Introduction: From a Single Project to a Systemic Approach to Sustainability—An Overview of Developments in Europe

Jucker, Rolf; Mathar, Reiner

doi:10.1007/978-3-319-09549-3_1

Cited by 7 publications

(13 citation statements)

References 4 publications

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“…However, it is worth highlighting how SR has not managed to obtain a clear space for the implementation of active methodologies in the training process of future teachers. These methodologies have mainly focused on the development of a reflective and critical citizenship with the capacity for social transformation in which the Education student is the main agent of change (Jucker and Mathar, 2015).…”

Section: Discussionmentioning

confidence: 99%

Active methodologies and curricular sustainability in teacher training

Valdivia

Palomino

Burgos-Garcia

2023

IJSHE

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Purpose Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education. Design/methodology/approach The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest). Findings This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum. Research limitations/implications One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted. Originality/value This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.

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Section: Discussionmentioning

confidence: 99%

Active methodologies and curricular sustainability in teacher training

Valdivia

Palomino

Burgos-Garcia

2023

IJSHE

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“…As indicated by Murga, the most important element is to include the principles and values of sustainable development in teaching practices and in learning processes [6]. In this sense, the appropriate term in this type of learning process is "curricular sustainability", coined by Jucker and Mathar, given that it is not a question of educating about sustainable development, but rather educating for sustainable development, activating the behaviour that justifies this approach [42].…”

Section: Discussionmentioning

confidence: 99%

“…One of this methodology's most important conditions is the application of cyclical and emergent processes that can be executed in parallel or as a continuum [42]. Hence, on the basis of the planning and the activities proposed in the E.CO KIT and with the analysis and assessment of the effect of the plan of action adapted to the social context in which it is implemented and a methodology of universal learning, in this research project visual thinking makes it possible to obtain significant In this study, the potential of action research of having an impact on teachers' professional development and contributing to the creation of knowledge was the main reason for selecting the action research method, specifically Kemmis and McTaggart's model (1988), the essence of which is based on Dewey's principles, which stress the importance of action learning, and Lewin's, who combines experimental research methods with the objectives of social change and improvement.…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…3. Observation: Faithful to the pillars of action research, the main research technique we used was participant observation, which enabled doing the research on site, in other words in the same place as the teaching exercise, and to obtain real information about the students and their perceptions during the learning processes [42].…”

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confidence: 99%

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Acquisition of Competences for Sustainable Development through Visual Thinking. A Study in Rural Schools in Mixco, Guatemala

et al. 2019

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The acquisition of competences for sustainable development can be promoted in educational contexts through Visual Thinking. This study is based on the implementation of the Visual Arts in Education (VA.E) project and the development of a programme of socialization and training for teachers of schools in area 6 of the city of Mixco in Guatemala. The participant observation and research action are the core methodological tools to study four key competences, namely critical analysis, systemic analysis, collaborative work or work through projects, and commitment to society. The results were obtained from the analysis of the competences and capacities acquired during the training process, in which students and teachers participated and expressed through observable learning conducts or achievements. The proposal aims to contribute to the study of the impact of Visual Thinking as a tool for teaching-learning of students in rural schools, and of teaching practices based on the acquisition of competences for sustainable development that can be assumed by teachers in all educational levels and contexts.

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Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School?

Rundgren,

Yamada

2023

Journal of Education for Sustainable Development

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Education for sustainable development (ESD) has for decades been a focus internationally and has been embraced in the Japanese curriculum since 2008. Given UNESCO’s emphasis on teacher training for ESD and well-established in-service teacher training programmes in Japan, the aim of this study is to explore whether ESD teacher training could help Japanese in-service teachers to implement ESD in school. Semi-structured individual interviews with 12 in-service teachers from primary to lower secondary schools were conducted via Zoom due to the COVID-19 pandemic. It was found that in-service teacher training for ESD had a positive impact on transforming the teachers in both their professional and personal lives. However, challenges remain regarding the promotion of ESD in schools because of lack of common ground with other teaching colleagues and time constrains. The implications of implementing global ESD in schools are discussed.

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Introduction: From a Single Project to a Systemic Approach to Sustainability—An Overview of Developments in Europe

Cited by 7 publications

References 4 publications

Active methodologies and curricular sustainability in teacher training

Active methodologies and curricular sustainability in teacher training

Acquisition of Competences for Sustainable Development through Visual Thinking. A Study in Rural Schools in Mixco, Guatemala

Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School?

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