Sustainable Development Planning: Master’s Based on a Project-Based Learning Approach

Abstract

The educational subject of Sustainable Development Planning in Europe is evolving due to the implementation of the Bologna Agreement across the European Higher Education Area (EHEA). This paper analyses a project-based learning strategy for training Sustainable Development Planning in postgraduate programs, in Spain (Universidad Politécnica de Madrid, UPM). This project-based learning strategy is applied to an International Postgraduate Program for Sustainable Rural Development—Erasmus Mundus, Master’s of Science—with the participation of five European Union universities that formed the Agris Mundus Alliance for Sustainable Development. Using a mixed methods approach, the research examined the program’s implementation through student and staff perceptions, from the technical, behavioral and contextual project management skills. The paper argues that the “Practical Learning platforms” used in the Master’s demonstrate the correct approach of the learning strategy based on teaching–research linked to the professional sphere. The findings that were identified can be categorized as follows: (1) Perspective: holistic thinking and intellectual coherence, defining the contextual skills that must be navigated within and across the broader environment, (2) Practice: experiential learning by reconnecting to real-life situations, and (3) People: Personal and interpersonal skills required to succeed in sustainable projects, programs and portfolios. Reflections on the experience and main success factors in the learning strategy are discussed.

Pupils’ research skills development through project-based learning in biology

“…The introduction of pupils to scientific and creative activities in natural Sciences, training along with scientific activities, and the formation of research skills was evaluated as the key to quality education (Muhibbuddin & Safrida, 2020;Briones et al, 2020;Cazorla-Montero, de Los Rios-Carmenado, & Pasten, 2019;Indorf, Weremijewicz, Janos, & Gaines, 2019).…”

A literature review on the strategies implemented by higher education institutions from 2010 to 2020 to foster pro-environmental behavior of students

“…Other studies focused on more specific topics such as food (Albareda-Tiana et al, 2018), textile and apparel industry (Abner et al, 2019) and sustainable consumption (Collins et al, 2018), thus, providing students with new viewpoints based on the triple bottom line approach of sustainability. Additionally, some papers focused on the development of innovative and transdisciplinary teaching methodologies based on active and experiential learning (Albareda-Tiana et al, 2018;Foster and Stagl, 2018;Cazorla-Montero et al, 2019;Terr on-L opez et al, 2020) or based on the use of new tools (e.g. ecological footprint calculator) to address daily personal problems (Collins et al, 2018).…”

The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness

“…To promote ESD based on experiential learning theory, project-based learning (PBL) is one of the most suitable experiential learning approaches, as it emphasizes that learners acquire new knowledge based on their previous knowledge and experience [8]. PBL is an inquiry-based method that focuses on learning by doing, in which learners solve problems by searching various resources in the real world within a given period of time [9].…”

“…PBL is an inquiry-based method that focuses on learning by doing, in which learners solve problems by searching various resources in the real world within a given period of time [9]. It is a pre-professional practice that aims to link learnt knowledge with operation-specifically, joining experimental learning to real life applications [8]. PBL places heavy emphasis on learners' autonomy and initiative.…”

“…It helps students to develop their collaborative and team spirit. Hence, it enables learners to develop skills in technical, contextual, and behavioral realms [8,10], which are important for their future professional competency. In addition, PBL stimulates learners' innovative thinking, productive thought, and motivation to learn and work on problems [8].…”