Higher Education Institutions (HEIs) have a significant role to play in fostering sustainability-literate graduates who possess the knowledge and skills to make environmentally responsible, socially acceptable, and economically viable decisions (Chinedu et al., 2023; Kioupi & Voulvoulis, 2020; Serafini et al., 2022). While the significance of sustainability education in HEIs has been underscored in recent literature, there remains a lack of research focused on the integration of sustainability principles and practices into Work Integrated Learning (WIL) programs.
As the ultimate form of authentic, active learning, WIL is commonly adopted in higher education, predominantly with a focus on employability (Jackson, 2016). However, given the emerging global challenges facing employees, and citizens in general, it is timely for the role of WIL in higher education to be re-examined. This presentation will present preliminary findings from an ongoing study that investigates the extent to which sustainability principles and practices are integrated into WIL programs within Australian HEIs. A survey of WIL academics rendered information from a range of disciplines and forms of WIL, regarding how sustainability principles and practices were enacted, and the associated enablers, challenges and benefits. The study aims to inform curriculum design and pedagogical approaches within WIL programs to facilitate the revolutionary learning that is required to address the broad challenges facing society in the 21st century.
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessment in higher education? Journal of Applied Learning & Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9
TEQSA. (2023). Higher education good practice hub: Artificial intelligence. https://www.teqsa.gov.au/guides-resources/higher-education-good-practice-hub/artificial-intelligence#teqsa-resources