The Contribution of a Collaborative Learning Approach to Education for Sustainable Development in Teacher Education in the Digital Age

Abstract

In this study, the contribution of online collaborative learning to Education for Sustainable Development (ESD) in teacher education was investigated. This was a qualitative study, focusing on student teachers’ online collaborative tasks on sustainability education. Student teachers in the second and fourth year of their undergraduate studies were given assessment tasks based on sustainability content in their teacher education curriculum (specifically, the Social Studies Education and Environmental Education curriculum). They were expected to work on these tasks collaboratively using online platforms. Data were gathered through semi-structured interviews and individual reflections. Upon completion of these tasks, students were interviewed to explore if and how online platforms enable or constraint collaborative learning of sustainability content in teacher education. Students further reflected on if and how the ESD tasks developed their sustainability competencies. The sustainability competency framework was used to analyze the data. It emerged that the ESD tasks developed students’ abilities to solve problems, collaborate, think critically, raise awareness, take action and clarify values regarding sustainability issues. It further emerged that poor communication, lack of connectivity, unequal contribution, conflict among group members, poor attendance and lack of collaboration were amongst the challenges of online collaborative learning. Sharing ideas, good leadership skills, communication and cooperative skills were some of the enablers of online collaborative learning. If challenges of online collaborative learning can be addressed, online platforms have the potential to enhance student teachers’ knowledge and learning of sustainability content and ultimately contribute to the quality of teacher education.