Stefan T. Siegel
Title
Dr.
Last Name
Siegel
First name
Stefan T.
Email
stefan.siegel@unisg.ch
ORCID
Phone
+41 71 224 7591
Web Site
235 results
Now showing 1 - 10 of 235
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Item type:Publication, Worauf kommt es wirklich an? Eine explorative Studie zu Feedback in der zweiten Phase der Lehrerbildung(Verlag Empirische Pädagogik) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Systems thinking among students in sustainability programs(2026-07) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Buzzwords und Mythen in der PädagogikIn education, arguments are often made using buzzwords that sound trendy and catchy, not least because they are repeated so often, but on closer inspection remain vague. This harbors dangers that we should be aware of.Type:journal articleJournal:PÄDAGOGIKVolume:76Issue:1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Conceptualising myths in sustainability education: a podcast-based expert interview study(2026-10-30)Purpose Sustainability education (SE) is shaped not only by research and theory but by persistent beliefs about its purpose, scope and pedagogies that lack empirical or theoretical grounding. This study aims to examine the emerging phenomenon of myths in and about sustainability education (MYTHSE): their characteristics, origins, consequences and strategies for addressing them. Design/methodology/approach A pre-registered qualitative study with seven international experts spanning SE, cognitive psychology and misinformation research. Semi-structured, podcast-based interviews were analysed through qualitative content analysis combining inductive and deductive coding. Findings Experts characterised MYTHSE as plausible, socially reinforced claims that narrow SE’s transformative ambitions and described as widespread rather than marginal in SE discourse. Examples include equating SE with environmental education and assuming factual knowledge alone changes behaviour. Causes span cognitive heuristics, cultural narratives and institutional path dependencies; consequences include reductive pedagogies, curricular fragmentation and disengagement from complex socio-ecological issues. Experts agreed that fact correction is insufficient and emphasised prebunking, mental immunity and critical thinking. Research limitations/implications The small purposive sample and cross-sectional design limit generalisation, but this study provides conceptual and methodological foundations for future research, SE practice and policy. Originality/value To the best of the author’s knowledge, this study is among the first expert-based studies on MYTHSE. It introduces a myth/contested classification, positions MYTHSE as a distinct research agenda and identifies evidence-informed strategies for addressing these beliefs.Type:journal articleJournal:International Journal of Sustainability in Higher Education - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Confessions of an early sustainability educator: autoethnographic reflections on questionable beliefs in and about sustainability educationPurpose This study investigates the presence and impact of questionable beliefs – so-called myths – in and about sustainability education (SE) (MYTHSE), as experienced by an early-career educator. This study aims to highlight how critically examining such beliefs can foster professional development and promote evidence-informed practice in higher education. Design/methodology/approach Using analytic autoethnography, the author systematically documented and reflected on critical incidents from personal teaching, research and faculty development experiences between 2021 and 2024. Potentials MYTHSE were identified and analyzed using evidence-informed myth-busting instruments. Findings The analysis revealed a spectrum of beliefs, ranging from misconceptions (e.g. that SE is merely environmental education) to partial truths (e.g. that education automatically fosters sustainable behavior). Through reflexive practice, these were deconstructed and classified using a theory-informed framework, contributing to the development of an open educational resource (MYTHSE-Navigator) for evidence-informed educational research and faculty development. Research limitations/implications Findings are context-specific and based on a single case. Broader generalization requires further empirical work and collaborative inquiry. Practical implications The findings of this study support the integration of misconception-based learning and structured myth-refutation in sustainability-oriented faculty development programs. Social implications Challenging widespread myths may enhance the societal impact of SE by aligning pedagogical practices with empirical insights. Originality/value To the best of the authors’ knowledge, this paper provides the first autoethnographic exploration of MYTHSE. Findings show that autoethnographic reflection can surface persistent (mis)beliefs, clarify their impact on teaching and support evidence-informed faculty development. This study also introduces practical instruments for myth identification and refutation, offering a replicable approach for other educators and institutions.Type:journal articleJournal:International Journal of Sustainability in Higher Education - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Sustainability Education 