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ACTION BASED LEARNING METHODOLOGY

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SELF ASSESMENT TEST !

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Please fill this test BEFORE the presentation.

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Choose the best answer for each multiple choice question.

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Please answer the open-ended questions to evaluate your understanding.

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INSTRUCTIONS:

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Table of Contents

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E. Industry Partnerships

Industry Partnerships for SDG 8

Best Practices

Challenges

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    • IV. Case studies for implementing ABL methodology for SDGs

(1,9,10,11,12,13,14,16)

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    • V. Conclusion

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    • Q & A

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    • References

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Introduction to Action Based Learning (ABL) Methodology

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    • Action-Based Learning and Its Connection to SDGs

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    • Sub-methodologies of Action Based Learning Methodology

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A. Experiential Learning

Experiental Learning for SDG 2

Best Practices

Challenges

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B. Problem Based Learning

Problem based Learning for SDG 4

Best Practices

Challenges

C. Research Led Learning

Research Led Learning for SDG 6

Research Led Learning for SDG 15

Challenges

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D. Hands on Learning

Hands on Learning fore SDG 7

Challenges

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Learning Objectives

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Learning Objectives

Understand Action Based Learning Methodology and its role in Higher Education.

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Identify the benefits of ABL in addressing global sustainability challenges.

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Explore methodologies such as Experiential Learning, Problem-Based Learning (PBL), Research-Led Learning, and Hands-On Learning.

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Design curriculum components that integrate ABL approaches.

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Assess key challenges in adopting ABL and identify solutions.

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What is Action-Based Learning (ABL) ?

A student-centered learning approach that focuses on learning by doing rather than passive knowledge absorption.

Engages students in real-world challenges, fostering critical thinking, creativity, and collaboration.

Aligns with Education for Sustainable Development (ESD) by encouraging students to work on solutions for real-life SDG-related issues.

(Agusdinata, 2022)

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Core Characteristics of ABL

Active engagement: Students participate in hands-on activities and decision-making.

Collaborative learning: Emphasis on teamwork and peer learning.

Real-world application: Activities are connected to actual SDG challenges

.Reflective practice: Learning includes self-reflection, feedback, and adaptation.

Multidisciplinary approach:

Encourages cross-subject integration.

(Lestari & Widayati, 2022)

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Theoretical Background

John Dewey (Experiential Learning): Learning through experience and reflection.

Paulo Freire (Critical Pedagogy): Learning as a tool for social transformation.

David Kolb (Experiential Learning Cycle): Concrete Experience → Reflective Observation → Abstract Conceptualization → Active Experimentation.

Jean Piaget & Lev Vygotsky (Constructivism & Social Learning Theory): Learning as a social and interactive process.

(Hahl & Keinänen, 2021)

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Action-Based Learning vs. Traditional Learning

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Feature

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Traditional Learning

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Action-Based Learning

Learning Mode

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Passive (Lectures, Reading)

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Active (Projects, Real-world tasks)

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Student Role

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Receiver of Information

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Investigator, Problem-Solver

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Teacher Role

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Knowledge Provider

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Facilitator, Mentor

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Assessment

Exams, Essays

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Real-world projects, Reflection

(Daniel Fernández Galeote et al., 2023)

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Key Components of Action-Based Learning

Exploration – Identify the real-world issue (related to SDGs).

Engagement – Students immerse themselves in the challenge.

Investigation – Conduct research, collect data, analyze.

Action – Develop solutions, implement projects.

Reflection & Evaluation – Discuss outcomes, adjust strategies.

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Why Action-Based Learning for SDGs?

SDGs require problem-solving, systems thinking, and innovation, which ABL fosters.

Encourages students to develop practical solutions to environmental, social, and economic challenges.

Enhances community engagement and promotes a lifelong learning mindset.

(McLean et al., 2022)

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The Link Between ABL and SDGs

SDGs require systemic, interdisciplinary, and solutions-driven thinking.

ABL aligns with Education for Sustainable Development (ESD) by:

1. Encouraging real-world applications

2. Promoting problem-solving for environmental and social issues

3. Engaging communities in sustainability action

(Gudonienė et al., 2021)

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How ABL Develops Key SDG Competencies

Critical Thinking & Systems Thinking 

– Understanding complex, interconnected sustainability challenges.

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Collaboration & Communication 

– Working in teams to address global issues.

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Creativity & Innovation 

– Finding innovative solutions for climate action, poverty reduction, and more.

