“Learning is not a spectator sport …. [students] must talk about what they are learning, write reflectively about it, relate to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.”
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Therefore, it's increasingly important that EHL faculty members educate students on both what and how a student's learning takes place. An understanding of faculty and student roles, a community of learning and a positive faculty-student dynamic is essential in the delivery of successful pedagogy. In parallel, trust and support reinforce the overall appreciation of the learning experience.
As the vision of education has shifted from a teacher-centered approach to one that emphasizes student responsibility for their learning process, the roles of faculty members and universities have moved to create an environment that encourages active and collaborative learning. As teaching practices continue to evolve, EHL faculty members are using reflective approaches to design content, delivery and assessment methods that showcase both knowledge creation and skills development. Innovative and sustainable pedagogical practices offer faculty members and students a way to successfully navigate their roles.
“The two complementary forces of tech advancement and human connection need to be expanded so classrooms can reach their full potential. But first, much depends on understanding who you are as a teacher and the experiential impact this has on the learner journey.”
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There is a continuous need for faculty members to revisit their roles and to combine technology, human-centric practice and socially relevant content to transform a student's ability to successfully promote sustainability development. They must ensure that their courses and programs are up-to-date, integrate socially relevant topics and develop necessary skills. University administrators must also drive forward innovative and sustainable pedagogy through institutional policy and faculty development activities and initiatives.
The evolving roles and responsibilities of faculty driven by paradigm shifts, changing student and societal expectations, and the increasing internationalization of higher education, have made faculty development a central component within institutions and the higher education landscape. The role of faculty development at EHL is to support educators in their professional growth, enabling them to continuously develop and improve their pedagogical practices.
We believe that a community-based faculty development approach enhances a faculty member's expertise and confidence to embrace sustainable and innovative pedagogical practice. In future articles, we will showcase more of our visions and approaches as we continue to support the improvement of teaching and learning practices within the EHL community.