Students’ Learning on Sustainable Development Goals through Interactive Lectures and Fieldwork in Rural Communities: Grounded Theory Approach

Abstract

Sustainable social-resource-based community management and sustainable development goals (SDGs) are crucial for community sustainability and sustainable development, respectively, and SDG education is vital to motivate people to continue SDG-appropriate activities. This study aims to evaluate the effectiveness of the SDG education of Rural Japanese University students using the grounded theory approach and investigate how their ideas about future work subsequently change. This study analyzes the learning and attitude changes in students enrolled in an elective SDG course and establishes the learning theory behind SDG education in rural universities. In this approach, student SDG education consists of three themes and eleven concepts. Through SDG education based on interactive lectures and rural fieldwork, participants reconsider community and society concepts in an SDG-minded framework. Based on this new perspective, participants begin considering community sustainability by gaining new insight from a first-person standpoint. Participants acquire SDG-minded working competencies, such as collaborative advancement, respect for inclusive societies, community revitalization from different perspectives, and mindset reconstruction. SDG educational processes were conducted in rural communities through university student SDG education, which deepened their understanding of community sustainability. Thus, SDG education should employ real practitioners to university curricula and deal with cultural and traditional diversity via effective collaboration.