Solving complex environmental and social issues through teaching sustainability to Generations X, Y, and Z

Abstract

With growing recognition that humankind faces an urgent sustainability crisis, education plays a pivotal role in cultivating the mindsets, knowledge, and skills needed to transition toward more sustainable societies. As interwoven environmental and social crises mount, sustainability education has a pressing interest in younger generations to drive transformational change (Robina-Ramírez y Cotano-Olivera, 2020; Robina-Ramírez et al., 2019, 2020a). However, dominant educational paradigms focused on passive learning and technical specialization prove inadequate for tackling multidimensional sustainability challenges. Sustainability education is essential for equipping younger generations to solve complex environmental and social issues (Robina-Ramírez et al., 2020a, b). Effectively imparting sustainability competencies requires adapting pedagogies and techniques to resonate across different generational learners. Teaching sustainability competency requires adapting to different generational learners, from Generation X to Millennials, as well known as Generation Y, to Generation Z, who bring diverse perspectives and needs. This research work analyses recommended pedagogical strategies tailored for sustainability education across these major generational cohorts (Estriegana et al., 2021). While foundational sustainability knowledge remains essential across generations, fine-tuning pedagogical strategies to align with cohorts’ formative experiences and motivations enhances engagement. Leveraging Gen Xers’ self- sufficiency, Millennials’ justice orientation and Gen Z’s innovative mindset allows education programs to strategically equip different age groups with appropriate skills for collaboratively driving society toward equitable climate adaptation and resilience. To effectively address the complex issues related to sustainability across different generations, it is essential to organize literature references collected in relation to teaching and experiential learning for generations X, Y, and Z. This organization should be done separately, allowing for a clear understanding of each generation’s distinct approaches and experiences. Additionally, it is crucial to organize these references according to experiential learning that fosters the development of new techniques to be implemented in sustainability practices by these generations. This model will also serve as a comprehensive framework that illustrates how different generational approaches can be leveraged to address complex environmental and societal issues. By integrating these elements, the flowchart will provide a clear pathway for implementing effective and innovative sustainability solutions, catering to the diverse perspectives and strengths of generations X, Y, and Z.