BLENDED LEARNING FOR DELIVERING TRANSFORMATIVE SUSTAINABILITY CURRICULA
P.N.T. Pathirana*
Institute of Technology, University of Moratuwa, Homagama, Sri Lanka
Session: Technical Session D
Abstract
Blended learning has emerged as a powerful instructional model that combines face-to-face teaching with digital learning technologies to create more flexible, engaging and personalized educational experiences. This study examines the effectiveness of blended learning in delivering transformative sustainability curricula within Sri Lankan higher educational institutions. The research aims to assess how this approach promotes key competencies of Education for Sustainable Development (ESD), including critical thinking, systems thinking and learner empowerment. A quantitative data method was used for surveys administered to students in higher education settings. The results indicate that blended learning enhances student engagement, fosters deeper understanding of sustainability issues and encourages active, reflective and collaborative learning. However, challenges such as unequal access to digital tools, limited teacher training, and institutional readiness were identified as key barriers. The study highlights the need for a context-specific framework to support the integration of blended learning in sustainability education. By aligning educational practices with the principles of transformative learning and the objectives of Sustainable Development Goal 4.7, this research offers practical insights and policy recommendations to strengthen the role of blended learning in creating informed, responsible and sustainability-conscious citizens.
Keywords: blended learning, sustainability education, transformative learning, education for sustainable development, higher education learning
DOI: 10.64752/CUVK3374