A Navigation Chart for Sustainability for the Ocean i3 Educational Project

Abstract

The complex nature of sustainability challenges implies the need to provide students with interdisciplinary learning experiences and environments based on active and reflective learning. To know whether these experiences result in real learning, there must be a way of capturing and measuring the competences required to promote sustainable development using suitable indicators. This paper presents the process of building a competence map that is used as a navigation chart to monitor the sustainable education competences in the Ocean i3 experience. An action-research methodological approach is used involving participant observation, field notes, informal interviews, and documentary analysis. The participants were 38 students, 23 teachers, 3 project coordinators, and 2 researchers, and the context of the study is the five workshops carried out in the Ocean i3 project. The result is a navigation chart that traces the students’ learning journey through dialogue between the competences, learning outcomes, and activities. In conclusion, this approach to curricular planning can serve to inspire other learning environments and experiences on how to tackle the challenge of envisioning their sustainability competence development pathway. Above all, it can serve to improve competence development training schedules for sustainability.

Developing competences in a cross-border interdisciplinary project: student and teacher perceptions of the Ocean i3 project

“…Evidently, this task has a series of complications, firstly because defining and specifying competences for sustainability is complex (Rieckmann, 2011 and2012;Wiek et al, 2011). In this case, the competences have been established (Cruz-Iglesias et al, 2022;Rekalde-Rodríguez et al, 2021b) for the learning environment under study (Rekalde-Rodríguez et al, 2021a). The competences are developed through active methodologies where student involvement, participation and commitment to learning is key (Fernández March, 2006;Jiménez, 2018).…”

“…However, they are not the only competences to be developed, as very high scores are given to SDGs, which do not explicitly form part of the project's objectives: "3.Good health and well-being", "11.Sustainable cities and communities", "12.Responsible consumption and production" and "13.Climate action". The interdisciplinary nature of the project and the way in which varying challenges are tackled by different scientific disciplines can lead to more SDGs being addressed than those originally envisaged (Cruz-Iglesias et al, 2022).…”

“…The Ocean i 3 project has three dimensions relating to the three "i's": ikaskuntza (learning), ikerkuntza (research) and iraunkortasuna (sustainability), and it has a competence map (Cruz-Iglesias et al, 2022) relating these three dimensions to the ten project competences. This map (see Wiek, et al (2011).…”

Η Συμβολή Των Βιωματικών Εργαστηρίων «Παρεμβαίνουσας Μη Κατευθυντικότητας» (NDI) Στην Ανάπτυξη Αξιών Και Ικανοτήτων Της Αειφορίας

“…ΠΕΡΙΒΑΛΛΟΝΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΓΙΑ ΤΗΝ ΑΕΙΦΟΡΙΑ 137 (Cruz-Iglesias et al, 2022) ή μιας εκπαιδευτικής διαδικασίας όπου δεν ακολουθούνται ειδικές κωδικοποιημένες οδηγίες προς απόκτηση ικανοτήτων (learnable, but not teachable) (Weinert 2001). Με αυτόν τον τρόπο οι εκπαιδευόμενοι μπορεί να γίνουν φορείς αλλαγής (Glasser & Hirsh, 2016, p. 126 4 ).…”

Sailing aboard the training ship Saltillo. An extracurricular experience in education for sustainable development

“…The examples have been done by creating allies with external organisation (local communities, industry, NGOs, etc.) to offer learning contexts that have an impact on sustainable development(Cruz-Iglesias et al, 2022;Rekalde-Rodriguez et al, 2022). Likewise, by collaborating with other universities and networks to share good practices, develop joint programmes, and foster research collaborations in sustainability and ESD.• The opportunity to implement sustainable practices on campus, leading by example.…”