A collaborative approach for the development of prosocial behaviour for sustainable learning in rural ecologies

Abstract

Purpose. Disruptive behaviour by learners in school is a longstanding global concern that adversely impacts not only teaching and learning, but the overall school culture. The situation is even worse in marginalised areas such as rural settings in developing countries. Research shows that it is more effective to foster prosocial behaviour than to punish disruptive learners. Our study aims to explore strategies to promote acceptable social behaviour amongst adolescent learners in a rural school in Zimbabwe in order to enhance sustainable learning. Sustainable learning refers to educational practices that contribute to an evolving, healthy learning ecosystem in which knowledge is co-created and shared in a community.

Methodology. The qualitative study was underpinned by the Ubuntu philosophy as the theoretical framework. To conduct this study, we followed principles of Critical Emancipatory Research paradigm and the participatory research design. Data were generated by means of discussions and reflections with learners, teachers, and parents and were thematically analysed.

Results. The findings show that collaboration among parents, teachers, learners, and school management promotes prosocial behaviour. Strategies to promote sustainable learning include engaging all stakeholders in clubs, tapping into learners’ curiosity and promoting good relationships between learners, teachers, and parents.

Conclusions. We conclude that, while there is no ‘silver bullet’ to promote pro-social behaviour among learners in rural ecologies, it is more likely to occur when all stakeholders in school communities work together. Therefore, we argue that if teachers and parents work collaborative, they can reinforce learning positive behaviour and values which lead to improved understanding and learning retention.