Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

Casanovas, Matilde Martínez; Ruiz-Munzón, Noemí; Buil-Fabregá, Marian

doi:10.1108/ijshe-03-2021-0082

Cited by 30 publications

(16 citation statements)

References 49 publications

(82 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the notion of competencies had already been used in the educational area, especially in the field of personnel training since the 1930s, it would not be until the 1970s that competency-based training would take on a functional focus, paying attention to the relevance of developing knowledge, attitudes, and skills as the fundamental pillars of any competent person's optimal performance (Martínez Casanovas et al, 2022). For Parveen, Nazir and Zamir (2021), competencies require the development of certain aptitudes that influence how people think and behave in one situation and another, which impacts the development of their skills.…”

Section: Competencies and Their Componentsmentioning

confidence: 99%

Competency-Based Learning: An Approach Integrating the Domains of Complex Thinking Competency in a Group of Mexican Students

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

One characteristic of competency-based education is the integration of knowledge, attitudes, and skills that enable individuals to make better decisions and face the challenges of their professional demands. Given this, universities must develop training models that contribute to this integration; otherwise, they cannot ensure that their students are perceived as genuinely competent. Therefore, this article aims to report in depth how the acquisition and development of the competency of complex thinking were configured in a group of students at a Mexican university with a competency-based educational model to corroborate the integral development of necessary cognition, attitudes, and skills considering the gender variable. Based on a multivariate descriptive statistical analysis, this study sought to identify particular characteristics of the sample to understand the acquisition process and student perception of their competency and subcompetencies considering the development of their various components, knowledge, and domains. In conclusion, although the results show that a moderately balanced perception of development has been achieved, there are still areas of opportunity in some aspects, as in the case of the procedural component, especially among female students. In general, the population does not perceive that the knowledge and attitudes they have developed allow them to develop useful processes or skills in professional practice, which may affect their confidence to lead projects or even enter the labor market once they graduate.

show abstract

Section: Competencies and Their Componentsmentioning

confidence: 99%

Competency-Based Learning: An Approach Integrating the Domains of Complex Thinking Competency in a Group of Mexican Students

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

show abstract

“…Cognitive, emotional and behavioural aspects of student involvement may be nurtured through problem‐solving‐based learning strategies (Martínez Casanovas et al., 2022), the use of technology (Kulikowski et al., 2022), and active learning techniques (Ismailov & Ono, 2021). These strategies tap into students' innate curiosity and their aspiration to explore.…”

Section: Review Of Literaturementioning

confidence: 99%

A comparative analysis of motivational techniques in public and private schools: Implications for secondary education

Akram,

Hameed,

Pervaiz

2023

Review of Education

View full text Add to dashboard Cite

This study examines and compares the motivational techniques employed in public and private secondary schools. The study was conducted in Faisalabad, Pakistan. A mixed‐method approach was used by utilising qualitative as well as quantitative data collected through questionnaires filled out by students and interviews conducted with teachers from 12 secondary schools in the public and private sectors. Findings indicate that private schools outperform public schools in the use of effective motivational strategies. Lack of resources, large class sizes, limited access to professional development and the scarcity of technological resources were identified as some of the important challenges that teachers face in implementing motivation strategies. The research offers valuable insights for educators, policy makers, and stakeholders regarding the significance of motivation in education. The study recommends that resource constraints should be abolished, class sizes should be reduced to the optimal level and access to modern technology must be ensured, particularly in public schools, to enrich the learning environment.

show abstract

“…This methodology focuses on experiential learning organized around investigation, explanation, and meaningful problem solving. In addition, relevant problems are introduced early in the learning cycle, and they are used to provide the context and motivation for the learning that follows in a learning method [44].…”

Section: Education For Sustainability and Higher Educationmentioning

confidence: 99%

Employability within an Education for Sustainability Framework: The Ocean i3 Case Study

Goitia

Rekalde-Rodríguez

2022

Education Sciences

View full text Add to dashboard Cite

The Council of the European Union recalls that higher education plays a fundamental role in shaping the future of Europe. Therefore, curricula are required to take into account the competences demanded by the job market so that future workers can effectively undertake their professional activities and form part of an active, responsible, ecological, sustainable, and resilient society. Ocean i3 is a cross-border project with the aim of achieving sustainability in the oceans by training students to become environmentally concerned and responsible professionals. This study explores the perception of students and teachers regarding their participation in Ocean i3 and their understanding of employability. A qualitative methodological approach has been used, based on a case study in which semi-structured interviews have been carried out and the Elevator Pitch presentation technique has been applied. Nine students and four teachers from the University of the Basque Country and the University of Bordeaux have been interviewed. The results highlight the importance of the participants’ first contact with the project, the need to be explicit regarding competences that favour employability during the development of the experience, and the need to increase and reinforce internships at social entities located in the territory. It is concluded that the project should focus more explicitly on the concept of employability to raise students’ awareness of the impact that their current participation in Ocean i3 can have on their professional future and insertion in the workplace.

show abstract

Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

Cited by 30 publications

References 49 publications

Competency-Based Learning: An Approach Integrating the Domains of Complex Thinking Competency in a Group of Mexican Students

Competency-Based Learning: An Approach Integrating the Domains of Complex Thinking Competency in a Group of Mexican Students

A comparative analysis of motivational techniques in public and private schools: Implications for secondary education

Employability within an Education for Sustainability Framework: The Ocean i3 Case Study

Contact Info

Product

Resources

About