Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?

Filho, Walter Leal; Shiel, Chris; Paço, Arminda do; Mifsud, Mark C.; Ávila, Lucas Veiga; Brandli, Luciana Londero; Molthan‐Hill, Petra; Pace, Paul J.; Azeiteiro, Ulisses Miranda; Vargas, Valeria Ruiz; Caeiro, Sandra

doi:10.1016/j.jclepro.2019.05.309

Cited by 472 publications

(420 citation statements)

References 22 publications

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“…One of the important aspects of constructivism is its social dimension; students learn by working with others [20]. Based on those proposed for education for sustainable development [67], there are different strategies for teaching SDGs [12]. For example, the inclusion of a course on SDGs or creation of specialties in the form of itineraries that promote the development of SDGs., these options may be interesting for master's degrees, however, they quite difficult in bachelor's degrees; other more viable options are: The integration within the subjects' themes, the inclusion of a specific topic about the SDGs in some subjects or the development of a transversal way in different subjects of the degree.…”

Section: Teaching Methodologymentioning

confidence: 99%

“…The relationship between SDG and ethics has been previously addressed [13,31]. In this context, universities can be builders and catalysts required for SDGs achievement [4,7,12,32]. Development cooperation was the following dimensional line.…”

Section: Teaching and Learning At University-more Than Lessonsmentioning

confidence: 99%

“…Consequently, the university must be aware of this broader vision that could probably develop new relationships with nature and between human beings, reaching almost every dimension of society, because it involves the entire relationship between human beings and nature [13]. In this sense, the SDGs are an opportunity to extend the concept of sustainable development in the university [12,32].…”

Section: Sustainability As Integral Ecology or The New Paradigm Of Hmentioning

confidence: 99%

“…In order to include the teaching of sustainability, under the paradigm of SDG in the university, a framework is needed. Presenting a universal framework is certainly a difficult task [12] and will require further contextualization to the particular circumstances of each context. Figure 2 shows a schematic representation of it.…”

Section: Framework To Teach Sdg At Universitymentioning

confidence: 99%

“…They are so important and relevant in the whole teaching-learning process because they organize the teaching activity and program the learning plan [73]. A recent paper by Walter et al pointed out the reasons that academics found for not including SDGs in their activity, including lack of training, lack of opportunities, lack of materials and lack of time [12]. For this reason, it is essential to train them, motivate them and value the activities related to the integration of SDGs in the university curriculum [12,32].…”

Section: Professorsmentioning

confidence: 99%

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Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University

2019

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Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study-in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.

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Section: Teaching Methodologymentioning

confidence: 99%