'The learning sticks': reflections on a case study of role-playing for sustainability. Issue 2 (1st February 2018)

• Record Type: Journal Article
• Authors: Gordon, Sue; Thomas, Ian
• Is Part Of: Environmental education research. Volume 24:Issue 2(2018)
• Page Start: 172
• Page End: 190
• Publication Date: 2018-02-01
• Subjects: role-play -- Education for Sustainability -- Higher Education -- review -- case-study; Environmental education -- Research -- Periodicals; 333.7207
• DOI: 10.1080/13504622.2016.1190959
• Languages: English
• ISSNs: 1350-4622

Abstract

Abstract: Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will need. The ability of role-play pedagogy to develop these competencies was assessed through a case study of students in a first-year subject/course at an Australian university. Analysis of the students' written comments indicate that the students were involved in significant learning, and had made substantial progress in developing five key skills for sustainability. The enjoyment and engagement they demonstrated was an added benefit of their experience and potentially of the role-play approach. While it is acknowledged that a role-play requires careful planning and support, and may be considered resource intensive, it can be argued that the student learning achieved is worth the effort.