Inclusion of Green Economy and Sustainability Programs in Higher Education Institutions: Examining the Case of Kenyatta University, Kenya
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Date
2022
Authors
Ngare, Innocent Osoro
Otieno, Dorcas Beryl
Ogutu, Emma Atieno
Omwami, Duncan Ondieki
Marang'a, Amos Atima
Otieno, Edwin Odhiambo
Gikonyo, Salome Wairimu
Opiyo, Lamech Owino
Journal Title
Journal ISSN
Volume Title
Publisher
Academic Journals
Abstract
Higher 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 relevance
Description
Article
Keywords
Green economy, interdisciplinary learning, higher learning institutions, green skills, action-oriented learning, sustainability
Citation
Ngare, 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.