Group project design for sustainability: Impact on group dynamics, learning experience and competencies development

Lovleen Kushwah

doi:10.56433/0p32br61

Authors

Lovleen Kushwah https://orcid.org/0000-0002-5140-5206

DOI:

https://doi.org/10.56433/0p32br61

Keywords:

Education for Sustainable Development, Group work, Reflective Learning, Collaborative Learning, Diversity and Inclusion

Abstract

Education for Sustainable Development (ESD) seeks to develop competencies such as communication, collaboration, critical thinking and self-awareness to prepare learners to address global challenges, which requires effective teamwork. However, group work in higher education often faces persistent challenges, including unequal participation and communication barriers. This study investigates a scaffolded group assessment implemented in an undergraduate Environmental Economics course, designed to foster collaborative learning among students from diverse backgrounds through setting structured milestones and authentic tasks (a podcast and a policy brief), as a pathway for developing key ESD competencies. We designed a two-stage assessment which was scaffolded and accounted for more than two-thirds of the overall course grade. The design aims to encourage sustained group interaction and promotes the perception that individual success depends on group achievements and teamwork. To evaluate the assessment’s effectiveness, we analysed responses from a reflective survey focusing on students’ learning, group dynamics, conflict resolution and the benefits of collaborative work. Thematic analysis revealed that the scaffolded design strengthened group cohesion, supported the development of core ESD competencies and enriched students’ learning experiences.

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