Embedded: The contribution of a facilitated action research curriculum change project to sustainability learning in an Australian university context

Sustainability-related curriculum change in higher education has been slow to progress despite high level calls for change. The lack of appropriate professional learning for academics is seen as a significant factor hampering curriculum change. <br><br>This study identified, implemented and evaluated a professional learning model, the embedded model, to explore its contribution to supporting academics to bring about lasting and transformative sustainability-related curriculum change. The embedded model was informed by both sustainability learning and academic development literature. The model is characterised by a set of elements which are holistic, integrative and transformative. The model combines provision of facilitated professional learning within the context of whole-of-program curriculum change.<br><br>The study used an action research methodology where a professional learning/curriculum change project using the embedded model was conducted over 3 plus years with the academics who teach into the Bachelor of Arts (Textile Design) at RMIT University, Melbourne, Australia. The study, therefore, considered the implementation of the embedded model in one program and disciplinary context. The study found sustainability was embedded in the curriculum, students had engaged in and achieved sustainability learning, and transformative change was identified amongst academics. <br><br>The evaluated project showed successful outcomes on a range of measures, including achieving internal validity among participants. Academics developed changed understandings of their discipline and curriculum, such that these now incorporated sustainability, as well as changed learning and teaching practice. Moreover, academics developed their capacity for self-directed reflective practice and practice enhancement in relation to learning and teaching most likely as a result of their involvement in the project. <br><br>The key factors supporting successful and transformative curriculum change were identified. They include:<br><br>• Normalisation of critical reflection amongst the group of participants;<br><br>• Development of a common language amongst the group which includes learning and teaching, sustainability and discipline (textile design) literacies;<br><br>• Maintaining group motivation throughout the project by developing and strengthening mutually respectful collaborative relationships;<br><br>• Responsive facilitation which is able to support and foster the development and maintenance of the above key success factors;<br><br>•These success factors reflected the professional learning approach provided by the embedded model. Transferability of the embedded model to other contexts has not been attempted; however, this study suggests the model offers great possibility for supporting transformative sustainability related curriculum change in other higher education settings.<br><br>This study demonstrates deeply embedded, transformative sustainability curriculum change is achievable within higher education program contexts.<br><br>