Participatory Action Learning and Action Research for Sustainable Learning in a Higher Education Context

Traditional methods of instruction are prevalent in university settings, yet they may not effectively foster sustainable learning. Sustainable learning promotes student teachers to become lifelong learners and adapt to an ever-changing educational landscape in initial teacher education. This study explores participatory action learning and action research (PALAR) as a philosophy to challenge traditional methods of instruction. As an initial teacher educator, it is my responsibility to model effective pedagogical practices to my students. This responsibility includes engaging in ongoing self-reflection to enhance my teaching methods. To enable this process, a self-study research design was employed to reflect on and improve my pedagogical practice and ultimately, contribute to the development of my student teachers as sustainable learners. A memory drawing was utilised to reflect on my childhood experiences as a learner in traditional classrooms, and the perpetuation of these traditional methods of instruction in my present practice. This reflection highlighted contradictions between my current pedagogical practices and the PALAR philosophy. The findings reveal that reflecting on past experiences highlighted the need to re-examine my worldview for personal transformation to occur, and the role of adopting the PALAR principles for pedagogical change. PALAR and self-study approaches offer valuable insights into educational research, each emphasising action and reflection at individual and social levels, resulting in transformative thinking. Student reflections on the module supported the findings of the study. By proposing PALAR and self-study as complementary, this study makes a unique contribution, and is capable of disrupting traditional methods and promoting more sustainable learning.