Analysing the incorporation of sustainability themes into the university curricula: a case study of a Spanish public university

Peña, Francisco Javier Andrades; Jorge, Manuel Larrán; Reyes, María José Muriel de los

doi:10.1080/13504509.2018.1437484

Cited by 28 publications

(23 citation statements)

References 58 publications

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“…There are still few works centered on the transdisciplinary analysis of contents of sustainability in university study plans within Spain [23] and few initiatives in the strategic plans in this country [24]. The investigations that are available confirm that the concept of sustainability is present in higher education in Spain, though especially scarce in qualifications relating to the educational sciences [25].…”

Section: Introductionmentioning

confidence: 99%

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

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Section: Introductionmentioning

confidence: 99%

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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“…Sánchez-Carracedo et al [43] researched sustainabilityoriented courses and identified 16 non-unified programmes in Spain. Additionally, Andrades Peña et al [44] assessed the sustainability curricula at Spanish public universities, arguing there is a lack of sustainability-oriented courses despite many universities' commitments to sustainability. Larrán-Jorge et al [45] also evaluated Spanish universities and perceived deliberate progress.…”

Section: Evaluating Curricula From a Sustainability Perspectivementioning

confidence: 99%

Integrating Sustainability into Logistics Oriented Education in Europe

et al. 2021

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In the last decades, logistics has become an important industry sector, with significant impacts on the environment generated through several internal and external logistic processes. We analysed and elaborated on integrating sustainability topics within logistics-oriented programmes at universities across Europe, based on a framework of systemising and classifying sustainability terms. We also analysed pedagogical approaches within the identified courses. In our study, we perceived a moderate diversity of courses from the system and horizontal sustainability perspectives. Courses mostly focus on “principle” and “approach” levels, denoting specialised courses, with less environmental and social topics. Such coverage and distribution might imply a limitation to develop complex, multi-dimensional, and inter-disciplinary understanding, thinking, and problem-solving required for real-world challenges, comprehending all the dimensions. We also perceived a scarcity by using pedagogical approaches, where the majority of the courses emphasise traditional ones. This paper’s novelty lies in providing the first empirical evaluation and elaboration of logistics-oriented programmes at European universities from a sustainability perspective. Thus, our study enriches current knowledge and research on sustainability integration into curricula at the university level, enabling new insights and better correlations between various study fields and pedagogical approaches used.

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“…Para la recogida de información se realizaron entrevistas semiestructuradas ad hoc al profesorado universitario. Las cuestiones se redactaron por los investigadores teniendo en cuenta, tanto los objetivos del estudio, como las tendencias actuales en esta temática, y así, la fundamentación conceptual de la Educación para el Desarrollo Sostenible en el escenario universitario (Albareda et al, 2017; Andrades, Larrán y Muriel de los Reyes, 2018;Leal-Filho et al, 2017;Segalás y Sánchez-Carracedo, 2018;Serrate et al, 2019;Valderrama et al, 2020).…”

Section: Instrumento De Recogida De Información Y Tipo De Análisisunclassified

“…Pese a los esfuerzos realizados y aún dada la existencia de un gran respaldo institucional para hacer realidad una educación respetuosa con el Planeta en la universidad, son numerosas las investigaciones que, centradas en analizar el proceso de ambientalización curricular en la universidad, ponen de manifiesto tanto el largo camino que aún queda por recorrer, como la necesaria implicación del profesorado para generar cambios en la docencia acordes con el paradigma de la sostenibilidad (Albareda et al, 2017;Andrades, Larrán y Muriel de los Reyes, 2018;Leal-Filho et al, 2017;Segalás y Sánchez-Carracedo, 2019;Serrate et al, 2019;Valderrama et al, 2020).…”

Section: Introductionunclassified

Sostenibilidad Curricular: Una Mirada desde las Aportaciones del Profesorado de la Universidad de Málaga

Fernández¹,

Villalba²,

Leiva³

et al. 2020

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El propósito de este estudio ha sido conocer las percepciones y competencias de los profesionales de la educación de la Universidad de Málaga en la puesta en práctica de la Educación para el Desarrollo Sostenible. Siguiendo una metodología cualitativa, se han diseñado entrevistas semiestructuradas ad hoc fundamentadas en un paradigma interpretativo. La muestra ha estado constituida por docentes del Grado en Educación Primaria y Educación Social de la Universidad de Málaga. Las cuestiones abordadas han permitido valorar en qué medida el profesorado ha integrado el discurso de la sostenibilidad en su rol profesional, junto a las relaciones establecidas entre la universidad y la necesidad de trabajar una educación comprometida con la mejora y el respeto al entorno. De los resultados se desprenden ciertas dificultades para trabajar sistemáticamente la sostenibilidad, originadas por la carencia de una formación específica, aunque han podido apreciarse actitudes favorables en el profesorado para su integración transversal, bien sea buscando conexiones epistemológicas o enfatizando un mayor protagonismo a la adquisición de competencias prácticas en el proceso de aprendizaje del alumnado. En la misma línea que otros estudios, queda patente la relevancia otorgada al trabajo interdisciplinar, la formación permanente y la investigación

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Analysing the incorporation of sustainability themes into the university curricula: a case study of a Spanish public university

Cited by 28 publications

References 58 publications

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Integrating Sustainability into Logistics Oriented Education in Europe

Sostenibilidad Curricular: Una Mirada desde las Aportaciones del Profesorado de la Universidad de Málaga

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