Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

Chaleta, Elisa; Saraiva, Margarida; Leal, Fátima; Fialho, Isabel; Borralho, António

doi:10.3390/su13041828

Cited by 91 publications

(90 citation statements)

References 16 publications

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“…They reported the lack of some aspects (i.e., health, well-being, among others) within these educational programs and highlighted that universities must be aware of their contribution to sustainable development. Chaleta et al [109] assessed the implementation of the SDGs in 187 undergraduate courses of the School of Social Sciences at the University of Évora, but no studies have specifically focused on food systems.…”

Section: Scientific Communitymentioning

confidence: 99%

Role of the Food Supply Chain Stakeholders in Achieving UN SDGs

Đjekić

Batlle-Bayer²,

Bala³

et al. 2021

Sustainability

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This paper gives an overview of main food supply chain stakeholders and their role in achieving the UN Sustainable Development Goals (SDGs). As this supply chain is global, playing a significant role in feeding the world, a deeper analysis of 17 SDGs, their targets and indicators reveals numerous direct and indirect connections with various SDGs. To perform such an overview, the authors investigated the link between the main stakeholders of the chain (farmers, food processors, food traders and consumers) with UN SDGs. In parallel, the authors explored the roles of policymakers, inspection services, certification bodies and academia in supporting these SDGs. In spite of numerous papers, calculations and estimations, discussion and media coverage, the authors believe that only the tip of the iceberg has been revealed. Based on this overview, the authors emphasize SDG 2—Zero Hunger and SDG 12—Responsible Consumption and Production as the most dominant for the food supply chain. In parallel, the achievement of SDG 17—Partnerships for the Goals will enable deeper intertwining of the goals and all stakeholders in the food supply chain continuum. Additional efforts are needed to pave the way for fulfilling the targets of the UN SDGs and exceeding expectations of all stakeholders.

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Section: Scientific Communitymentioning

confidence: 99%

Role of the Food Supply Chain Stakeholders in Achieving UN SDGs

Đjekić

Batlle-Bayer²,

Bala³

et al. 2021

Sustainability

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“…For example, Spanish researchers confirm a direct relationship between the content of students' curricula and their level of preparation for achieving sustainable development goals [9], as well as the formation of a sustainable society through a sustainable education system [10]. Taking into account the results of the research [11,12], it becomes obvious that there is a need to revise both the requirements for educational programs and technologies, with the help of which it is possible to implement sustainable education on a bigger scale. And in this context, the most problematic "zones" when using information and communication technologies are the possibilities of developing emotional intelligence, increasing the level of social responsibility, and the security of communications.…”

Section: Literature Reviewmentioning

confidence: 85%

Distance technologies in sustainable education: the case of Ukraine during the coronavirus pandemic

et al. 2021

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Sustainable education systems in tertiary institutions aim to reduce the negative impact of the COVID-19 pandemic. To identify the readiness of educational institutions for current and future problems, a survey was conducted among a representative number of teachers and students. The purpose is to substantiate the importance of distance technologies for sustainable education in Ukraine. As the result, we’ll have fine tools to select the best distance technologies for education that can fully support academic communication. The conducted studies allowed us to conclude that distance technologies expand the accessibility of sustainable education. However, we also The article identifies problems in the introduction of distance technologies into the system of sustainable education of a technical, organizational and psychological nature. However, the pandemic motivated teachers to actively explore the new possibilities of distance technologies, as well as to implement them in the educational process. The inclusion of online education into classical education makes it possible to expand competencies through specialized training and professional platforms, significantly improving the quality of education. A feature of the spread of distance technologies in Ukraine has become a one-time, large-scale implementation of them in the educational process, which ensures the stability of educational systems in the future.

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“…Sin embargo, se ha evidenciado la necesidad de fomentar un mayor conocimiento en los DEF sobre el significado de sostenibilidad. Si bien es cierto que, desde un punto de vista puramente lingüístico, este término parece hacer mención sobre todo a aspectos medioambientales y económicos, los ODS pretende alcanzar unos ámbitos de actuación mucho más amplios (Chaleta et al, 2021). De hecho, los DEF entrevistados han coincidido en esta relación relacionando los ODS exclusivamente con actuaciones medioambientales.…”

Section: Discussionunclassified

“…Las universidades vienen realizando diversas acciones centradas especialmente en la gestión ambiental de sus campus o en la creación de espacios verdes; sin embargo, una universidad sostenible debe comprometerse con la sostenibilidad en algo más que los programas de ecologización (Scott, 2009), incluyendo nuevas formas de promover un auténtico compromiso con la comunidad y aportando soluciones para el desarrollo sostenible a nivel local, nacional y mundial. Las universidades ocupan un lugar privilegiado en la sociedad y asumen un papel incuestionable en la creación y difusión de conocimiento (Chaleta et al, 2021). A lo largo del tiempo han demostrado ser poderosos motores de innovación local, nacional y mundial (Vilalta et al, 2018).…”

