Campus Infrastructure and Sustainable Resource Management Practices: Mapping Campus DNA for Human Resiliency

Gulwadi, Gowri Betrabet; Scholl, Kathleen G.

doi:10.1007/978-3-319-47868-5_7

Cited by 3 publications

(1 citation statement)

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“…In the current literature, initiatives on the integration of sustainability in the university curriculum can be found related to environmental management and eco-campuses [39], teaching in the field of engineering [40], and teacher training [41]. In addition, initiatives can be found in concrete experiences, such as on service learning [42], through interviews and focus groups with students [43], through the use of portfolios [44], or based on real problems [45].…”

Section: Competencies For Sustainability In the Spanish University Symentioning

confidence: 99%

Didactic Strategies to Promote Competencies in Sustainability

et al. 2019

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Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

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