Concepts and tools from the learning sciences for linking research, teaching and practice around sustainability issues

Though the research, teaching and civic missions of the modern university have often been considered distinct, changing notions of knowledge and practice suggest increased synergy. This paper develops insights stemming from the learning and developmental sciences on the nature of learning, its relation to practice, and how one can better design environments where learning can flourish. It explores ways the learning science literature could be much more effectively leveraged in study programs for sustainability. Using the proposed requisites of sustainable education programs provided in the typology of the first article of this special issue, we examine whether and how learning science theory and research can contribute to such ongoing efforts.