Educación para el desarrollo sostenible: una visión crítica desde la Pedagogía

Sáinz, Tania Alonso

doi:10.5209/rced.68338

Cited by 22 publications

(15 citation statements)

References 42 publications

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“…This is in comparison to other studies because in this one we also focus on promoting the inclusion of critical thinking and pedagogy with environmental activism [39]. In this way, the emergence of quality education, social education, or education for equality within the framework of ESD is guaranteed [40].…”

Section: Discussionmentioning

confidence: 94%

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

2021

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Sustainable development (SD) is a global commitment, in the economic, social, and environmental terms of the 21st century. The SD integrates conventional development models that seek economic growth and human development, within the framework of respect and sustainable use of natural resources. This challenge must involve all levels of society. Higher education is not an exception, since universities must strive for knowledge, research, and innovation to promote SD. To achieve this, education for sustainable development (ESD) has been especially promoted by the United Nations. ESD is an indirect measurement instrument for the inclusion of SD in higher education curricula. Environmental engineering is one of the areas of most recent creation and expansion of engineering, this undergraduate program seeks to solve the environmental problems generated by the economic development of human beings, applying the theory, techniques, and technologies of engineering. With this systematic literature review (SLR), we were able to answer different research questions posed towards the most relevant competencies, techniques, and tools for the inclusion of ESD in the environmental engineering curriculum. This SLR was developed by searching the Science Direct, Scopus, and ERIC databases. We were able to identify success stories for the inclusion of ESD and some gaps in promoting ESD within undergraduate programs in environmental engineering. Likewise, we find the most applied activities, tools, and competencies within this engineering field that are part of ESD and promote SD from the curriculum.

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Section: Discussionmentioning

confidence: 94%

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

2021

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“…This highlights the need to develop student-centred teaching strategies to teach sustainability competencies, even in study programs that have little apparent connection to sustainability topics (Rögele et al , 2022). It seems unfair, once again, to give them sole responsibility for solving the new problems (Alonso-Sainz, 2021); however, it is just as true that education offers the best context to foster an attitude of change in future generations, heirs to the planet (Rieckmann et al , 2017). Under this somewhat contradictory perspective, it may be complex to implement teaching actions that favour SD, but while the best educational strategies are being debated, environmental problems continue to grow along with social inequality (Goalkeepers, 2021).…”

Section: A New Social Reality? Education For Sustainable Developmentmentioning

confidence: 99%

“…Under this somewhat contradictory perspective, it may be complex to implement teaching actions that favour SD, but while the best educational strategies are being debated, environmental problems continue to grow along with social inequality (Goalkeepers, 2021). Although in the literature, there seems to be a kindly attempt to create proposals within the ESD (Alonso-Sainz, 2021), the reality is that some are somewhat intangible and without real concreteness (Bali and Yang-Wallentin, 2020). It is therefore necessary for each educational specialty to know how it can contribute to the sustainability of the planet, as is the case with the key competencies (Rieckmann et al , 2017), whose contribution must be real, focused on action and reflection, and not merely the transmission of information.…”

Section: A New Social Reality? Education For Sustainable Developmentmentioning

confidence: 99%

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

Baena-Morales

Merma-Molina

Férriz-Valero

2023

IJSHE

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Purpose The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs. Design/methodology/approach A conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”. Findings Strategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs. Practical implications This study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability. Social implications Physical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups. Originality/value This document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

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“…It is essential that students become the protagonists of their own learning and educators guide the learning process according to students' rhythms and abilities, moderating discussions and promoting critical thinking [8]. In this respect, legislation implements disciplines such as social and civic values [22], which reflect objective aspects to create citizenship rooted in values related to global responsibility, such as equal rights, respect, tolerance, consideration for diversity, respect for the environment, and all types of equality, including gender equality [23]. In some example studies, many school subjects aimed to implement SD in their classes in terms of environmental resources in natural sciences [24] or promoting ecological habits in plastic and visual education [25].…”

Section: Social Dimension Of Sustainable Development: Co-education At...mentioning

confidence: 99%

Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes

et al. 2023

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In recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among children, and co-education aims to address this. Likewise, physical activity favors education and gender issues. Therefore, studying how physical education (PE) affects gender stereotypes can be analyzed in depth. This research analyzed whether a co-educational PE intervention improved students’ gender beliefs, eliminated inequalities in universal education, and promoted women’s full participation. For this purpose, 91 primary school pupils (42 females) completed the research. The mean age was 11.5 ± 0.7 years. A quasi-experimental, pre–post study was carried out with a control group and an experimental group. The sample was distributed by convenience among the pupils, using two instruments already used in other research studies: attitudes towards gender equality among primary school pupils and data collection on the internalization of gender stereotypes. For three weeks, the experimental group carried out a didactic intervention of four sessions of “Colpbol”, among others. In turn, the control group followed the PE sessions without methodological variations. To analyze the normality of the results, the Shapiro–Wilk test was used and was confirmed to be non-parametric. To measure the effect of the intervention, the Mann–Whitney and Wilcoxon U tests were used. The statistics showed that the improvement in the experimental group was slightly more significant than in the control group after the intervention, with a significance of 0.022 for the social behavior variable, with a significance of 0.05. These results show the relationship between PE, sustainable development, and gender equality, linking to SDG 4 and 5 and contributing to targets 4.5 and 5.5.

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Educación para el desarrollo sostenible: una visión crítica desde la Pedagogía

Cited by 22 publications

References 42 publications

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

Contributing to SDG Targets 4.5 and 5.5 during Physical Education Sessions: The Effect of a Collective Sports Intervention on Gender Attitudes

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