101. Insights into the Development, Implementation, and Evaluation of an Online Academic Development CourseHigher education institutions face mounting pressure to integrate sustainability into teaching, yet instructors and academic developers frequently lack evidence-informed beliefs and practices to address this transversal agenda. This article presents Sustain-ability Education 101 (SE101), an eight-hour online academic development course co-developed at the University of St.Gallen that equips university instructors across disciplines with conceptual frameworks, practical design tools, and structured reflection. SE101 is grounded in constructive alignment, generative learning, and critically reflective practice; it introduces sustainability concepts and instructional design models and scaffolds the redesign of participants’ own courses. Drawing on qualitative content analysis of 21 course submissions from two institutions, the study ex-amines which course elements participants perceived as supportive or impeding and how they applied SE101’s contents and tools in course design. Findings indicate that the Educational Design Canvas most consistently supported perceived professional learning, while cognitive load and institutional constraints were the most salient re-ported impediments. Participants reported broadened sustainability conceptions, aligned course prototypes with sustainability competencies, and identified discipline- specific entry points. The article contributes a practice-based model for academic development in complex, transversal domains and discusses implications for faculty professionalization and education for sustainable development.Type:journal articleJournal:Zeitschrift für HochschulentwicklungVolume:21Issue:3 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Educational Myths Debunked. Insights into the Development, Implementation, and Evaluation of a Course for University FacultyThis article discusses Educational Myths Debunked 101 (EMD101), a further education course designed to help university faculty identify, analyze, and debunk myths about teaching and learning in higher education. Based on educational psychological findings, EMD101 covers the theoretical basics such as characteristics, causes, consequences, and handling of educational myths. Through an emancipatory, transfer-oriented, and reflective approach the course enables instructors to critically evaluate potential questionable teaching beliefs and practices in higher education. The paper details the course objectives, content, and includes a critical review of its strengths and weaknesses, suggesting areas for future improvement.Type:journal articleJournal:Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)Volume:20Issue:1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, “We don’t need no thought control”: dealing with faculty members spreading conspiracy theories(2025-07-15); ; Daumiller, MartinRecent studies reveal that a significant proportion of the population in various countries endorses at least some form of conspiracy theory (CT). Notably, there have been instances of faculty members spreading CTs, despite their pedagogical obligations to foster academic and scientific thinking. While the existing literature has predominantly focused on student populations, an examination of less-studied cohorts such as faculty members seems necessary. This theoretical article delves into the prevalence, underlying factors, and ramifications of CTs within the context of higher education. The present analytic article distinguishes CTs from scientific theories, elucidates the detrimental consequences for individuals and the broader society engendered by the uncritical propagation of CTs, and scrutinizes the responsibilities of students and faculty in mitigating the dissemination of misinformation. Moreover, the article posits potential solutions from both student and faculty standpoints to counteract the proliferation of CTs in higher education.Type:journal articleVolume:91Scopus© Citations 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, “We don’t need no thought control”: dealing with faculty members spreading conspiracy theoriesRecent studies reveal that a significant proportion of the population in various countries endorses at least some form of conspiracy theory (CT). Notably, there have been instances of faculty members spreading CTs, despite their pedagogical obligations to foster academic and scientific thinking. While the existing literature has predominantly focused on student populations, an examination of less-studied cohorts such as faculty members seems necessary. This theoretical article delves into the prevalence, underlying factors, and ramifications of CTs within the context of higher education. The present analytic article distinguishes CTs from scientific theories, elucidates the detrimental consequences for individuals and the broader society engendered by the uncritical propagation of CTs, and scrutinizes the responsibilities of students and faculty in mitigating the dissemination of misinformation. Moreover, the article posits potential solutions from both student and faculty standpoints to counteract the proliferation of CTs in higher education.Type:journal articleJournal:Higher EducationScopus© Citations 1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought(2025-10-08);