Eco-Oriented Pedagogical Practices in Higher Education
Keywords:
sustainability education; higher education; sustainability-oriented teaching; active learningAbstract
The growing emphasis on sustainable development has reinforced the need for higher education institutions to rethink and innovate their pedagogical practices. This article presents a classroom-based case study examining the integration of sustainability-oriented teaching practices with 15 fourth-year undergraduate students in a higher education context. Sustainability principles were embedded into regular instruction through learner-centered and participatory strategies, including guided discussions, case-based activities, project work, and reflective writing. Data were collected through classroom observations, student-produced artifacts, and an end-of-course questionnaire exploring student engagement and perceptions. The findings reveal high levels of student participation, enhanced awareness of sustainability issues, and positive attitudes toward sustainability-oriented learning. These results highlight the potential of innovative, sustainability-focused pedagogical models to support the development of responsible and engaged future professionals. The study demonstrates that sustainability-oriented teaching practices can be effectively integrated into higher education, contributing to the transformation of contemporary university education in line with global challenges. The research was conducted within the national project Integrating and Promoting Green Education in the Initial Training of English Language Teachers (code 25.80012.0807.56SE), aligned with Moldova’s strategic direction of Innovative Educational Technologies and Products.
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