Sustainability in higher education: A needs assessment on a course “Education and awareness for sustainability”

Several implications can be drawn from the study. They can basically be categorized into two categories, research-related implications and educational-related implications. The results of the summative evaluation performed at the end of course evaluation should be compared with the NA results so as to determine whether the students’ needs were satisfied with course implementation. If any gap is found, the system should be re-started or revised in order to fill this gap. In this way, most of the educational needs of the learner will be met. This study was only conducted with the students taking the EAfS course. The other stakeholders’ views (i.e., instructors, school principals and community organizations) on the course can also be taken to enhance the quality of the course.

Since this course has been offered as two sections, an experimental study designed as a pre-test post-test control should be undertaken to observe the possible effects of different types of instructional methods and techniques on students’ understanding of sustainability. Not only short-term but also long-term effects of this course should be determined through developing a tracking program for the students.

Learners can show more responsibility for their learning process when their needs are more or less integrated into course implementation. This study, in this sense, appears to be a good example which shows how to analyze and assess students’ needs for course development and evaluation. Thus, the model and the questionnaire developed in the study can be used in other needs assessment studies. Furthermore, students’ needs that emerged here can guide other instructors who will plan to develop and evaluate similar course(s) on sustainability in higher education.

It is clear from the results of this needs assessment study that the EAfS course and similar courses can develop individuals’ sense of responsibility for and motivation to take sustainable actions. Many people in the higher education institutions have started to consider the sustainability as a key for education for sustainable development (Velazquez et al., 2005) with the last decade dedicated to Education for Sustainable Development during 2005-2012 by UNESCO (UNESCO-CONNECT, 2005). However, higher education institutions, which have a central role for shaping the community, are still at level of infancy in order to be a sustainable, due mainly to lack of sustainability policies and lack of awareness of the university communities. In this sense, in order to keep up with recent changes, as a result of the decade for Education for Sustainable Development, universities should integrate the sustainability issues into their policy and their programs. Seminar programs, courses and joint projects may help facilitate this process.