Key competencies in sustainability in higher education—toward an agreed-upon reference framework

Brundiers, Katja; Barth, Matthias; Cebrián, Gisela; Cohen, Matthew; Díaz, Liliana; Doucette-Remington, Sonya; Dripps, Weston; Habron, Geoffrey; Harré, Niki; Jarchow, Meghann; Losch, Kealalokahi; Michel, Jessica Ostrow; Mochizuki, Yoko; Rieckmann, Marco; Parnell, Roderic A.; Walker, Peter; Zint, Michaela

doi:10.1007/s11625-020-00838-2

Cited by 353 publications

(458 citation statements)

References 60 publications

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“…In an attempt to harmonise these different frameworks, Bruniders et al [12] carried out a study with the aim of redefining the key sustainability competencies. The results pointed to the following: integrated problem-solving competency, interpersonal competency, implementation competency, strategic-thinking competency, values-thinking competency, future-thinking competency, and system-thinking competency.…”

Section: The Sustainability Competencies Of Education Professionalsmentioning

confidence: 99%

“…Following this, universities around the world have incorporated sustainable development into their educational agendas [8][9][10], and have produced a series of recommendations to encourage the adoption of sustainable principles and competencies [11]. Moreover, the number of sustainability study programmes and curricula that incorporate these principles has grown significantly worldwide [12]. Despite this progress, countries are far from reaching the 2030 education targets, and new challenges are arising.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

2020

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For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.

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Section: The Sustainability Competencies Of Education Professionalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

2020

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“…All too often, students still do not have the opportunity to adequately address global challenges in their studies, or they are only confronted with information about the causes and development of the climate crisis, for instance, in lectures or similar, which does not allow for a transformative learning process (Singer-Brodowski et al, 2019). But global challenges call for them to be empowered to think in a systemic and forward-looking way and to contribute to solving complex social problems (Orr, 1991;Glasser, 2005;de Haan, 2010;Fadeeva and Mochizuki, 2010;Rieckmann, 2012;Brundiers et al, 2021). In addition to teaching and research, HEIs can provide platforms where co-creation and collaboration between people and institutions from different scientific or societal backgrounds address the increasing complexity of real life problems (Giesenbauer and Müller-Christ, 2020).…”

Section: Is It Essential For Heis To Promote Sustainable Development?mentioning

confidence: 99%

Sustainability Governance at Higher Education Institutions: Equipped to Transform?

et al. 2021

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“…They should be able to participate actively in the protection of justice at a global and local level as well as in shaping a world in which future generations can lead a fulfilling life that is free of care. In addition to the relevant specialist knowledge, this also requires the development of sustainability competences [1,14].…”

Section: Education For Sustainable Development (Esd)mentioning

confidence: 99%

Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

Scherak

Rieckmann

2020

Sustainability

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Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

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Key competencies in sustainability in higher education—toward an agreed-upon reference framework

Cited by 353 publications

References 60 publications

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

Sustainability Governance at Higher Education Institutions: Equipped to Transform?

Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

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