Date of Graduation
Summer 2026
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Transformative Education and Social Change
Committee Chairperson
John Elmore Ph.D.
Committee Member
Jason Wozniak, Ph.D.
Committee Member
Dana Morrison, Ph.D.
Abstract
This thesis addresses the concern that increasing standardization in education has limited student learning opportunities by reducing student engagement‚ inquiry‚ creativity and authentic learning experiences․ The approach used is to connect my experience as an elementary school teacher with the work of educational researchers to answer the central question of how schools can prepare students for present and future environmental‚ social‚ economic and civic challenges․ I also argue that education should develop mindful‚ responsible‚ and active citizens who engage in their communities‚ not just as academically successful learners, but as responsible stewards who want to make the world a better place․ This thesis draws on the theories of Dewey‚ Freire‚ Mezirow‚ Sterling‚ Orr‚ Kolb‚ and UNESCO to trace an Education for Sustainability (EfS) approach. This approach values inquiry‚ collaboration‚ systems thinking‚ democratic participation, and authentic learning as important parts of a meaningful education․ EfS Provides a framework that connects classroom learning with realworld issues while developing the knowledge, skills, and values students need to contribute to their communities. Even though this thesis is a student-created Education for Sustainability curriculum that is proposed for upper elementary students, it can be modified for other grade levels (lower, middle, and higher). Its basis is a means of connecting classroom-based and more worldly learning through inquiry and project-based learning‚ community service‚ reflection‚ and student leadership․ These activities also aim to increase student engagement while developing modern-day skills in critical thinking, collaboration, and problem-solving, plus a sense of community and global responsibility and stewardship. It argues that student-led Education for Sustainability provides a practical way of achieving more meaningful and engaging learning experiences‚ while preparing students to be informed‚ responsible, and active citizens of an increasingly complex and interconnected world․
Final Version Confirmation
1
Recommended Citation
Dale, Jacqueline, "Student-Led Education for Sustainability Project-Based Learning: Framework for Authentic Learning, Student Engagement, and Responsible Citizenship" (2026). West Chester University Graduate Theses, Dissertations, and Final Projects. 101.
https://digitalcommons.wcupa.edu/all_capstones/101