Higher education for sustainability: seeking affective learning outcomes

Purpose The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability. Design/methodology/approach An analysis based on a literature review of relevant educational endeavours in affective learning. Findings This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have…