VIRTUAL: Applying Education

Abstract

The purpose of this research is to explore educator attitudes and perceptions towards managing the volatility, uncertainty, complexity and ambiguity (VUCA) associated with 21st century challenges, and the teaching of social and emotional competencies to students learning sustainable development. Such skills are recognised as critical in enhancing students’ ability to cope with VUCA conditions, advance sustainable development, and succeed in their professional careers. In-depth interviews were conducted with seven experienced sustainability educators from a range of faculties at an Australian University, exploring their experiences of supporting students with VUCA challenges, as well as attitudes towards teaching social and emotional competencies to better manage these challenges. Interview responses revealed a number of insights; educators already provide both planned and ad hoc academic and non-academic support to their students, based on personal experience, that largely address the socio-emotional skill needs of students. Although educators acknowledge the importance of teaching social and emotional competencies, they report reluctance to teach them, citing both personal and external reasons. There is little empirical insight into if and how social and emotional competencies are taught to address VUCA. This study draws attention to the barriers and facilitators experienced by sustainable development educators, which have so far been neglected in sustainable development education research. We offer several considerations for decision-makers in higher education institutions on how to better support both educational and institutional efforts to more confidently produce graduates that can advance sustainable development education, whilst also coping with unprecedented change.