This paper conceptualises the findings of a two-year research project on sustainability, identity and learning in a problem-based setting in Denmark and the Netherlands. During two years of research, the author conducted a grounded theory lite investigation, an interpretive phenomenological analysis, a phenomenography and a longitudinal thematic analysis, investigating the relationships between students’ class habitus, learning approaches (pedagogy, content, disciplinary culture), student identity transformations, and the impact of sustainability education in terms of student awareness, interest and engagement. Though these studies were conducted separately, this paper brings all of the empirical results together to propose a conceptual framework for the relationship between identity, learning, and sustainability outcomes in problem-based education. This paper suggests that the relationship between these elements is determined firstly by habitus, in particular working-class versus middle-class habitus, secondly by the influence of pedagogy (problem-based learning versus project work), and disciplinary culture on the learning experience, and thirdly by the reflective approach that students take to their own identity processes throughout the learning experience. A series of suggestions is put forward to address some of these issues: firstly, building a more explicit relationship between socio-economic class issues and sustainability through exemplary learning. Secondly, incorporating pedagogical elements of environmental education, including situated knowledges and environmental identity-building in problem-based learning. Thirdly, recognising the role that identity plays as a mediator for sustainability education outcomes. Universities would do well to recognise their role as arenas where student identities are shaped and reshaped around sustainability issues, by building reflective practices at every level of the institution. The findings of these studies will enable problem-based educators to build more effective and impactful pedagogies for sustainability.

Sustainability, Identity and Learning: lessons from a two-year investigation in a problem-based setting