Twenty-Second International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

This paper reports on a research study on adult learners and their sustainability education experiences. We argue that substantial policy and social actions must align with the global transformation required to avert environmental collapse. Central to such action is a fundamental shift in educational approaches. This initial research serves as a precursor to a larger empirical investigation, focusing on adult learners, most of whom are at mid-career. In this qualitative, survey-based study, we explore participant attitudes towards global sustainability and their reflections on the sustainability education they have encountered thus far. Our participant cohort consisted of graduate students from a small, independent university in the United States, specializing in the behavioral and social sciences. While much of the existing research in sustainability education focuses on childhood and early adult education, this study contributes to the emerging scholarship examining the learning experiences for adult learners. People are living and working longer, and ongoing education is essential to help them adapt to technological innovation and global change, making this a timely topic. We will share our findings thus far, gather perspectives from session participants that will enrich our larger study, and discuss ways to strengthen the connection between learning and actionable contributions toward global transformation. Initial findings indicate that adult learners are highly interested in sustainability concepts. They also express confusion regarding what these concepts entail. Additionally, we found that our participants are more inclined to express a willingness to use their learning for social action.