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 Real-World Engagement 

– Linking learning to real social and environmental impact.

(Martínez Casanovas et al., 2021)

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i)Specific Methodological Approach: Experiential Learning

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Experiential Learning ,enables students to engage directly with real-world food security issues, enhancing understanding through active participation in sustainable agriculture and hunger alleviation efforts.

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(Fang & O’Toole, 2023)

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How Experiential Learning Supports SDGs in Education

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    • Real-World Application
    • Enables students to apply theoretical knowledge to real-life challenges, bridging the gap between learning and impact.
    • Skill Development
    • Builds practical skills in sustainable agriculture, food distribution logistics, and project management.
    • Fosters critical thinking, problem-solving, and adaptability, essential for addressing complex global issues like hunger.
    • Community Engagement
    • Encourages collaboration with local communities, NGOs allowing students to understand and address the root causes of global challenges like hunger.
    • Promotes empathy and a sense of responsibility by directly involving students in community-based solutions.

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Designing an Effective Experiential Learning Curriculum for SDGs

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Focus on specific issues

Examples from SDG2: Food deserts, surplus food distribution, sustainable farming practices.

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Goal: Ensure the project directly addresses a tangible, community-relevant problem.

IDENTIFY REAL- WORLD PROBLEMS

STEP 1

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Designing an Effective Experiential Learning Curriculum for SDG 2 (step n.2)

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SET LEARNING OBJECTIVES

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    • Define what students should learn and accomplish, such as understanding food distribution logistics, sustainable agriculture practices, or the impact of food insecurity
    • Skills Targeted: Problem-solving, empathy, teamwork, and practical knowledge in food systems.
    • Goal: Align educational goals with the practical needs of food security projects.

STEP 2

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    • Develop Partnerships with Local Organizations

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      • Identify potential partners like local NGOs that address challenges and promote sustainability.
      • Partnerships offer resources, expertise, and a real-world platform for students to apply their skills.

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    • Goal: Establish a collaborative network to support project implementation and learning.

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Designing an Effective Experiential Learning Curriculum for SDG 2 (step n.3)

STEP 3

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Best Practices in Experiential Learning for Teaching SDGs ( case from SDG2)

Oklahoma State University - Farm to Fork Course

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    • Project Focus:  Students engage in food cultivation in campus gardens, growing fresh produce for local community food centers.
    • Impact:  This project offers practical agricultural experience while contributing directly to local food security, fostering a sense of responsibility in students to address hunger issues​

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Best Practices in Experiential Learning for Teaching SDGs(case from SDG2)

University of Alberta - Campus Food Bank and Sustainable Food Services

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    • Project Focus:  Students manage a campus-based food bank and support sustainable dining services, providing food assistance and waste-reduction solutions.
    • Impact:  Students learn about food logistics and sustainability, gaining insights into reducing waste and improving food security on campus​

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Example Games for SDG-Based Education

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    • Food Security Simulation:
      1. Students manage resources to address hunger in a simulated community.
      2. Lessons on food distribution, sustainability, and equitable access.
    • Ecosystem Management Game:
      • Allows students to balance economic development with environmental protection.
      • Emphasizes ecosystem services, biodiversity, and conservation strategies.

EXAMPLES OF USAGE OF GAME-BASED EXPERIENTIAL LEARNING

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Specific Methodological Approach for SDGs: Problem- Based Learning (PBL)

    • A student-centered approach where students learn by engaging in real-world problems.
    • Encourages critical thinking, collaboration, and self-directed learning, aligning with the goals of SDGs
    • Why Use PBL for teaching SDGs?
    • Relevance: Helps students understand and address actual educational challenges related to inclusivity, equity, and quality in education.
    • Skill Development: Builds essential skills like problem-solving, teamwork, and research, preparing students to be active contributors to sustainable education.

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(Hernández-Ramos et al., 2021)

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CORE PRINCIPLES OF PBL FOR SDGs

    • Student-Centered Learning
    • Focus on students actively participating and taking ownership of their learning journey.
    • Encourages self-directed learning and responsibility in understanding education-related issues.
    • Real-World Relevance
    • Use real educational challenges to engage students in understanding and addressing problems.
    • Examples include issues like educational inequality, access to technology, and promoting inclusive practices.
    • Collaborative Problem Solving
    • Foster teamwork and collaboration among students to solve complex educational problems.
    • Promotes the development of interpersonal skills and collective responsibility for solutions.
    • Critical Thinking and Inquiry
    • Encourage students to question assumptions, analyze causes, and explore various perspectives.
    • Builds critical thinking and analytical skills essential for addressing global education challenges.
    • Reflective Practice
    • Integrate regular reflection on the learning process and problem-solving outcomes.
    • Enables students to assess their contributions, learning progress, and areas for improvement.

