Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning

摘要

Purpose - Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL - perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa.