Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutions

Abstract

Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches.The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in

Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions

“…This showed interrelations within and between the two systems, which warranted further analyses. It should be noted that Lecturing had the lowest correlations to other pedagogical approaches and to the competences, and thus, was removed from further analyses (as discussed by Lozano et al, 2019, 2021).…”

The culture of care and sense of belonging as drivers of sustainability in higher education

“…For these authors, HEIs can contribute to society's transition towards sustainability by, for example, teaching students to deal with complex problems from a systemic approach and conducting research based on real problems. Like other non-conventional learning methods (Leal Filho, 2021), extension activities can favor the development of skills, abilities and values necessary for the paradigm shift towards sustainable societies, highlighted by several authors such as Barth et al (2007) and Lozano et al (2021). Such a shift is part of and further enables creative and critical thinking, communication, cooperation, transcultural understanding, conflict management, decision-making, problem-solving and planning, practical citizenship, empathy and change of perspective, anticipatory thinking, interdisciplinary work among others.…”

Determinants of online-reporting on sustainable development goals: the case of Portuguese Higher Education Institutions

“…Concerning the axe teaching and learning, a good way to raise the awareness of the academic community on this topic is to include and connect the SDGs to course objectives and teaching methodologies (Aleixo et al , 2020). In this view, students could develop skills such as critical thinking and analysis, interdisciplinary work, as well as enhance interpersonal relationships and collaboration (Lozano et al , 2021). This means enabling students to learn through dialogue and communication, as well as challenging them to reflect on activities that contribute to (and impede) the achievement of the SDGs (Leal Filho et al , 2019).…”