Effects of sustainability education with work-integrated learning on university students’ consciousness

Purpose
The increasing need for sustainability education highlights the importance of integrating innovative teaching methods in universities. This study adopted a longitudinal design to explore the effects of sustainability education and work-integrated learning (WIL) on the sustainability consciousness of university students, including knowledge, attitudes and behaviours, across the social, environmental and economic domains.

Design/methodology/approach
To fulfil its purpose, this quasi-experimental study design used two interventions: a sustainability education programme where students were given 42 hours of training and assignments, and a WIL programme where students were required to work at partner businesses for 300 hours. A total of 310 students participated in the aforementioned sustainability education programme, and 193 students were not given such treatment. Among the 310 students who participated in such programme, 301 were followed up in a subsequent study, where 167 joined a WIL programme.

Findings
Results show that the above educational interventions, greatly increased sustainability consciousness of the participating students in the social, environmental and economic domains, with WIL exerting a long-lasting effect.

Research limitations/implications
To strengthen the causal evidence of the impacts of sustainability education and WIL, future research should use a fully randomised control trial design, which can overcome the limitations of this study. Longitudinal research is also required to monitor the long-term application and retention of sustainability consciousness in various post-graduate contexts. Furthermore, to broaden the applications of the conclusion, it is important to investigate a variety of institutional situations. Adding objective behavioural change measures to self-reported data may help create a clearer picture of the effects of educational interventions.

Practical implications
The study’s conclusions have practical applications. Specifically, they suggest that companies can benefit from the practice of hiring graduates who have completed WIL programmes as part of their sustainability education. This is because such individuals may be more committed to workplace sustainability initiatives and be more knowledgeable about sustainability planning. As such, this research serves as an initial effort that can initiate ongoing conversations between companies and educational institutions regarding the upskilling of the workforce for the sake of achieving the goals of sustainability.

Social implications
In many ways, the abovementioned implications extend to a wider societal context, in which the sustainability-educated workforce enables eco-friendly initiatives, such as the adoption of renewable energy and waste reduction programmes, in addition to the practice of sustainable agriculture. This workforce can further introduce social initiatives, thereby providing affordable housing and resource equity. From an economic standard, individuals’ socially responsible decision-making process is encouraged by providing the necessary support for local business and fair trade practices. This in turn ensures enhancement in the quality of air and water, reduced degradation of the environment and increased access to green spaces. The findings of this study highlight the substantial socio-economic impact of integrating sustainability into higher education. Practical skills, including communication, critical thinking and teamwork make students to be effective advocates and ambassadors for sustainable practices. This education cultivates youngers’ positive attitudes, particularly in community involvement in recycling, conservation efforts and ethical consumption. Graduates gain a sustainability mindset and apply it in careers, like renewable energy, social entrepreneurship and sustainable business, therefore, promoting environmentally responsible choices and driving change within their communities.

Originality/value
This study highlights the long-lasting positive impact of combining sustainability education with WIL on the sustainability consciousness of students. This finding not only aligns with transformative learning theory’s emphasis on enduring personal change but also carries important implications for future curriculum designs and pedagogical approaches.