Practicing sustainability approaches to education in selected universities in Tanzania: Challenges and prospects
| dc.contributor.author | Ephrem, Abdon | |
| dc.date.accessioned | 2019-09-05T11:25:18Z | |
| dc.date.available | 2019-09-05T11:25:18Z | |
| dc.date.issued | 2016 | |
| dc.description | Thesis (PhD Education) | en_US |
| dc.description.abstract | This thesis examines the practising of sustainability approaches to education in higher learning institutions in Tanzania from the perceptions and experiences of lecturers and students of four selected universities. Systems thinking and sociocultural perspectives were used as theoretical frameworks. The study sought to respond to the major question: “How do higher learning institutions in Tanzania practice sustainability education?” The study specifically explored the conceptions of sustainability education among academic staffs and students; examined the extent to which sustainability education was incorporated in curricula and in other operations; the strategies used to effect sustainability education; and the barriers the universities face in implementing sustainability education. Cross-sectional design with mixed method approach was used to triangulate information gathered from academic staffs and students across the three disciplinary areas of specialization at the four selected universities as well as from the top management officials. The results showed that, the conceptions about sustainability education were based on lecturers‟ and students‟ personal knowledge in their fields of study and from different circumstances found in their universities. Some elements of sustainability education were found in the curriculum, written statements, and in extra-curriculum activities. However, most of the topics related to sustainability were added as a by the way and were not key in the courses taught at the universities. The barriers that universities face in implementing sustainability education includes - inter alia, lack of funds, lack of institutional drive and commitment and, lack of expertise on the part of lecturers. From this study it can be concluded that through use of sustainability approaches, university functions and operations can be mobilized to implement sustainability education as a way of responding to contextual sustainable development challenges. This study recommends professional development on sustainability education to support and qualify university lectures as well as top university leaders, mainstreaming of education for sustainability in curricular and extracurricular activities, promotion of interdisciplinary learning, and allocation of resources to sustainability initiatives to ensure the capacity in the implementation of sustainability education | en_US |
| dc.identifier.citation | Ephrem, A. (2016). Practicing sustainability approaches to education in selected universities in Tanzania: Challenges and prospects (Doctoral thesis). The University of Dodoma, Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1742 | |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Higher learning institutions | en_US |
| dc.subject | Universities | en_US |
| dc.subject | Colleges | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Sustainability education | en_US |
| dc.subject | Sustainability | en_US |
| dc.subject | Education | en_US |
| dc.subject | Sustainability approaches | en_US |
| dc.title | Practicing sustainability approaches to education in selected universities in Tanzania: Challenges and prospects | en_US |
| dc.type | Thesis | en_US |