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How PBL Supports SDGs in Education

    • Promotes Critical Thinking and Problem-Solving Skills
    • Encourages students to analyze real-world education challenges, fostering critical thinking.
    • Equips students with problem-solving skills essential for addressing issues like educational inequality and access.
    • Enhances Student Engagement and Motivation
    • Real-world problems make learning more engaging and relevant.
    • Motivates students by connecting their work to impactful solutions for SDGs goals.
    • Builds Collaboration and Teamwork
    • PBL often involves group work, helping students develop collaboration and communication skills.
    • Prepares students to work effectively in diverse teams, a key aspect of achieving inclusive and equitable education.
    • Develops Lifelong Learning Skills
    • Encourages self-directed learning, reflection, and adaptability.
    • Prepares students to continue learning and adapting skills, supporting lifelong learning initiatives in line with SDGs.

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Designing an PBL Curriculum for SDGs (step n.1)

Identify Core SDGsThemes

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Define key topics related to SDGs (e.g SDG4, such as educational equity, literacy, access to resources, and lifelong learning.)

Ensure these themes align with real-world challenges that students can explore and address.

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Designing an PBL Curriculum for SDGs

(step n.2)

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Develop Real-World Problems

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    • Create authentic problem scenarios linked to SDGs (e.g SDG4, such as challenges in digital literacy or inclusive education).

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    • Design problems that are open-ended, complex, and encourage critical thinking.

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Designing an PBL Curriculum for SDGs (step n.3)

Set Learning Objectives

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    • Outline clear learning outcomes that emphasize critical thinking, problem-solving, collaboration, and social responsibility.

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    • Ensure objectives align with both academic standards and SDGs goals.

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Designing an PBL Curriculum for SDG 4 (step n.4)

Facilitate Collaborative Learning

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    • Organize students into diverse groups to foster teamwork, communication, and a variety of perspectives.

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    • Promote group discussions, peer feedback, and collaborative problem-solving activities.

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Hong Kong Baptist University (Hong Kong)

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    • Initiative: General Education Program
    • Description: Offers courses such as "Service-Learning in Fighting Poverty" that integrate societal challenges into learning, helping students understand the role of education in reducing inequalities.

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Best Practices in Problem Based Learning for Teaching SDGs ( case from SDG4)

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Best Practices in Problem Based Learning for Teaching SDGs (case from SDG4)

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Amrita Vishwa Vidyapeetham (India)

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    • Initiative: AlgoQueen Boot Camp
    • Description: Boot camps to teach young women coding skills, supported by UNICEF and IBM. This initiative promotes gender equity in STEM and aligns with SDG 4 by fostering technical education for underserved groups.

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1. Align Projects with Real-World Issues

Design projects that address local or global educational challenges, such as literacy gaps or digital divide issues.

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2. Encourage Community Engagement

Integrate community-based projects where students collaborate with local organizations or schools.

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3. Use Reflective Practices

Include regular reflection activities, such as journals or group discussions, to encourage self-assessment and learning growth.

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4. Incorporate Digital Tools

Use digital platforms for project collaboration, research, and presentation (e.g., Google Workspace, Padlet, Zoom).

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RECOMMENDATIONS FOR FACULTY TEACHING SDGs THROUGH PBL

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iii)Specific Methodological Approach: Research-Led Learning

    • A learning approach driven by inquiry, data collection, and analysis.

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    • Students engage in active research to explore real-world SDG challenges.

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    • Encourages evidence-based decision-making and critical thinking.

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How Research-Led Learning Works

    • Identify a sustainability challenge (e.g., climate change impact, energy efficiency).

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    •  Collect and analyze real-world data (experiments, fieldwork, surveys).

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    • Interpret findings to develop solutions.

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    • Communicate results through reports, presentations, or policy briefs.

(Henfrey et al., 2022)

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Why Research-Led Learning for SDGs?

    • Develops critical thinking & analytical skills

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    • Encourages innovation & problem-solving

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    • Applies theory to real-world sustainability issues

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    • Aligns with SDGs through data-driven action

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Steps to Implement Research-Led Learning

1.Identify Real-World Research Topics – Align student projects with SDG challenges (e.g., water conservation, ecosystem restoration, justice system reforms).

