Promoting Education for Sustainable Development (ESD) in higher education implies an improvement and quality in the exercise of responsible citizenship, being the key in the training of future teachers as the main agent of change and transition towards sustainability in society. The aim of this study is to collect and analyze scientific evidence on the attitudes, competences and training of future teachers towards ESD. Therefore, a qualitative methodology has been carried out based on a systematic review of the most important scientific databases (WoS and Scopus). One of the most interesting results shows that there are favorable attitudes of our education students towards sustainability and their commitment to the environment. However, we can conclude that, in the training of our teachers, there is a deficit in the development of professional skills needed to implement ESD (teaching practice) to contribute to social welfare.
El objetivo de este estudio es analizar el concepto de "responsabilidad social del estudiante universitario" adscrito al grado en educación infantil y primaria. Este término, tan necesario en la actualidad, atiende al valor "personal" de cada estudiante a partir de la formación universitaria para asumir su compromiso con la sociedad. La metodología empleada es cuantitativa (descriptivo-correlacional), llevándose a cabo la recogida de datos mediante el "cuestionario de responsabilidad social del universitario", a una muestra de 572 estudiantes. Los resultados demuestran cómo el estudiante universitario otorga una mayor importancia a la responsabilidad social a partir del planteamiento del ejercicio profesional desde el compromiso social y del descubrimiento de los valores personales. Finalmente, una de las conclusiones más interesantes de la investigación es impulsar la "responsabilidad social universitaria" para legitimar la función propia de la universidad y el conocimiento que se produce en el estudiante universitario.
(1) Background: International crisis situations (social, economic, health and education) need solutions. These situations need high doses of social responsibility among the population. In the educational field, different studies express that training future teachers in “Social Responsibility”, from ethics and social commitment; provides social justice and welfare in citizens. (2) Methods: This study developed a quantitative methodology; non-experimental and descriptive type. The research sample was university students registered in the Education Sciences degrees of different Spanish universities. The statistical analysis has been carried out with the SPSS software version 25 for Windows. (3) Results: The results express that the competence for social responsibility should be established in the university environment through training (university studies) contributing to the increase in the degree of social responsibility of the university student to face the changes of society (socially committed professional). (4) Conclusion: Social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers, since the quality and improvement of education will be determined by the real promotion of social responsibility as a basic competence in the curriculum of future teachers.
Purpose Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education. Design/methodology/approach The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest). Findings This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum. Research limitations/implications One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted. Originality/value This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.
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