The Relevance of Sustainability Skills for International Students
Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1132571Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 490
 Parliamentary Commissioner for the Environment, “See Change: Learning and education for sustainability: Outcome evaluation,” http://www.pce.govt.nz/reports/allreports/1_877274_56_9.shtml, 2004.
 UNESCO-UNEVOC, “Orienting Technical and Vocational Education and Training for Sustainable Development: A discussion paper,” Retrieved from http://www.unevoc.unesco.org/fileadmin/user_upload/pubs//SD_DiscussionPaper_e.pdf, 2006.
 D. Cortese, “The Critical Role of Higher education in Creating a Sustainable Future,” Planning for Higher Education, vol. 31, no. 3, pp. 15-22, 2003.
 I. Thomas, “Sustainability in Tertiary Curricula: What is stopping it happening?” International Journal of Sustainability in Higher Education, vol. 5, no. 1, pp. 33-47, 2004.
 S. Majumdar, “Developing a Greening TVET Framework” Retrieved from http://www.unevoc.unesco.org/fileadmin/user_upload/docs/Greening_TVET_Framework-Bonn-Final_Draft.pdf, 2011.
 S. Sterling, “Sustainable Education: Re-visioning Learning and Change,” UK: Green Books Ltd, ISBN 1-870098-99-4, 2001.
 E. E. McMillan, T. Wright, and K. Beazley, “Impact of a university-level environmental studies class on students’ values,” The Journal of Environmental Education, vol. 35, no. 3, pp. 19-27, 2004.
 F. Kagawa, “Dissonance in students’ perceptions of sustainable development and sustainability: Implications for curriculum change,” International Journal of Sustainability in Higher Education, vol. 8, No. 3, pp. 317-338, 2007.
 N. Walshe, “Understanding students’ conceptions of sustainability,” Environmental Education Research, vol. 14, no. 1, pp. 33-47, 2004.
 P.W. Schultz, and L. Zelezny, “Values as predictors of environmental attitudes: Evidence for consistency across 14 countries,” Journal of Environmental Psychology, vol. 19, pp. 255-265, 1999.
 L. Sidiropoulos and J. Sibley, “Supporting the sustainability journey of tertiary international students in Australia,” Australian Journal of Environmental Education, vol. 29, no. 1, pp. 52-79, 2013.
 T. Torbjörnsson, L. Molin, and M. Karlberg, “Measuring attitudes towards three values that underlie sustainable development,” Utbildning och Demokrati, vol. 20, no. 1, pp. 97-121, 2011.
 O. Taskin, “The Environmental Attitudes of Turkish Senior High School Students in the Context of Postmaterialism and the New Environmental Paradigm,” International Journal of Science Education, vol. 31, no. 4, 481-502, 2009.
 World Energy Council. “World Energy Trilemma 2013: Time to get real – the agenda for change,” London: World Energy Council, 2013.
 A. Oppenheim, “Questionnaire Design, Interviewing and Attitude Measurement,” London: Pinter, 1992.
 F. Sack, “Gen Green: Changes in Australian apprentices' and trainees' experience of skills and sustainability from 2008 to 2011,” International Journal of Training Research, vol. 10, no. 1, pp. 30-42, 2012.
 M. Brown, and F. Sack, “What do VET students and graduates think about ‘skills for sustainability’?” Proceedings in T. Griffin, T. Ed. No Frills, Adelaide: NCVER, pp. 17-24. 2012.
 M. Panko, R. Kudin, and D.F. Nderingo, “International student outcomes of problem-based sustainability projects,” Proceedings of the International Research Symposium, on Problem-based Learning.: Social progress and sustainability. Colombia, July 4-5, 2017.