Enhancing sustainability consciousness in higher education : short- and long-term impacts of a project-based learning approach

Abstract

The purpose of the research is to explore the pedagogical short and long-term impact of a project-based sustainability course in higher education, specifically focusing on its role in developing critical skills related to sustainability consciousness. The course aims to enhance students' knowledge, attitudes, and behaviours concerning sustainability, which are essential components for addressing the interconnected SDGs. Building on techniques of grounded theory, the research investigates both short- and long-term impacts of the course on student consciousness. Data were collected in seven different semesters from 395 students immediately after the course and from 52 students one year later. The study is limited by the use of a structured interview protocol, which may have constrained participants’ responses, and by the short interview length, which reduced the depth of qualitative insights. The findings suggest a consistently observed development in students' sustainability knowledge, a more positive attitude towards responsible behaviour, and sustained openness to sustainable practices over time. Additionally, collaborative partners were found to influence students' approaches to sustainability issues, though primarily in the short term. Overall, in conclusion this course demonstrates the effectiveness of innovative pedagogy in cultivating sustainability consciousness, providing a model for universities and educators to expand sustainability education further. © 2025 The Authors