Stefan T. Siegel
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Siegel
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Stefan T.
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stefan.siegel@unisg.ch
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+41 71 224 7591
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  • Publication
    Confessions of an Early Sustainability Educator: Autoethnographic Reflections on Myths in and About Sustainability Education in Higher Education
    ( 2024-06-05)
    Stefan T. Siegel orcid-logo
    This paper explores the initial challenges and misconceptions faced by an early sustainability educator. Explicitly articulating my positionality (e.g., educational researcher & lecturer with foci on educational theory and sustainability education), I autoethnographically (Anteliz et al., 2023) reflect on my recent personal journey in better understanding the field and phenomenon of sustainability education (Jones et al., 2010). Based on relevant literature in the fields of teaching and learning in higher education (e.g., Brookfield, 2017), educational-psychological myths (de Bruyckere et al., 2020), and sustainability education (Jones et al., 2010), I discuss my initial (questionable) beliefs. Entering the field of sustainability education (SE) as a novice, it is quite common to harbor misconceptions. I will present a theory and model-based classification of these misconceptions relating them to key elements of teaching and learning in higher education such as intended learning outcomes or learning activities (Biggs, 2014; e.g., “Sustainability Education is about teaching someone sustainable, i.e., “the right” values, attitudes, knowledge, and behavior”; “Direct Instruction is inferior to active and experience-based methods in sustainability education”). Additionally, I will elaborate on their potential negative consequences and show that they can hinder the advancement of higher education ecosystems that serve to enable learners to think integratively and act responsibly. Confessions (Mazur, 2009) about our misconceptions point to our fallibility, the ability to recognize and address our own misunderstandings. In my talk, I will encourage educators and academic developers stepping into sustainability education to adopt a similar reflective stance, participate in professional development activities, and not fear to challenge their own beliefs. This way, they will not only enhance their understanding but also become more effective sustainability educators, inspiring lecturers, and learners in higher education to create more sustainable ecosystems of teaching and learning. Through increased reflection, these misconceptions can undergo conceptual change (Vosniadou, 2013), which is a crucial process, not only on an individual level, but also collectively, fostering a community of educators with shared understanding of sustainability education. (Selected) References Anteliz, E. A., Mulligan, D. L., & Danaher, P. A. (Eds.). (2023). The Routledge international handbook of autoethnography in educational research. Routledge. De Bruyckere, P., Kirschner, P. A., & Hulshof, C. (2020). More urban myths about learning and education: Challenging eduquacks, extraordinary claims, and alternative facts. Routledge. Mazur, E. (2009). Farewell, Lecture? Science, 323(5910), 50–51. Jones, P., Selby, D., & Sterling, S. (Eds.). (2010). Sustainability education: Perspectives and practice across higher education. Earthscan
    Type: conference paper
    URL: https://iced24.africa/sitepad-data/uploads/2024/06/Abstract-book_0506.pdf
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120287
  • Publication
    Discussing Good Ideas, Bad Ideas, and the Things in Between about Sustainability Education with International Experts – Launching the Sustainability Education Podcast
    ( 2024-06-01)
    Stefan T. Siegel orcid-logo
    In sustainability education, ideas and assumptions exist that sound plausible, but that are at least questionable or even dangerous at a closer look (Siegel, 2024). In this podcast, I want to discuss myths and facts about sustainability education, and the things in between. For this purpose, I invite world-leading experts on environmental and sustainability education, educational psychology and myth and misinformation research.
