Formulating Modes of Cooperative Leaning for Education for Sustainable Development

Colomer, Jordi; Ortíz, Dolors Cañabate; Stanikūnienė, Brigita; Bubnys, Remigijus

doi:10.3390/su13063465

Cited by 21 publications

(22 citation statements)

References 36 publications

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“…The collaborative approach and work plan developed within the school community was crucial in identifying the relevant flows and in acquiring a deep knowledge of the system study fixed to the peculiarities of each case, which was essential to the interpretation of results. In this sense, the research on sustainability in schools goes beyond the resource use efficiency measurement and environmental performance assessment, since investigation involving educative participation processes in schools promotes cooperative community learning, in turn helping to acquire individual and collective responsibility [51]. Close collaboration between teachers, students, parents, administrative staff personnel, and researchers provides a better understanding about how to act under the principles of sustainability.…”

Section: Discussionmentioning

confidence: 99%

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Low-Carbon Economy in Schools: Environmental Footprint and Associated Externalities of Five Schools in Southwestern Europe

et al. 2021

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This study provides an in-depth assessment of the environmental performance of five public schools in the transition towards a low-carbon economy and a more sustainable model of society. Life cycle assessment (LCA) methodology is used to conduct the study. The school system includes several activities and processes clustered in three subsystems: management of the school building, training and learning activities (T&L) and mobility and transport (M&T). A detailed primary data inventory of energy and resources consumption was collected in five schools located in Spain and Portugal. Findings on climate change (CC), water depletion (WD), particular matter (PM), acidification (Ac), and human health (HH), as well as associated external cost (EC), are reported per student in one school year as reference unit, allowing the schools’ individual performance comparison and identify the potential improvements. Considering the sample of schools, findings reveal that peculiarities of the schools, such as location, specialization, and level of education, are crucial for the environmental performance. Buildings are a relevant contributor to CC as well as heating and electricity needs, although their relevance is dependent on multiple factors. The M&T subsystem also has relevant weight on the metrics evaluated. Educational activities have a lower impact in absolute terms but, in some schools, it becomes the main contributor to HH due to paper and electricity consumption and manufacturing of equipment. External costs results are in the range of 11 to 38 EUR/student·year mainly caused by heating, electricity and wastes from the building subsystem, and the M&T subsystem.

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Section: Discussionmentioning

confidence: 99%

“…The measures implementation must be joined to the awareness, participation, and learning. Gained knowledge can help in selecting the best environmental measures to implement in the specific educative center according to climate and economic context [51].…”

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confidence: 99%

Low-Carbon Economy in Schools: Environmental Footprint and Associated Externalities of Five Schools in Southwestern Europe

et al. 2021

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“…Cooperative physical challenges are part of a technique that is based on the foundations of cooperative learning [7]. The challenge is presented by the teacher to the students in either a structured, semi-structured, or unstructured way.…”

Section: Cooperative Physical Challengesmentioning

confidence: 99%

“…Pursuing a quality education that promotes gender equality and reduces inequalities mainly relies on how educational institutions can bring sustainable education to future generations of students and professionals [6,7], given that students may carry these competencies and values into the workforce [8]. Most educational systems are focused on delivering sustainability-oriented competencies with little or no research on how that pedagogical approach can deliver significant sustainable-oriented competencies [2,9,10].…”

Section: Introductionmentioning

confidence: 99%

“…Most educational systems are focused on delivering sustainability-oriented competencies with little or no research on how that pedagogical approach can deliver significant sustainable-oriented competencies [2,9,10]. In the context of developing interventions to achieve the SDG outcomes, educational approaches should help students to be able to handle uncertainty and the resilience of individuals and societies, to understand the complexity of relationships between individuals, and be able to gauge the consequences of producing new interventions in either pre-school, primary or secondary schools that can generate sustainable changes [7,11]. Applying new frameworks may imply a reformulation or a deeper understanding of educational principles, dimensions, competencies, and outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

et al. 2021

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This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

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A Systematic Review of Curriculum and Its Connections with Education for Sustainable Development in the Context of Pakistan

Khadim

2024

World Sustainability Series

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Formulating Modes of Cooperative Leaning for Education for Sustainable Development

Cited by 21 publications

References 36 publications

Low-Carbon Economy in Schools: Environmental Footprint and Associated Externalities of Five Schools in Southwestern Europe

Low-Carbon Economy in Schools: Environmental Footprint and Associated Externalities of Five Schools in Southwestern Europe

Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

A Systematic Review of Curriculum and Its Connections with Education for Sustainable Development in the Context of Pakistan

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