Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1942

Full Length Research Paper

Inclusion of green economy and sustainability programs in higher education institutions: Examining the case of Kenyatta University, Kenya

Ngare Innocent Osoro
  • Ngare Innocent Osoro
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar
Otieno Dorcas Beryl
  • Otieno Dorcas Beryl
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar
Ogutu Emma Atieno
  • Ogutu Emma Atieno
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar
Omwami Duncan Ondieki
  • Omwami Duncan Ondieki
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar
Marang'a Amos Atima
  • Marang'a Amos Atima
  • Department of Mathematics, University of Nairobi, P. O. Box 30197-00100 Nairobi, Kenya.
  • Google Scholar
Otieno Edwin Odhiambo
  • Otieno Edwin Odhiambo
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar
Gikonyo Salome Wairimu
  • Gikonyo Salome Wairimu
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar
Opiyo Lamech Owino
  • Opiyo Lamech Owino
  • UNESCO-Chair, Higher Education Development for Green Economy and Sustainability (HEDGEDS), Kenyatta University, P. O. Box 43844 – 00100, Nairobi, Kenya.
  • Google Scholar


  •  Received: 22 March 2022
  •  Accepted: 07 June 2022
  •  Published: 30 June 2022

Abstract

Higher education institutions play a pivotal role in instilling green economy and sustainable development principles in students. There are complex environmental challenges, and breaking through this complexity necessitates the incorporation of green economy learning to assist students in understanding these complex connections. This study explores the inculcation of interdisciplinary learning at the Master’s level of assessed green economy aspects among ten schools. It explores green economy topics in courses and the degree of action-oriented learning. Results from the total respondents (N=227), indicate, among the existing green aspects in sampled schools, the sustainable use of natural resources (n=108, 47.6%) thematic area was the most dominant across the Master’s courses. Examination of green learning in schools shows a disparity amongst schools where the school with the most examined green aspects was engineering and technology (93.8%) with the school of economics as least examined (75%). Cumulatively, green aspects, even with skewed disparity, were taught across the ten schools (p = 0.000). It is recommended that university programs should enhance regular reviews of curriculum and coursework in different disciplines, to set precedence on emerging green economy studies and their relevance.

 

Key words: Green economy, interdisciplinary learning, higher learning institutions, green skills, action-oriented learning, sustainability.