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dc.contributor.authorNgare, Innocent Osoro
dc.contributor.authorOtieno, Dorcas Beryl
dc.contributor.authorOgutu, Emma Atieno
dc.contributor.authorOmwami, Duncan Ondieki
dc.contributor.authorMarang'a, Amos Atima
dc.contributor.authorOtieno, Edwin Odhiambo
dc.contributor.authorGikonyo, Salome Wairimu
dc.contributor.authorOpiyo, Lamech Owino
dc.date.accessioned2023-03-10T12:56:38Z
dc.date.available2023-03-10T12:56:38Z
dc.date.issued2022
dc.identifier.citationNgare, I. O., Otieno, D. B., Ogutu, E. A., Omwami, D. O., Marang'a, A. A., Otieno, E. O., ... & Opiyo, L. O. (2022). Inclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenya. Educational Research and Reviews, 17(6), 168-175.en_US
dc.identifier.issn1990-3839
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24932
dc.descriptionArticleen_US
dc.description.abstractHigher education institutions play a pivotal role in instilling green economy and sustainable development principles in students. There are complex environmental challenges, and breaking through this complexity necessitates the incorporation of green economy learning to assist students in understanding these complex connections. This study explores the inculcation of interdisciplinary learning at the Master’s level of assessed green economy aspects among ten schools. It explores green economy topics in courses and the degree of action-oriented learning. Results from the total respondents (N=227), indicate, among the existing green aspects in sampled schools, the sustainable use of natural resources (n=108, 47.6%) thematic area was the most dominant across the Master’s courses. Examination of green learning in schools shows a disparity amongst schools where the school with the most examined green aspects was engineering and technology (93.8%) with the school of economics as least examined (75%). Cumulatively, green aspects, even with skewed disparity, were taught across the ten schools (p = 0.000). It is recommended that university programs should enhance regular reviews of curriculum and coursework in different disciplines, to set precedence on emerging green economy studies and their relevanceen_US
dc.language.isoenen_US
dc.publisherAcademic Journalsen_US
dc.subjectGreen economyen_US
dc.subjectinterdisciplinary learningen_US
dc.subjecthigher learning institutionsen_US
dc.subjectgreen skillsen_US
dc.subjectaction-oriented learningen_US
dc.subjectsustainabilityen_US
dc.titleInclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenyaen_US
dc.typeArticleen_US


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