Academics in the field of Education for Sustainable Development: Their conceptions of sustainable development

Sinakou, Eleni; Pauw, Jelle Boeve-de; Goossens, Maarten; Petegem, Peter Van

doi:10.1016/j.jclepro.2018.02.279

Cited by 135 publications

(100 citation statements)

References 45 publications

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“…This shared effort to educate for sustainability has the objective for promoting the development of competencies that empower people to reflect on their own actions, by taking into consideration their social, economic, environmental, and cultural effects, both current and future, and from a local and global perspective, with the ultimate goal of promoting sustainable societies [16]. In this sense, we want to corroborate if the teacher group and guidance team investigated in our case study, tend to correlate SD with environmental aspects, and less often with social or economic aspects or, on the contrary, they manifest an integral conception of SD linked to the three pillars that sustain it (social, economic, and environmental) since it has been corroborated by other researchers in this field [23][24][25][26][27][28][29][30][31].…”

Section: Competences For Sustainable Developmentsupporting

confidence: 61%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

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Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.

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Section: Competences For Sustainable Developmentsupporting

confidence: 61%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

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“…Sustainable development simultaneously involves economic conscience, environmental responsibility and social sense since it has been defined as reaching the objectives and comfort of human development, keeping up the environment capacity to supply natural resources on what modern society and world economy rely upon [33].…”

Section: Resultsmentioning

confidence: 99%

Changes in Electrical Engineering Programs for an Energy Sustainability Inclusive Degree

Reyes-Lopez

González-Martínez²

2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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After suffering some consequences of global warming over the last decades, governments have been adopting different approaches for the sustainable development of nations. Thus, universities have had to adapt their programs to the requirements of the market. This article responds to the need of knowing what Ecuadorian universities think about the modifications in the curricula of electrical engineering programs, such as the inclusion of renewable energy courses. To achieve this goal, the project surveys a representative of ten participant universities. The outcomes show that although most programs have updated their curriculum, they do not count with the necessary resources to teach specialized courses on energy sustainability for the proper formation of future professionals possessing the competences required by the current national energy exploitation scene.

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“…While working on the interdisciplinary project, everyone is responsible for a particular stage of work: e.g., someone can program, and someone else has design skills. The project approach enables the solution of the problem of interdisciplinarity (Grishaeva et al, 2018;Sinakou et al, 2018) more effectively than the traditional curriculum. Besides, the case supports the thesis that real-world experience is critical for ESD (Molderez and Fonseca, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The authors argued that the achievement of SDG largely depends on a better understanding of the existing gaps, focus areas, and regional differences between the Higher Education for Sustainable Development (HEfESD) policies. Sinakou et al (2018) found that teachers do not take the concept of sustainable development holistically; usually, they put more emphasis on the economic and social aspects of SD. The authors of the article argued that teacher training programs should implement a holistic approach.…”

Section: Recent Researchmentioning

confidence: 99%

Education Projects for Sustainable Development: Evidence from Ural Federal University

Volkova

Stoffers

Kochetkov

2019

CS&P

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Sustainable development is a worldwide recognized social and political goal, discussed in both academic and political discourse and with much research on the topic related to sustainable development in higher education. Since mental models are formed more effectively at school age, we propose a new way of thinking that will help achieve this goal. This paper was written in the context of Russia, where the topic of sustainable development in education is poorly developed. The authors used the classical methodology of the case analysis. The analysis and interpretation of the results were conducted in the framework of the institutional theory. Presented is the case of Ural Federal University, which has been working for several years on the creation of a device for the purification of industrial sewer water in the framework of an initiative student group. Schoolchildren recently joined the program, and such projects have been called university-to-school projects. Successful solutions of inventive tasks contribute to the formation of mental models. This case has been analyzed in terms of institutionalism, and the authors argue for the primacy of mental institutions over normative ones during sustainable society construction. This case study is the first to analyze a partnership between a Federal University and local schools regarding sustainable education and proposes a new way of thinking.

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Academics in the field of Education for Sustainable Development: Their conceptions of sustainable development

Cited by 135 publications

References 45 publications

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

Changes in Electrical Engineering Programs for an Energy Sustainability Inclusive Degree

Education Projects for Sustainable Development: Evidence from Ural Federal University

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