Learning Development and Education for Sustainability: what are the links?


  • Jennie Winter Plymouth University
  • Graham Barton University of the Arts
  • Joseph Allison Plymouth University
  • Debby Cotton Plymouth University




Education for Sustainability, Learning Development


Learning Development (LD) is an emerging discipline developing a unique disciplinary identity. In common with many other new fields, it is considering its position and relevance to other disciplines and bodies of thought, for example, educational development and the sociology and philosophy of education. This paper considers one such area of debate: the link between Learning Development and Education for Sustainability (EfS). EfS is a topic of considerable and growing importance in Higher Education (HE) and universities. Its underpinning systemic and epistemic philosophies suggest the need for integration across all facets of university activity, including LD.à In this paper, we argue that there are identifiable links between LD and EfS characterised by the following: 1) commonalities surrounding the foci of their pedagogic practices, 2) shared methodologies for undertaking their practices, and 3) ways in which these methodologies are helping to situate both professions and disciplines within organisational contexts. The commonalities and possible distinctions between LD and EfS form a starting point for discussion, and raise the possibility that explicit identification of the links may encourage the development of new ideas and innovative practices.


Author Biographies

Jennie Winter, Plymouth University

Educational Developer, Educational Development

Graham Barton, University of the Arts

Learning Development

Joseph Allison, Plymouth University

Head of Learning Development

Debby Cotton, Plymouth University

Head of Educational Development




How to Cite

Winter, J., Barton, G., Allison, J. and Cotton, D. (2015) “Learning Development and Education for Sustainability: what are the links?”, Journal of Learning Development in Higher Education, (8). doi: 10.47408/jldhe.v0i8.256.




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