Desde hace más de una década, existen diversas iniciativas internacionales y nacionales para que las universidades asuman un rol de liderazgo para promover una educación para el desarrollo sostenible y dar respuestas a los retos globales de la sociedad actual. Es preciso analizar la efectividad de esas iniciativas y preguntarnos si las universidades están formando a sus estudiantes para afrontar con responsabilidad dichos retos.Éste es uno de los objetivos del proyecto EDINSOST, dentro de cuyo marco hemos llevado a cabo una investigación de tipo cualitativa, desarrollando grupos de discusión con estudiantes de últimos cursos de distintas universidades y perfiles académicos. Esto nos ha permitido integrar en nuestros análisis la perspectiva del alumnado universitario.En este artículo se presentan las aportaciones más relevantes en relación a la visión de los estudiantes sobre la sostenibilidad, su experiencia formativa en la universidad y su opinión sobre cómo podría mejorarse. Los resultados muestran que la formación en sostenibilidad que aporta la universidad es insuficiente, y que los estudiantes no se sienten preparados para integrar la sostenibilidad en su actividad profesional. Sin embargo, consideran fundamental que la universidad incluya la sostenibilidad en sus currículos académicos, y enfatizan la importancia de emplear metodologías activas que conecten al alumnado con la realidad y fomenten la reflexión.La investigación muestra que queda mucho trabajo por hacer para integrar la sostenibilidad en la formación universitaria. Las propuestas del alumnado están alineadas con las de los expertos en educación para la sostenibilidad, y para llevarlas a cabo se requiere tanto la formación y compromiso del profesorado como la implicación institucional.
This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.
Introducción: La comunicación y la relación interpersonal son los elementos más esenciales para un cuidado humanizado. El establecimiento de una relación más allá de la atención física a través de la humanización de las acciones en el plan de cuidados, favorece el proceso de recuperación; sin embargo, tanto en la formación como en la práctica enfermera se mantiene la inercia de un enfoque técnico y neopositivista, dejando de lado tales aspectos.Objetivo: Aportar conocimientos más específicos sobre la importancia de situar y orientar los cuidados de la enfermería desde una proyección biopsicosocial, con un enfoque humanizado, poniendo especial énfasis en las competencias comunicativas y relaciones interpersonales como elementos esenciales.Metodología: Revisión bibliográfica integrativa, con análisis crítico de la literatura consultada, que incluye artículos originales y de revisión publicados en castellano, portugués e inglés de 2013 a 2018. Para la búsqueda se han consultado las bases de datos SciELO, MEDLINE/Pubmed, Web of Science y CUIDEN. Resultados: Se han extraído cuatro categorías de análisis que dan como resultado 1) las habilidades comunicativas y emocionales como elementos esenciales del cuidado humanizado, 2) la necesaria capacitación emocional y comunicativa en la formación de enfermería, 3) otros factores que contribuyen a un cuidado humanizado y 4) cambios metodológicos y recursos pedagógicos para la capacitación comunicativa y emocional de docentes, alumnado y profesionales de enfermería. Conclusiones: Se reclama la necesidad de incorporar, de manera más pedagógica y profunda, programas formativos en competencias emocionales y de comunicación en enfermería para un cuidado humanizado. Introduction: Communication and interpersonal relationships are the most essential elements of humanised care. The process of recovery is fostered by establishing relationships outside of physical care through the humanisation of actions in the care plan. However, in both nursing training and nursing practice, the inertia of a technical and neo-positivist approach persists and such aspects are therefore neglected.Objective: To provide more specific knowledge on the importance of considering nursing care from a biopsychosocial perspective, with a humanised approach, placing special emphasis on communicative skills and interpersonal relationships as essential elements.Methods: An integrative literature review, with a critical analysis of the literature consulted, including original articles and reviews published in Spanish, Portuguese, and English from 2013 to 2018. The SciELO, MEDLINE/PubMed, Web of Science, and CUIDEN databases were searched.Results: The following four categories emerged from this analysis: 1) communicative and emotional skills as essential elements of humanised care; 2) the necessary emotional and communicative training in nursing education; 3) other factors contributing to humanised care; and 4) methodological changes and pedagogical resources for the communicative and emotional training of lecturers, students, and nursing professionals.Conclusions: There is a need to develop, in a more pedagogical and profound way, training programmes in nursing on emotional skills and communication for humanised care.
Currently, in the field of Sustainable Development (SD), one of the most significant debates is the necessary incorporation of the Sustainable Development Goals (SDGs) in education and, specifically, in higher education institutions (HEIs). In the process of truly integrating the SDGs in HEIs, it is necessary to know and identify what is already being done and evaluate the efficacy or deficiency with which universities are carrying out studies and actions to integrate the SDGs. This systematic review aims to respond to this claim by analysing the most recent scientific evidence published in the period of 2015-2020 regarding SDGs in the university context at the international level. The results of this study identify: (1) a general approach on the SDGs from a global dimension in the reviewed studies, with SDG 4 (Education) being the most frequently referenced SDG; (2) the university area from which SDGs are addressed is research, followed by education; (3) the most frequent action gathered in the reviewed studies is the integration of the SDGs in the curricular schedule, in the area of education and learning; (4) with respect to the geographic and university context in which the SDGs are developed, the review showed studies in four geographic areas (Asia and the Pacific, America, Africa and Europe), with most studies being published from European and Latin American universities.
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