Investigating the impact of problem-oriented sustainability education on students’ identity: A comparative study of planning and liberal arts students

This study uses a grounded theory lite approach to investigate the changes in identity of planning and liberal arts students who studied sustainability problem-oriented environment. It was found that although expressed moral relation environment, not translated into shifting beliefs behaviours. The authors conceptualised an dissonance between aspirational identities implicit socialized western middle-class identified array coping mechanisms enabled maintain these conflicting identities. Where primarily utilized threat reduction, bargaining, hope for technological salvation, tended towards blame, fatalism, limited engagement. differences groups were explained terms disciplinary orientation pedagogical approach. In response, recommended more comprehensive, hands-on environmental educational geared building Investigating Impact Studying Ecological Crises on Students’ Identity. 1. Sustainability develop centred around care as result studying through methods. 2. Students don’t translate this practice because they experience unresolved dissonance. 3. Technical are likely use bargaining belief salvation strategies. 4. Liberal Arts fatalism engagement 5. Since pedagogies their own do seem work resolve dissonance, education interventions focused recommended.