A Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainability Competencies

Abstract

Life-long learning and Education for Sustainable Development (ESD) in the current fast-evolving and ever-changing society requires modern pedagogical tools and methodologies that help the transmission of key competencies such as coping with uncertainty, adaptability, creativity, dialog, respect, self-confidence, emotional intelligence, responsibility and systemic thinking. The recent trend of the application of Agile methodologies for the management of projects in different fields can be a valuable tool to convey these competencies due to the participative, collaborative and constructionist principles in which they are deeply rooted. Some experiences of the application of Agile Methodologies in education—originating what is known as Agile Education—are, therefore, starting to appear in the literature. This work carries out a systematic review to analyze how this modern pedagogical tool is being used to foster key sustainable development competencies in the field of education. Results are presented for 11 out of 121 analyzed studies which present a direct link between key ESD competencies and Agile Education. It is shown that Agile Education creates a learning environment favorable for the creation of responsible and sustainable citizens while improving the performance, satisfaction and motivation of both faculty and students.

Adopting Agile Project Management Practices in Non-Software SMEs: A Case Study of a Slovenian Medium-Sized Manufacturing Company

“…In the manifesto, Beck and co-authors presented core values and principles of the new development approach that is more peopleand value-oriented. The main characteristics that distinguish APM from traditional management approaches include short iterative development cycles, flexible scope, incremental value creation, iterative and adaptive planning, active customer involvement, self-organized cross-functional project teams, and embracing change [3][4][5][6].…”

Sustainable Entrepreneurial Culture Programs Promoting Social Responsibility: A European Regional Experience

“…In fact, sustainability is our main challenge as society. To contribute to sustainability, it has been recognized that education, even in early stages [60], is a key process for generating responsible citizens [61]. These citizens will follow the journey of sustainability in the labor market as intrapreneurs [62] or as entrepreneurs, to create global awareness of the environmental, social and economic challenges of the present times [60].…”

Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development

“…In this context, United Nations Environment Programme (UNEP) implemented different programs around the world with education for sustainability as a guide for changes that incorporates issues of environmental ethics and sustainable development in teaching and research [1]. According to López-Alcarria [2] these spaces must be committed to ethically educating responsible citizens through sustainability, thus preparing them for the working world, which responds rapidly to the constant changes in our ever-changing society.…”

“…Educating for sustainability should, then, point towards building a set of skills and competencies that stimulate the social engagement of those who make up the set of actors that, in turn, make up the teaching-learning environment. López-Alcarria et al [2] argue that these competences should be linked to conceptual, methodological and socio-affective aspects, involving an innovative approach, integrating knowledge to be acquired with a form of teaching that uses ethical criteria of social justice, equity, solidarity and respect for the environment [10,11].…”