The approaches on teaching and learning of Chinese higher education for sustainable development in the Tibet University, China

Abstract

Public awareness and governmental focus on higher education’s role in addressing environmental challenges have grown significantly. The persistent lack of comprehensive assessment frameworks for evaluating sustainable development in higher education, particularly within culturally and geographically distinct regions like China’s ethnic highlands, underscores a critical research gap. This study addresses this void by developing an integrated assessment framework through a Tibet University case study, combining reductionist and holistic methodological approaches. Four (4) key objectives guided the research: identify the elements of ESD on teaching and learning in Tibet University; analyse reductionist and holistic approaches on teaching and learning about the elements of ESD; explain the influence of reductionist and holistic approaches on teaching and learning about the elements of ESD; and establish the framework for teaching and learning about the elements of ESD in Tibet University. Methodologically, the research employed a triangulation-validated mixed-methods design incorporating document analysis of undergraduate programs, questionnaire surveys of students and faculty, and semi-structured interviews. Key findings reveal: partial and uneven SDG integration across faculties, with interdisciplinary programs demonstrating superior outcomes; moderate to low levels of sustainability knowledge, attitudes, and behaviours exhibiting significant variations across ethnic, disciplinary, and geographic dimensions; teacher perspectives dominated by civic engagement orientations with limited system thinking; and the critical importance of interdisciplinary collaboration for effective ESD implementation. The study culminates in proposing a novel assessment framework that bridges reductionist and holistic approaches, offering practical recommendations for enhancing ESD through curriculum reform, faculty development in systems thinking, culturally-responsive pedagogies incorporating local knowledge, and institutional policy reforms. This framework provides a transferable model for higher education institutions seeking to effectively assess and advance their sustainable development initiatives, particularly in culturally distinctive regional contexts.