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2. Develop Research Skills – Teach data collection, fieldwork techniques, and policy analysis.

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3. Engage with Community & Industry – Partner with NGOs, policymakers, and research institutions to provide real-world contexts.

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4. Implement Student Research Projects – Have students conduct experiments, analyze case studies, and gather field data.

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5. Encourage Knowledge Dissemination – Support research

presentations, policy recommendations, and publishing student findings.

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Best Practices in Research- Led Learning for Teaching SDGs ( case from SDG6)

University of Exeter – Future 17 Program

Project Focus:

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    • Students worked on global water management projects through interdisciplinary research.
    • Partnered with NGOs and businesses to address real-world water challenges.
    • Developed data-driven solutions for water conservation and pollution control.

 Outcome:

    • Created sustainability roadmaps for clean water access in developing regions.
    • Proposed policy recommendations for improving local water governance​.

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Best Practices in Research-Led Learning for Teaching SDGs ( case from SDG15)

University of Manchester – Tree Musketeers Conservation Program

Project Focus:

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    • Student researchers worked with local environmental groups to support reforestation.

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    • Conducted field studies on habitat restoration and biodiversity protection.

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    • Monitored the impact of reforestation efforts on carbon sequestration.

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Outcome:

    • Planted thousands of trees and improved urban green spaces.
    • Developed long-term conservation strategies with local policymakers​

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Recommendations for Faculty –

Research-Led Learning

    • Embed Real-World SDG Challenges – Assign research projects focused on water management (SDG 6), biodiversity (SDG 15), and justice systems
    • Encourage Field-Based Research – Partner with local communities, environmental organizations, and policy groups to give students hands-on research experience.
    • Teach Data Collection & Analysis – Provide training on survey design, GIS mapping, environmental monitoring, and policy impact assessment.
    • Foster Cross-Disciplinary Collaboration – Integrate STEM, social sciences, and legal studies to develop holistic SDG solutions.
    • Promote Research Communication – Encourage students to publish findings, present at conferences, and engage in policy discussions.

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iv) Specific Methodological Approach: Hands on Learning

    • A learning-by-doing approach, focusing on practical applications.
    • Encourages engineering, design, and technical problem-solving.
    • Students actively engage in building, testing, and improving sustainability projects.

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(Sánchez-Carracedo et al., 2021)

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Why Hands-On Learning for Teaching SDGs?

Bridges theory and real-world applications 

Develops technical skills 

Encourages innovation 

 Empowers students to contribute to common global challenges.

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Steps to Implement Hands-On Learning 

Design Energy Labs & Workshops – Provide access to solar panels, wind turbines, and battery storage systems. 

Integrate Practical Energy Projects – Assign tasks like designing microgrids, improving energy efficiency, and testing biofuels.

Collaborate with Renewable Energy Experts – Bring in guest lecturers and industry mentors to guide students.

Launch Student-Led Clean Energy Initiatives – Support projects where students implement solar solutions in local communities.

Measure Real-World Impact – Have students track energy efficiency, carbon reduction, and long-term sustainability outcomes.

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Best Practices in Hands-on Learning for Teaching SDGs (case from SDG7)

ABUAD Energy Efficiency Training & Clean Energy Access

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Project Focus:

    • Hands-on energy training programs for students.
    • Collaboration with local communities for clean energy access.
    • Students work directly with Independent Power Plants (IPP).

Outcome:

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    • Developed practical clean energy solutions for rural communities.
    • Enhanced energy literacy among students & locals.
    •  Scaled renewable energy adoption in surrounding areas

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Recommendations for Faculty – Hands-On Learning 

    • Develop Energy Innovation Labs – Provide students access to solar panels, wind turbines, and bioenergy setups for testing real solutions
    • Integrate Engineering & Business Skills – Encourage students to prototype and commercialize clean energy solutions.

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    • Collaborate with Energy Companies & Startups – Arrange field visits, guest lectures, and internship opportunities in the renewable energy sector.

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    •  Promote Student-Led Energy Projects – Support initiatives where students design and implement small-scale renewable energy systems in local communities.

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    • Measure & Monitor Energy Impact – Teach students how to assess energy efficiency and sustainability outcomes using data-driven approaches.

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V) Specific Methodological Approach: Industry Partnerships

    • Universities, businesses, and communities must work together to develop solutions.
    • Community partnerships bridge the gap between education and workforce needs.
    • Sustainable economic growth thrives on strong partnerships

(André Luis Rossoni et al., 2023)

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Steps to Implement Community Partnerships

Identify Key Industry & Community Partners – Work with companies, NGOs, labor groups, and local governments.

