Published:Dec 17, 2020
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Sharon Bramwell-Lalor, University of the West Indies, Jamaica
Sharon Bramwell-Lalor is a Lecturer in Science Education in the School of Education at the University of the West Indies, Mona CAmpus, Jamaica.
Keith Kelly, TrashedWorld
Keith Kelly is an education consultant, who has experience in content and language integrated learning.
Therese Ferguson, University of the West Indies, Jamaica
Therese Ferguson is a Lecturer in Education for Sustainable Development in the School of Education at The University of the West Indies, Mona Campus, Jamaica.
Carol Hordatt Gentles, University of the West Indies, Jamaica
Carol Hordatt Gentles is a Lecturer in Education in the School of Education at the University of the West Indies, Mona Campus, Jamaica.
Carmel Roofe, University of the West Indies, Jamaica
Carmel Roofe is a lecturer in Curriculum and Instruction in the School of Education, University of the West Indies, Mona Campus, Jamaica.
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Main Article Content
Carol Hordatt Gentles
The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, ‘wicked’ problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Projectbased learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and sustainability issues through project-based learning ii) participants’ environmental knowledge and sustainability competencies such as communication and collaboration skills were enhanced. School administrators should therefore encourage a culture where project-based learning is infused into the curriculum, and teachers’ collaborative efforts regarding projects are supported.