    Type: digital resource
    Journal: Evidence-informed Sustainability Education (EvSusEd) - Beyond Ideology - From Insight to Impact
    URL: https://evsused.hypotheses.org/1138
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120240
  • Publication
    Episode 2 - Gale Sinatra
    ( 2024-06)
    Stefan T. Siegel orcid-logo
    ;
    Gale Sinatra
    In this episode of the Sustainability Education Podcast, Gale Sinatra shares her insights on combating misinformation and myths in education, particularly regarding sustainability. She clarifies the differences between misinformation, disinformation, misconceptions, and myths, highlighting the importance of understanding these terms to address the spread of false information effectively. She discusses the psychological aspects of science denial and emphasizes the significance of (healthy) skepticism. She addresses common myths about sustainability and education, pointing out that sustainability is broader than just ecological concerns and involves human interaction with nature. Dr. Sinatra criticizes the notion of doomerism and the false dichotomy between individual actions versus systemic change in combating climate change, advocating for a balanced view that recognizes the value of both. She also tackles educational myths, such as learning styles, and the importance of debunking these misconceptions through effective strategies like refutation texts and fostering an environment of intentional conceptual change. Furthermore, Dr. Sinatra highlights the societal and institutional forces that perpetuate myths and underscores the role of trust and critical engagement in overcoming misinformation. The discussion culminates in the exploration of the future of education and myth research, particularly the challenge of confronting misinformation, and offers resources for further reading on the subject.
    Type: digital resource
    Journal: Sustainability Education Podcast
    URL: https://sustainabilityeducation.captivate.fm/episode/episode-2-gale-sinatra
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120378
  • Publication
    Episode 3 - Kerry Shephard
    ( 2024-06)
    Stefan T. Siegel orcid-logo
    ;
    Kerry Shephard
    In this episode of the Sustainability Education Podcast, Professor Kerry Shephard from the University of Otago discusses the complexities and nuances of sustainability education. With a rich background in biology and now deeply embedded in higher education research, Professor Shephard shares insights on the challenges of education for sustainability in higher education. He opens the interview by differentiating between education about sustainability and education for sustainability. He emphasizes the misconceptions and interdisciplinary conflicts that often arise when concepts of sustainability are taught across various academic fields. Furthermore, he argues that sustainability education is frequently misunderstood due to disciplinary and cultural differences, highlighting the specific example of the term “competence” which is variably interpreted across languages and national contexts. A significant point Shephard makes is about the ineffectiveness of trying to change behavior through knowledge alone. He critiques the assumption that imparting knowledge will lead to behavioral change, advocating instead for a measurable approach to education that focuses on clear outcomes and the ability to track changes. Throughout the interview, Shephard is critical of the traditional ways universities approach sustainability, suggesting that many current efforts are repackaged ideas that do not fundamentally alter teaching or learning processes. He stresses the importance of measuring educational outcomes to genuinely improve and innovate sustainability education. Shephard also touches on the concept of intellectual independence as a core aim of higher education, suggesting that fostering critical thinking and questioning is more valuable than merely transmitting knowledge. He calls for a deeper evaluation of how universities are impacting students and society, particularly through their sustainability education efforts. In conclusion, Professor Shephard advocates for a more critical and evidence-based approach to sustainability education, one that challenges existing pedagogies and promotes a transformative educational experience that is truly capable of fostering sustainable development.
    Type: digital resource
    Journal: Sustainability Education Podcast
    URL: https://sustainabilityeducation.captivate.fm/episode/episode-3-kerry-shephard
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120436
  • Publication
    Open Educational Resources (OER): Make your own teaching more sustainable, open, and efficient with open-licensed teaching and learning materials
    ( 2022)
    Stefan T. Siegel orcid-logo
    ;
    Eliane Troxler
    You are currently planning your courses for the upcoming semester. You are looking for suitable images, videos, and other materials on the internet that you would like to use for your slides, on Studynet (Canvas), and possibly for a presentation at an international conference. Some of the materials are copyrighted others are marked with abbreviations like CC0, CC BY 4.0, or CC BY-NC-ND 3.0. Which of these materials can you use for what purpose? What benefits do Open Educational Resources (OER) offer?
    Type: digital resource
    Journal: Blog of the Teaching Innovation Lab (TIL) of the University of St.Gallen
    URL: https://til.unisg.ch/die-eigene-lehre-nachhaltiger-offener-und-effizienter-gestalten-mit-offen-lizenzierten-lehr-lernmaterialien/
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/117752
  • Publication
    Type: work report
    URL: https://iwp.unisg.ch/de/das-institut/profil/jahresberichte/
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120129
  • Publication
    Type: work report
    URL: https://iwp.unisg.ch/de/das-institut/profil/jahresberichte/
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/117705