Motivating students and lecturers for education in sustainable development

Mulder, Karel; Ferrer, Didac; Coral, Jordi Segalàs; Kordas, Olga; Nikiforovich, Eugene; Pereverza, Kateryna

doi:10.1108/ijshe-03-2014-0033

Cited by 49 publications

(41 citation statements)

References 21 publications

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“…They still consider just the economic and environmental aspects of sustainability and experience issues in conceptualizing social sustainability [32]. In this way, it is important to prepare instructors for this activity [33].…”

Section: Higher Education and The Challenge Of Sustainabilitymentioning

confidence: 99%

Analyzing Sustainability Awareness among Higher Education Faculty Members: A Case Study in Saudi Arabia

et al. 2019

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Purpose: The purpose of this study is to examine the understanding of sustainability of the faculty members in higher education in Saudi Arabia. One of the main objectives is to explore how they implement sustainability in the courses offered in one of the major non-profit private universities in Riyadh. Findings: A survey was conducted among the faculty members to investigate their awareness on this topic. Survey results were compared between the different departments to understand how the faculty members can contribute to sustainable education if they increase their knowledge through training and workshops related to the topic. The comparative analysis allows us to define the guidelines to build a strong institution that presents itself as a leader and change-driver in the Gulf region. The survey was done among the limited number of faculty members in the benchmark university, searching for answers about sustainability using the top-down methodology. The survey fulfilled the original aim of developing an evidence base of faculty members existing expertise, experience and interest in sustainability. The survey is also an important step to embed sustainability into the benchmark university. It also provides an opportunity to reflect and put forward suggestions on what it means to have sustainability as a core value and strategic priority.

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Section: Higher Education and The Challenge Of Sustainabilitymentioning

confidence: 99%

Analyzing Sustainability Awareness among Higher Education Faculty Members: A Case Study in Saudi Arabia

et al. 2019

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“…In addition, students and especially in-service teachers could be brought together in learning communities with a specific scope [133]. Such communities could provide new knowledge, teaching materials or social connections, which are further requirements for sufficient motivation to teach ESD issues [134]. Similar learning communities in institutions of higher education might also foster the integration of such topics into higher education [135], which might be a main catalyst for curricular transformation [136].…”

Section: Affective and Ultimately Transformative Teacher Professionalmentioning

confidence: 99%

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

2018

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Biodiversity conservation issues are adequate topics of Education for Sustainable Development (ESD), as they involve ecological, economic and social aspects. But teaching about these topics often challenges teachers due to high factual complexity but also because of additional affective dimensions. As a consequence, teacher professional development in ESD should address these affective components, to better qualify and motivate teachers to integrate conservation issues into their teaching. To investigate behaviourally relevant factors, we selected the context of natural remigration and conservation of the grey wolf (Canis lupus) in Germany and surveyed 120 pre-service biology teachers (M = 23.2 years, SD = 3.3 years) about contextual factors and their motivation to teach about the issue. Participants reported more positive attitudes, higher enjoyment and an increased perceived behavioural control towards teaching the issue in future teachers when they perceived a smaller psychological distance to the issue and an overall higher motivation to protect the species. As this motivation was grounded in more fundamental personality characteristics like wildlife values and attitudes towards wolves, we discuss the central role of these traits as a basis for transformative learning processes and the necessity of a holistic and subject-specific teacher professional development in ESD.

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“…Likewise, [39] analyse the main students' motivators in SD educational programmes in their research. They are: autonomy, challenge of reflection, connection with others, and self-fulfilment.…”

Section: Hesd Contextmentioning

confidence: 99%

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

2018

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Abstract:The purpose of this study is to analyse co-creation approach as a strategy at HE as a prerequisite for a successful implementation of sustainable development (HESD), while considering student collaboration in university processes. A questionnaire was handed in to 395 undergraduate environmental students from twelve Ecuadorian universities to test a structural equation model that included four variables-participation, co-creation, satisfaction, and trust. It is worth noting that these topics are increasingly relevant in competitive and innovative universities when promoting management in HESD. The results verify that student participation, as one of the key ESD skills, has a significant and positive influence on co-creation as a generator of student satisfaction and trust, especially in this context. Co-creation, from a higher education perspective, from the premise that students are the centre of the learning process, reinforces the education quality principles in an innovative way, and promotes the HESD perspectives.

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Motivating students and lecturers for education in sustainable development

Cited by 49 publications

References 21 publications

Analyzing Sustainability Awareness among Higher Education Faculty Members: A Case Study in Saudi Arabia

Analyzing Sustainability Awareness among Higher Education Faculty Members: A Case Study in Saudi Arabia

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

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