Long Abstract:

Three decades post the first intergovernmental conference on the environment (Tbilisi 1978), countries world over continue to grapple with adverse ecological consequences. In the context of Zambia, the drastically increasing population, pursuit for economic growth and diverse anthropogenic endeavours continue to exacerbate environmental disruptions. Therefore, this study is motivated by the urgency for effective frameworks aimed at mitigating the aforementioned and recognises that this hinges on the critical role of higher education which has been recognised as a lynchpin for sustainable development. Specifically, higher education environmental education (EE) if nurtured has the potential to enhance positive action towards the environmental and its sustainability in Zambia. However, even amid an influx of universities, both private and public, the successes and outcomes of such learning experiences, particularly towards positive contribution to safeguarding the biophysical environment necessitate a critical interrogation. In 2008, the University of Zambia introduced the environmental education program of which was the focus of this study. This study explores the contributions of EE with specific regard to its outcomes in fostering agents of environmental sustainability. Thirty two (32) participants (4 lecturers, 12 students, 13 graduates and 3 environmental industry experts) were interviewed. The interview recordings were transcribed using Notta.ai and the data is analyzed by use of reflexive thematic analysis. While the researcher is at the time of this abstract submission at data analysis phase, rich findings have and continue to unravel. Firstly, diverse meanings, values and conceptualizations are ascribed to environmental sustainability and agency, and, secondly, various capabilities were acquired through EE amongst the participants. Capability dimensions identified empirically thus far include; eco-epistemics, employability, critical thinking, transformation and generic eco-generic skills. In thinking about environmental sustainability agency, issues of aspirations and several conversion factors were identified as underscoring the outcomes of EE based on individuals’ experiences. Considering that this study argues that environmental challenges, crises, issues, and needs are highly contextual, underpinning this study in the capability approach is crucial as it carefully focuses on what individuals (students and graduates) value and have reason to value; both individually and environmentally. It also from a policy and institutional perspective focuses on what is contextually relevant and vital for Zambia to effectively sustain its biophysical space. Based on the emerging data thus far, the EE program was mainly motivated by the global call for sustainable development and the urgency to respond to environmental issues; with Zambia putting in place several policy frameworks such as embedding EE in higher education. Empirically, various students and graduates aspired and enrolled for the EE program for diverse reasons. Interrogating such motivations and aspirations was vital as one’s aspirations has/ may have a long-lasting influence on their educational experiences and outcomes. For example, reasons for enrolling that emerged include; wanting to enter a prestigious university, access to bursaries and being environmentally enthusiastic and the perception that EE widens employability and employment prospects, among others. Significantly, the emerging data shows a disconnect between the lecturers’ perspectives on the EE program versus the students/graduates lived experiences during and after EE. With specific regards to environmental sustainability and agency, empirical data shows that there are multifaceted conceptualizations of the aforementioned, thus prompting an understanding of the importance of appreciating what matters to an individual and how that influence the outcomes of the EE higher education experience from individuals’ viewpoints. Fundamentally, empirical data further points to the grey areas between the linkages that exist between universities and environmental institutions and potential employers as it were. This is because findings show that although EE has continuously been applauded for its multidisciplinarity, with the hope of potentially widening the opportunities for graduates’ employment, participants had divergent views on the reality beyond the university walls. This was mainly attributed to notions of lack of EE mainstreaming, non-contextually relevant content, lack of understanding from larger society (etc). Focusing on the required capabilities for students and graduates to be agents for environmental sustainability, emerging data shows that various conversion factors (e.g pedagogies, content, context, aspirations and individual based-needs) influence the outcomes of EE and are unique for different individuals.

Anchored on the capability approach, this study argues for the significance of individual and collective ‘conscious and deliberate’ efforts to pursue lives they value while upholding altruistic and biospheric values. Thus, this study is relevant in rethinking the significance of why and how environmentally oriented academic programs [EE in this case] can/should be designed towards striking and creating balances between people and the biophysical environment by tailoring learning that accords individuals to acquire contextually fitting ecological knowledge, skills and experiences that inherently transform the individual in and beyond the university walls towards sustainability. It further prompts for contextually relevant practices and tools towards the applicability of what is learnt into responding, solving and curbing current and future environmental problems based on unique socioeconomic, geographic contexts and individual aspirations. Suffices to state that this research project is still underway and thus further and conclusive findings will be availed at the time of the HDCA conference.

Key words: Environmental sustainability, agency, capability approach, Zambia