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 Co-Develop Internship & Training Programs – Create work-integrated learning experiences aligned with SDG 8 goals.

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Encourage Student-Led Business & Social Impact Projects – Support entrepreneurial initiatives tackling employment and economic challenges.

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Host Community Engagement Events – Organize job fairs, skill-building workshops, and career mentorship programs.

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Evaluate & Scale Impact – Measure job placement rates, economic growth contributions, and student-led business success.

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Best Practices in Industry Partnerships for Teaching SDGs (case from SDG8)

Yonsei International Summer School (YISS) Internship Program

Project Focus:

    • Uses alumni networks & corporate partnerships to provide professional work experience.
    • Students intern with leading companies & organizations across various industries.
    • Encourages cross-sector collaboration between academia & industry.

Outcome:

Increased employability of graduates.

Strengthened academic-industry linkages.

Expanded global business networks​

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Best Practices in Industry Partnerships for Teaching SDGs (case from SDG8)

    • RMIT University Australia- Industry Experience Program

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Project Focus:

    • A 2-3 week virtual internship program where students collaborate on industry projects.
    • Students receive real-world project briefs from companies.
    • Participants present their research & solutions to industry mentors.

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Outcome:

    • Improved job placement rates for students
    • Direct industry feedback & networking opportunities.
    • Developed innovation-driven solutions to real-world problems​

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Recommendations for Faculty – Community Partnerships

✅ Develop University-Industry Collaboration Programs – Co-design courses with businesses, labor organizations, and government agencies to align learning with job market needs.

✅ Offer Real-World Internship Opportunities – Partner with local enterprises and social businesses to provide hands-on work experience.

✅ Foster Entrepreneurial Learning – Support students in launching startups, social enterprises, and cooperativesaddressing employment challenges.

✅ Engage Marginalized Communities – Implement job training programs that support women, youth, and displaced workers.

✅ Use Action-Based Assessment – Evaluate students based on their community impact, project execution, and collaboration with external partners.

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CASE STUDIES FOR THE REST SDGs IN TEACHING WITH ACTION BASED LEARNING TECHNIQUES

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SDG 1: No Poverty

Case Study: Universitas Airlangga (Indonesia) – Social Activity Project

    • Initiative: Humanitarian projects addressing social challenges, conducted in collaboration with foundations and NGOs.
    • Methodology: Project-Based Learning
    • Impact:
      • Students engage in real-world poverty reduction efforts.
      • Develop skills in social entrepreneurship and community resilience.
    • Alignment with ABL:
      • Hands-on experience in addressing poverty-related issues.
      • Cross-sector partnerships with NGOs and social enterprises.

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SDG 9: Industry, Innovation, and Infrastructure

    • Case Study: Yonsei University (South Korea) – Yonsei Science Park
    • Initiative: A research hub fostering collaboration between students and industry leaders.
    • Methodology: Research-Led Learning
    • Impact:
      • Students work on industry-related research in sustainability and technology.
      • Promotes startups and entrepreneurship in renewable energy and digitalization.
    • Alignment with ABL:
      • Interdisciplinary research projects addressing real-world challenges.
      • Partnerships with businesses to develop innovative solutions.

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SDG 10: Reduced Inequalities

    • Case Study: RMIT University (Australia) – Australian Urban Observatory
    • Initiative: A digital liveability planning tool supporting equity in urban development.
    • Methodology: Research-Based Learning
    • Impact:
      • Students analyze social inequality metrics (e.g., access to healthcare, transport, housing).
      • Findings influence public policy and urban planning strategies.
    • Alignment with ABL:
      • Data-driven decision-making in policy formulation.
      • Collaborative projects between academia, government, and NGOs.

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SDG 11: Sustainable Cities and Communities

    • Case Study: Arizona State University (USA) – Project Cities
    • Initiative: Students collaborate with local municipalities to design sustainable city solutions.
    • Methodology: Urban Sustainability Labs
    • Impact:
      • Development of eco-friendly housing, waste reduction, and green infrastructure solutions.
      • Collaboration with city planners and sustainability experts.
    • Alignment with ABL:
      • Real-world problem-solving with direct community engagement.
      • Interdisciplinary teamwork on sustainable urban development.

