Abstract
This paper examines the complexities of sustainability education, influenced by diverse cultural, social, and educational backgrounds. These differences challenge educators, especially when ethical considerations do not resonate equally across groups. To teach sustainability effectively, educators must reflect on their biases and assumptions. Through this process, educators can foster self-awareness and incorporate inclusive teaching methods, to facilitate meaningful, student-centred discussions. By actively reflecting on their biases and assumptions, educators can create a learning environment responsive to the varied experiences and perspectives of all participants.
Presenters
Rachna JohriDeputy Director, Learning Academy, Temasek Polytechic, North East, Singapore Marta Alexandra Godinho Miguel
Senior Academic Mentor, School of Design, Temasek Polytechnic, North East, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
SUSTAINABILITY, EDUCATION, INCLUSIVITY
