Exploring just sustainability across the disciplines at one university

Coleman, Kimberly; Gould, Rachelle K.

doi:10.1080/00958964.2019.1582471

Cited by 21 publications

(8 citation statements)

References 30 publications

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“…In addition, they demonstrated that the sustainable use of resources and the prevention of negative impacts in the natural and social world constituted the least represented aspect of the study plans [26]. These results are consistent with those obtained in the case study of Coleman and Gould [27], in which only 17% of the university courses on sustainability included the concept of environmental justice.…”

Section: Introductionsupporting

confidence: 81%

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: Introductionsupporting

confidence: 81%

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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“…Furthermore, some case studies offer insights about actions to implement the SDGs at HEIs (Kolb et al, 2017) or to stimulate students' awareness of sustainable development in general and on specific SDGs, such as economic development, resilience, and inclusion (Kopnina, 2018), in particular. Despite some interesting results, previous studies are often limited to some modalities of HEIs (Stead and Stead 2010;Aragon-Correa et al, 2017;Beddewela et al, 2017;Neal, 2017) or to unique case studies (Coleman and Gould, 2019), without any possibility to generalize findings and conclusions.…”

Section: Education Sdg Implementation 1 Introductionmentioning

confidence: 99%

A framework for the implementation of the Sustainable Development Goals in university programmes

Filho

Frankenberger

Salvia

et al. 2021

Journal of Cleaner Production

134

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“…From this perspective, students need to learn not only how to transform innovative ideas into real projects but also to successfully combine environmental, social and financial objectives (Marathe et al, 2020). This is particularly relevant for economics, business and management study plans, as they need to be adapted to effectively address the connection between key IJSHE 22,5 economic sectors, social needs and the SDGs (Adomßent et al, 2014;Stafford-Smith et al, 2017;Coleman and Gould, 2019;Delgado et al, 2019;Marathe et al, 2020). To do so, it is essential to adopt pedagogical praxes based on a critical view regarding the effects of economic decisions from a global perspective, including different world views and narratives to capture diversity (Sund and Pashby, 2020).…”

Section: Introductionmentioning

confidence: 99%

The transforming generation: increasing student awareness about the effects of economic decisions on sustainability

Sierra

Suárez-Collado

2021

IJSHE

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Purpose There is a growing trend in higher education institutions to develop multi-disciplinary approaches to education for sustainable development and to implement student-centered and problem-based methodologies to increase student engagement and satisfaction. This paper aims to present an innovative methodology to increase student awareness about the effects of economic decisions on sustainability. Design/methodology/approach This method uses a videogame and two board games to simulate three spheres of economic interaction, namely, local, national and international. For every sphere, three key economic sectors and their relationships with fundamental sustainable development goals (SDGs) are addressed. This study uses pre- and post-simulation data to analyze the students’ perceptions regarding the usefulness of the simulations and their awareness about the effects of economic decisions on sustainability. Findings The implementation of this teaching and learning method demonstrated not only that active learning can effectively increase student awareness about the potential social and environmental consequences of economic decisions but also that students perceive games and simulations as useful teaching and learning tools. Social implications Students in these areas need to learn not only how to transform original ideas into successful projects but also to align financial results with social and environmental objectives. The methodology presented in this research allows to enhance learning from a multi-disciplinary perspective, helping the students to analyze different economic sectors and their connection with a number of SDGs through the lens of public economics. Originality/value The outbreak of the COVID-19 virus has shown the effects of a global pandemic at the economic, social and environmental levels. This paper presents an innovative active learning framework to increase sustainability awareness among students of economics, business and management.

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Exploring just sustainability across the disciplines at one university

Cited by 21 publications

References 30 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

A framework for the implementation of the Sustainable Development Goals in university programmes

The transforming generation: increasing student awareness about the effects of economic decisions on sustainability

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