Section: La Formación Del Profesorado Y La Sostenibilidadunclassified

“…Bajo estas dos definiciones (sostenibilidad y desarrollo sostenible) se enmarca el proyecto mundial propuesto por la ONU denominado Agenda 2030 que fue adoptado por los Estados miembros en septiembre de 2015 (ONU, 2015) con la finalidad de lograr un mundo más justo y sostenible (UNESCO, 2014b(UNESCO, , 2016. Para ello se han identificado los problemas más urgentes a los que se enfrenta el mundo, que abarcan aspectos que van desde la erradicación de la pobreza y el hambre hasta estrategias que fomenten el crecimiento económico y atiendan las necesidades sociales, incluyendo la educación, la salud, la protección social y las oportunidades de empleo cambio climático y protección del medio ambiente (Chaleta et al, 2021). La Agenda está constituida por 17 objetivos, con 169 metas que se supervisan con un conjunto de indicadores globales (Eurostat, 2017) y que, en conjunto, son conocidos como los Objetivos de Desarrollo Sostenible (ODS).…”

Section: Introductionunclassified

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¿Qué conocen los profesores de Educación Física sobre los Objetivos de Desarrollo Sostenible? Un estudio cualitativo-exploratorio (What do Physical Education teachers know about the Sustainable Development Goals? A qualitative-exploratory study)

Baena-Morales

Merma-Molina

Martín

2021

Retos

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En el año 2015 la ONU propuso 17 objetivos comunes que debían lograrse en menos de dos décadas. Estos son conocidos como los Objetivos de Desarrollo Sostenible (ODS) y se enmarcan en una estrategia global denominada Agenda 2030. La educación ha sido propuesta como un eje fundamental para el logro de los ODS, siendo todos los componentes del sistema educativo esenciales para contribuir a un mundo más sostenible a nivel económico, social y medioambiental. Concretamente, la Educación Física ha sido descrita como una materia que posee unas características importantes para contribuir al logro de los ODS; sin embargo, en la literatura previa aún no existen investigaciones que evalúen las intervenciones de los docentes de Educación Física (DEF) en sostenibilidad. Para indagar en este ámbito, el presente estudio tiene como objetivo explorar el conocimiento de los DEF sobre los ODS. Para ello, se realiza un estudio cualitativo-exploratorio basado en la entrevista. Doce DEF de Secundaria (seis mujeres) respondieron a ocho preguntas agrupadas en tres dimensiones. La noción del concepto de sostenibilidad, el análisis de las conductas sostenibles realizadas y las consideraciones sobre el valor que tiene la Educación Física para poder contribuir a la adquisición de los ODS. Los resultados mostraron que los DEF conciben la sostenibilidad sobre todo como un problema medioambiental, dejando de lado el aspecto económico y social. Además, mayoritariamente, confirman no realizar ningún tipo de conducta sostenible en clase, limitándose a impartir los contenidos de la materia. Finalmente, señalan al ODS 3 “Salud y bienestar” como el más relacionado con la Educación Física, seguido, de lejos, por los ODS 5 “Igualdad de género” ODS 16 “Paz y justicia social”. Estos resultados permitirán establecer futuras intervenciones e investigaciones destinadas a la mejora de actuaciones docente en el marco de la Educación Física. Abstract. UN set 17 common goals to be achieved in less than two decades in 2015. These are known as the Sustainable Development Goals (SDGs) and are part of a global strategy called Agenda 2030. Education has been proposed as a fundamental element for the achievement of the SDGs, with all components of the education system being essential to contribute to a more economically, socially and environmentally sustainable world. Specifically, Physical Education (PE) has been described as a subject that has important characteristics in achieving the SDGs; however, in previous literature there is still no research aimed at assessing PE teachers' interventions in sustainability. In order to investigate this area, this study aims to explore PEFs' knowledge of the SDGs. For this purpose, a qualitative-exploratory interview-based study was conducted. Twelve secondary school DEFs (six female) responded to eight questions grouped into three dimensions. The concept of sustainability, the analysis of sustainable behaviors and considerations on the value of Physical Education in contributing to the achievement of the SDGs. The results showed that the DEFs conceive sustainability mainly as an environmental issue, leaving aside the economic and social aspects. Furthermore, most of them confirm that they do not engage in any kind of sustainable behavior in class, limiting themselves to teaching the contents of the subject. Finally, they point out SDG 3 "Health and well-being" as the one most related to Physical Education, mentioning SDG 5 "Gender equality" and SDG 16 "Peace and social justice" secondarily. These results will help to establish future interventions and research aimed at improving teaching actions within the framework of Physical Education.

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Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora

Cited by 91 publications

References 16 publications

Role of the Food Supply Chain Stakeholders in Achieving UN SDGs

Role of the Food Supply Chain Stakeholders in Achieving UN SDGs

Distance technologies in sustainable education: the case of Ukraine during the coronavirus pandemic

¿Qué conocen los profesores de Educación Física sobre los Objetivos de Desarrollo Sostenible? Un estudio cualitativo-exploratorio (What do Physical Education teachers know about the Sustainable Development Goals? A qualitative-exploratory study)

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