Navigating complexity: teaching sustainability through wicked problems in higher education

Abstract

This article aims to explore the integration of wicked problems into sustainability education, within the context of antimicrobial resistance (AMR) in Zimbabwe. As a complex health challenge, increased microbial resistance disproportionately impacts Southern Africa, including Zimbabwe. Engaging AMR in higher education institutions (HEI) requires a relational One Health approach, which integrates human, animal and environmental health through interdisciplinary collaborations. Using a participatory research workshop method, operationalising case vignettes, this study analysed discussions among participants on AMR education exploring how aspects of Biesta’s educational functions were expressed. Results showcase how holistic education can be developed through interdisciplinary collaborations using real-world cases, offering students broader perspectives and connections. Holistic education can enhance AMR awareness across HEI by including the complexities of wicked problems. This would support students developing key competencies of critical engagement, interdisciplinary collaborations and ethical reasoning, equipping them with expertise as future practitioners to address AMR. The article contributes by highlighting the need for contextual relevant engagements with wicked problems within HEI sustainability education, requiring interdisciplinary collaboration to develop innovative and sustainable solutions to wicked problems. The article’s approach aligns with holistic and post-normal education, expanding educational purposes beyond knowledge acquisition to critical engagement with sustainability challenges such as AMR.