How is sustainability addressed in primary and secondary education curricula? Assessing the cases of Spain and Portugal

Suárez-López, Rafael; Gozalbo, Màrcia Eugenio

doi:10.1080/10382046.2021.1924498

Cited by 11 publications

(16 citation statements)

References 44 publications

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“…In contrast, the legislation of the autonomous community of Castile and Leon does, but only for the SE curriculum (Ministry of Education of the Community of Castilla and León, 2015a). Thus, the environment has been considered as a human resource within the current Law, which also confuses 'sustainability' and 'sustainable development' and applies them by equating both to nature preservation (Suárez-López & Eugenio-Gozalbo, 2021). This way, it addresses the need for incoming curricula to include the Sustainable Developments Goals and innovative methods and tools that enable incoming generations to receive a comprehensive EE degree of knowledge (Amahmid et al, 2019;Suárez-López & Eugenio-Gozalbo, 2021).…”

Section: Curricula and Educational Disparity Between Levelsmentioning

confidence: 99%

“…The curricula at all levels reflect an adequate and proportional representation of contents related to both botany and zoology (Ministry of Education of the Community of Castilla and León, 2015a, 2015b. Nevertheless, the integration of EE in the classroom has been complicated despite the fact that environmental contents are present in the curricula (Suárez-López & Eugenio-Gozalbo, 2021;Sureda-Negre et al, 2014). In general, specific long-term extracurricular programs have tried to ensure that students acquire the necessary skills in EE, which can also be conceived as competences in environmental health (Fernández et al, 2016;Sánchez-Llorens et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Plant awareness disparity among students of different educational levels in Spain

et al. 2023

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Plant awareness disparity (PAD), formerly known as plant blindness, refers to the fact of overlooking or failing to perceive plants, perhaps due to poor ‘species literacy’. Despite numerous efforts made by scientists and educators over the years, PAD is still present in students at all educational levels. An assessment was carried out on 259 students from primary school to university in the Spanish education system to evaluate their species literacy, especially regarding local flora and fauna, its possible improvement across educational levels, and to assess whether PAD was a reality among students. A biased perception towards animals was confirmed with strong statistical support. Animals were recognized and identified more than plants at all educational levels. Even if a positive correlation for animal-plant literacy was found, the values were weak. Although the curricula set out content and learning outcomes related to local environment and flora, their teaching has been proven to be unsatisfactory. The recently implemented curricula have the mission to reverse this trend, which can be done by improving students’ interest in plants through specific educational programs and activities, as well as comprehensive training in the field of botany and the effective implementation of activities for current and future educators.

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Section: Curricula and Educational Disparity Between Levelsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Plant awareness disparity among students of different educational levels in Spain

et al. 2023

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“…Their results indicate that sixth graders in schools where education for sustainable development is implemented in the curriculum are more aware of sustainability issues, although for ninth graders the effect was negative. Suárez-López and Marcia Eugenio-Gozalbo (2021) [33] analyse the sustainability content in the curricula of primary and secondary school pupils in Spain and Portugal, and find that there is a limited presence of sustainability-related content, as well as deficiencies in the inclusion of the social and economic dimensions of the concept of sustainability.…”

Section: Sustainability In Business Administration and Management Studiesmentioning

confidence: 99%

What Do Freshmen Know about Sustainability? Analysing the Skill Gap among University Business Administration Students

et al. 2021

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This study aims at creating and validating an instrument to assess the level of mastery in sustainability competencies of freshmen students in business-related studies. To reach this goal, a questionnaire that captures the level of acquisition of the competencies in sustainability is provided. A three-step process has been followed to analyse the results gathered among first-year students in two Spanish universities. First, eight confirmatory factor analyses were conducted to verify the grouping of the dimensions included in the questionnaire, resulting in 10 competency units in sustainability (CU). Next, we averaged the values of the items included in each CU to facilitate interpretation and then calculated the skill gap; that is, the difference between the level that CU students are expected to achieve on graduation compared to the current level. Third, a series of ANOVA tests were run to investigate potential differences in the level of acquisition due to gender, prior training and educational background, which according to the literature might influence current student knowledge of sustainability. Our results reveal that freshmen enter university with a heterogeneous level of development, both in terms of breadth (different CUs) and depth (the extent to which each CU is developed). The original value of this work stems from the creation of an instrument which is expected to be applicable in a variety of contexts. Additionally, the information it provides assists us in the identification of the CUs that should be further emphasized at university level, and therefore helps professors to prioritise those teaching strategies targeted at overcoming this deficit.

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“…Suarez-Lopez and Eugenio-Gozalbo (2021) confirm this in their findings when they point out that there is a limited presence of sustainability in the curricula exacerbated by an inconsistent conception of sustainability. Literature lacked evidence on how sustainability pedagogy is designed and executed, and whether learners are capable of taking action and confronting sustainability issues and challenges (Suarez-Lopez & Eugenio-Gozalbo, 2021). Dash and Mohan's (2017) findings concur that there is an inappropriate understanding of sustainability concepts among teachers in Mysore, India.…”

Section: Learning For Sustainabilitymentioning

confidence: 98%

“…However, LFS itself lacks holistic application in disciplines outside the Natural Sciences (Mogren et al, 2019). Literature also confirms that teachers cannot successfully apply LFS approaches because of an inadequate understanding of its meaning (Green & Somerville, 2015;Suarez-Lopez & Eugenio-Gozalbo, 2021). Research also enlightens us about teachers' obstacles and failures to bridge the disconnection between school curriculum, policy, resources, enthusiasm, and personal values regarding LFS (Dash & Mohan, 2017).…”

Section: Rationale For the Studymentioning

confidence: 99%

Teachers’ understanding and enhancement of learning for sustainability in Mauritian primary schools.

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How is sustainability addressed in primary and secondary education curricula? Assessing the cases of Spain and Portugal

Cited by 11 publications

References 44 publications

Plant awareness disparity among students of different educational levels in Spain

Plant awareness disparity among students of different educational levels in Spain

What Do Freshmen Know about Sustainability? Analysing the Skill Gap among University Business Administration Students

Teachers’ understanding and enhancement of learning for sustainability in Mauritian primary schools.

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