Linking Sustainability Theory and Practice through an Andragogy Based Workshop for Science and Engineering Graduates

Abstract Education for Sustainability (EfS) has emerged as a critical implementation pathway for advancing the global mandate of Education for Sustainable Development; however, its integration within higher education remains fragmented, content-driven, and weakly aligned with applied practice. This study examines the impact of an andragogy-oriented EfS workshop designed to bridge theoretical sustainability concepts with real-world societal application. Employing a quantitative research design, the study involved 151 undergraduate and postgraduate students from science and engineering disciplines across six institutions in Southern India. The workshop combined expert-led audio–visual sessions with kinesthetic, instrumentation-based learning, structured using Gagné’s Types of Learning framework. Pre–post analyses revealed statistically significant improvements in Verbal Information and Intellectual Skills following the audio–visual sessions, with large and medium effect sizes respectively. Further, one-way ANOVA results indicated significant group-wise differences in Intellectual Skills and Cognitive Strategies during kinesthetic sessions, demonstrating the influence of hands-on engagement on higher-order learning. Correlation and regression analyses revealed that Intellectual Skills acquired through kinesthetic learning were stronger predictors of Cognitive Strategy development than conceptual knowledge alone. The findings provide empirical support for experiential, andragogy-driven EfS models demonstrating how universities can act as catalysts by operationalizing policy mandates into technical competencies required for sustainable societal development.