Education for sustainability in higher education institutions: A multi-perspective proposal with a focus on management education

Figueiró, Paola Schmitt; Neutzling, Daiane Mülling; Lessa, Bruno de Souza

doi:10.1016/j.jclepro.2022.130539

Cited by 48 publications

(34 citation statements)

References 69 publications

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“…Asimismo, el modelo de Ecologías Didácticas resulta concomitante a lo expuesto por Guattari (2015); es decir sería una Ecosofía integrada por cuatro ecologías: enseñanza, aprendizaje, saberes y comunidad. De acuerdo con Figueiró et al, (2022) este planteamiento holístico e integrador, se asocia también con visiones que toman partido por una educación para la sostenibilidad, como respuesta necesaria para un mundo más complejo y multifacético. Por su parte, Martínez y Fernández (2018) expresan que, al integrar el pensamiento ecológico en la formación universitaria, se defendería la diversidad epistemológica como punto de partida para abordar los asuntos complejos de una educación justa, pertinente, equitativa y de calidad.…”

Section: Discussionunclassified

Modelos didácticos en educación superior: desde concepciones de los profesores a las ecologías didácticas

et al. 2022

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El principal objetivo de esta investigación fue proponer un modelo didáctico integrador para la educación superior. Las concepciones didácticas que poseen los docentes universitarios se corresponden parcialmente con los procesos implementados en el aula: confunden los conceptos de modelo pedagógico y didáctico. Mediante un estudio de caso, se identificaron las concepciones y se diseñó el modelo de ecologías didácticas. Con una encuesta ad hoc y revisión documental, se consideró al modelo didáctico conformado por cuatro dimensiones: teoría educativa, ambiente de enseñanza-estudio-aprendizaje, agentes educativos y contexto sociocultural. Los hallazgos dilucidan que las variables de género, generación, etnia, nivel académico, formación y unidad académica, no inciden en las concepciones didácticas de los docentes universitarios. Además, las concepciones se alinearon teóricamente con los modelos constructivista, personal y social; y, en la práctica de aula, con el tradicionalismo y conductismo. Se concluye que esta situación, en lugar de constituir una limitante, abre posibilidades reflexivas y prácticas para diseñar el modelo.

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Section: Discussionunclassified

Modelos didácticos en educación superior: desde concepciones de los profesores a las ecologías didácticas

et al. 2022

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“…Evidence from this research project and recent studies [144,[151][152][153][154][155] indicate SE is still not implemented systematically, with academics adopting a "free-choice" approach to sustainability in their courses. Academics around the world are key "gatekeepers" for implementing SE in their courses, and their teaching practice often reflects personal sustainability orientations/values, internal motivations, and capabilities [151,[156][157][158][159][160].…”

Section: Challenges To Implementing Se In He (Context Of Contexts)mentioning

confidence: 98%

The Influence of Higher Education on Student Learning and Agency for Sustainability Transition

Sidiropoulos

2022

Sustainability

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Higher education (HE) has a key role in educating graduates as decision makers and change agents; however, sustainability education (SE) remains on the fringes of mainstream curricula and conducted on an ad hoc basis. The context of this research is five connected studies that aimed to investigate the influence of SE on tertiary students’ views, knowledge, behaviour, and agency to contribute to sustainability transitions. The mixed-methods study investigated learning for sustainability by focusing on key elements of the “learning system”, namely the learner’s personal context, the teaching context (SE compared to regular education) and learning outcomes. The research was guided by a unique conceptual framework that linked theories in education and learning, environmental psychology, and sustainability transitions. The influence of educational interventions was assessed using online pre-post surveys that consisted of well-established instruments and open-ended questions. Key transversal findings are resistance to SE, converging views and attitudes towards an “anthropocentric environmentalist” perspective, limited empowerment and occasional disempowerment from SE, a focus on personal behaviour change rather than professional action/agency, and limited incidence of wider agency. Cumulative and deeper learning for sustainability occurred with repetition of SE and a greater connection to a student’s lifeworld. The current ad hoc approach to SE in HE is ineffective in creating widespread agents for change. Influences that foster transformative learning for sustainability and the development of competency and agency for sustainability are identified, and recommendations are provided for educational policy and praxis to enhance student learning and agency for sustainability transitions.

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“…Yet, this will require new governance models (Disterheft et al , 2015) and a reorientation at different levels, including teaching, research, operations and outreach activities (Wals, 2014; Beynaghi et al , 2016). However, this process is quite difficult because of the complex structure of educational institutions, including distinct interests, lack of knowledge on the subject, lack of institutional programs, resources, time and effort necessary to promote curriculum changes (Figueiró et al , 2022; Naeem and Neal, 2012).…”

Section: Sustainability and Sustainable Development In Higher Educati...mentioning

confidence: 99%

Sustainability in Business Administration programs in Brazil: what curricula changes have taken place in the past ten years?

Palma

Oliveira

Alves

et al. 2023

IJSHE

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Purpose This study aims to analyze the extent to which sustainability and its related core aspects have been integrated in the curricula of Business Administration programs in Brazilian federal public universities over the past ten years. Design/methodology/approach A longitudinal exploratory study, with a descriptive scope, was carried out to evaluate the changes that have occurred in the curricula between the years 2011 and 2021. The analysis focused on the Pedagogical Project of the Business Administration programs offered by the Brazilian federal universities identified in the e-Ministry of Education’s (MEC) database of higher educational institutions and course registration. From the total number of federal universities identified in the e-MEC, about 90% were considered for the research. Findings The number of courses related to sustainability in Business Administration programs increased considerably in ten years. However, these courses still represent a low percentage of hours in the overall curriculum. Moreover, almost a third of Business Administration programs may produce graduates who have never addressed sustainability during their studies. Research limitations/implications This research does not consider other aspects of the curriculum beyond courses, nor does it collect primary data that allows for inferences about the transversal nature of the theme. Practical implications This study contributes to monitoring the performance of Brazilian federal universities teaching sustainability and its related core aspects in Business Administration programs. This updated panorama may aid in the search for strategies to expand actions related to education for sustainability (EfS) in educational institutions (EIs). Social implications This study presents some of the impacts of implementing the national environmental education curriculum guidelines. This study encourages discussion about EfS in Business Administration programs and in public EIs, which are important actors for promoting sustainable development. Originality/value To the best of the authors’ knowledge, this is the first longitudinal study that maps the courses related to sustainability in Business Administration programs at Brazilian federal public universities. This study offers the first responses to a broad and complex topic, of a region and disciplinary field, of which there are not many studies done, opening doors to subsequent investigations.

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Education for sustainability in higher education institutions: A multi-perspective proposal with a focus on management education

Cited by 48 publications

References 69 publications

Modelos didácticos en educación superior: desde concepciones de los profesores a las ecologías didácticas

Modelos didácticos en educación superior: desde concepciones de los profesores a las ecologías didácticas

The Influence of Higher Education on Student Learning and Agency for Sustainability Transition

Sustainability in Business Administration programs in Brazil: what curricula changes have taken place in the past ten years?

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