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SDG 12: Responsible Consumption and Production

    • Case Study: University of Sheffield (UK) – Donate, Don’t Waste Initiative
    • Initiative: Encourages students to donate reusable items and minimize waste when moving out.
    • Methodology: Project-Based Learning
    • Impact:
      • Over 66,000 bags of reusable items donated since 2013.
      • Prevented 4.7 million kg of CO2 emissions from landfill waste.
    • Alignment with ABL:
      • Hands-on participation in waste management and sustainability.
      • Community engagement through circular economy initiatives.

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SDG 13: Climate Action

    • Case Study: University of Tasmania (Australia) – Sustainability Integration Program for Students (SIPS)
    • Initiative: Student-led projects focused on reducing emissions and promoting carbon neutrality.
    • Methodology: Project/Initiative-Based Learning
    • Impact:
      • Students developed carbon footprint assessments for university operations.
      • Projects led to climate policy recommendations for institutions.
    • Alignment with ABL:
      • Experiential learning through real climate challenges.
      • Collaborative policy engagement for sustainability.

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SDG 14: Life Below Water

    • Case Study: Arizona State University (USA) – Coral Restoration and Reef Conservation
    • Initiative: Uses AI and satellite technology for coral reef monitoring and restoration.
    • Methodology: Research-Based Learning
    • Impact:
      • Students work on marine biodiversity conservation projects.
      • Data supports global coral reef restoration efforts.
    • Alignment with ABL:
      • Fieldwork-based engagement in marine conservation.
      • Hands-on data collection and ecosystem modeling.

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SDG 16: Peace, Justice, and Strong Institutions

    • Case Study: Queen’s University (Canada) – Model Parliament Initiative
    • Initiative: A student-led simulation of the parliamentary legislative process.
    • Methodology: Peace and Social Justice Education
    • Impact:
      • Enhances political engagement and governance understanding.
      • Encourages debate and policy development on justice issues.
    • Alignment with ABL:
      • Real-world policy experience in democratic institutions.
      • Collaborative problem-solving for societal governance challenges.

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CONCLUSION AND Q&A

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Action Based Learning offers an engaging, impactful approach for teaching SDGs.

Through problem-based activities, experiential/ research led learning,

hands-on projects and community engagement, students gain essential skills while contributing to real solutions for global challenges.

Summary:

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SELF ASSESMENT TEST !

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Please fill this test AFTER the presentation.

​

Choose the best answer for each multiple choice question.

​

Please answer the open-ended questions to evaluate your understanding.

​

INSTRUCTIONS:

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REFERENCES

Agusdinata, D. B. (2022). The role of universities in SDGs solution co-creation and implementation: a human-centered design and shared-action learning process. Sustainability Science. https://doi.org/10.1007/s11625-022-01128-9

    • André Luis Rossoni, Pinheiro, E., & Luiza, R. (2023). Barriers and facilitators of university-industry collaboration for research, development and innovation: a systematic review. Barriers and Facilitators of University-Industry Collaboration for Research, Development and Innovation: A Systematic Review. https://doi.org/10.1007/s11301-023-00349-1
    • Daniel Fernández Galeote, Nikoletta-Zampeta Legaki, & Juho Hamari. (2023). From Traditional to Game-Based Learning of Climate Change: A Media Comparison Experiment. Proceedings of the ACM on Human-Computer Interaction, 7(CHI PLAY), 503–525. https://doi.org/10.1145/3611039
    • González-Torre, P.L. and Suárez-Serrano, E. (2022). A framework for implementing and reporting United Nations sustainable development goals in Spanish higher education institutions. International Journal of Sustainability in Higher Education, ahead-of-print(ahead-of-print). doi:https://doi.org/10.1108/ijshe-03-2021-0118
    • Fang, J., & O’Toole, J. (2023). Embedding sustainable development goals (SDGs) in an undergraduate business capstone subject using an experiential learning approach: A qualitative analysis. The International Journal of Management Education, 21(1), 100749. https://doi.org/10.1016/j.ijme.2022.100749
    • Gudonienė, D., Paulauskaitė-Tarasevičienė, A., Daunorienė, A., & Sukackė, V. (2021). A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL. Sustainability, 13(15), 8495. https://doi.org/10.3390/su13158495
    • Hahl, K., & Keinänen, N. (2021). Teachers’ perceptions of using drama- and other action-based methods in language education / Kaisa Hahl and Nely Keinänen  - UiTM Institutional Repository. Uitm.edu.my. https://ir.uitm.edu.my/id/eprint/51076/1/51076.pdf
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