Rethinking ecological crisis and sustainability in the TVET colleges: a global citizenship education approach

Abstract

In an era marked by unprecedented environmental challenges, the ecological crisis has emerged as a fundamental concern that transcends national boundaries. Climate change, environmental degradation, biodiversity loss, war and conflict, unsustainable resource use and management, are not spatially confined, but rather a global challenge. As global citizen, we are confronted with the urgent task of rethinking our approaches to sustainability, aiming to cultivate an inclusive and broadminded perspectives that embraces collective responsibility. Through Global Citizenship Education (GCE), higher education institutions including TVET colleges, are best to challenge the global ecological crisis, given their engagements with the local and international communities. Some of the findings include, but are not limited to, stakeholders’ limited knowledge and understanding of the importance of greening the curriculum, skills mismatch and the absence of a policy framework on greening approaches. This study explores GCE as an effective approach in greening the curriculum, focusing on sustainability and a practical, transformative approach. A qualitative Participatory Action Research (PAR) methodology is adopted, framed by post-humanism theory. The three dimensions of Critical Discourse Analysis (CDA) uncover a deeper meaning embedded in text and conversations.