Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature

Chiba, Mina; Sustarsic, Manca; Perriton, Sara; Edwards, D. Brent

doi:10.1016/j.ijedudev.2020.102337

Cited by 34 publications

(27 citation statements)

References 32 publications

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“…Another review carried out by Alonso-Garcia et al (2019) focuses on articles concerning the application of technology Information and Communication Technologies (ICT) and Virtual Learning Environment (VLE) in teaching practices to embrace SDGs within HEIs. In a similar vein, the review of Chiba et al (2021) points out the positive outcomes of participatory learning, promoting curricula based on students' interests and motivations as effective teaching and learning methods to foster SD. Similarly, Weiss and Barth (2019) scrutinized current research on the implementation of sustainability in curricula across countries.…”

Section: Introductionmentioning

confidence: 99%

“…While there is a growing literature around the activities that universities are undertaking in this regard (Chankseliani and McCowan, 2021), few literature reviews synthesize these scholarly resources. Reviews of this topic have mostly focused on: business schools (García-Feijoo et al, 2020); a single nation (Owusu-Agyeman, 2020); a single university mission (e.g., teaching and not research) (Alonso-Garcia et al, 2019;Chiba et al, 2021;Weiss and Barth, 2019); specific SDGs and issues like safe drinking water (Daly et al, 2021), or as a component of Education for Sustainable Development (and specifically SDG 4.7) (Ferrer-Estévez and Chalmeta, 2021). 1 While they highlight important issues, 1 In more detail, some reviews have a narrow focus.…”

Section: Introductionmentioning

confidence: 99%

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How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

2022

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Universities are rethinking their teaching and research programs and their whole third mission in response to the framework provided by the Sustainable Development Goals (SDGs). But how do universities walk the talk? What are the main strategies and activities undertaken by universities to implement the 2030 Agenda? While the higher education literature has documented the growing number of practices and strategies around SDGs, there have been few attempts to synthesize these scholarly resources. Moreover, the knowledge base revolves around an array of activities, which makes the literature seem fragmented. To fill this gap, the present paper conducts a systematic literature review and derives a method of categorizing activities that can support further knowledge growth. We classified 130 selected papers based on the type of university activities considered (research, teaching, third mission, and managing operations) and the level of the implemented action (macro, meso, and micro). Subsequently, we identified the main gaps in the literature and discussed future research avenues for addressing higher education's role in accomplishing SDGs.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

2022

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“…En las IES se admite que las barreras físicas y comunicativas se han queda atrás, en muchos casos, se percibe en los estudiantes una mayor demanda de compromiso global, un sentido de pertenencia a una comunidad mayor. En los salones de clase los estudiantes abordan, en diferentes asignaturas, problemas internacionales a través de métodos de aprendizaje activos como debates, juegos de rol que los forman para la vida personal y profesional en la complejidad del mundo de hoy (Chiba, 2021).…”

Section: Ciudadanía Globalunclassified

La internacionalización en las Instituciones de Educación Superior, caso UNITESBA Universidad

Troncoso¹,

King²

2021

Up. Ma. Rev.

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Este estudio surge ante la necesidad de ofrecer a los estudiantes experiencias de internacionalización en casa. Describe el diseño e implementación del método de aprendizaje colaborativo internacional en línea entre la Universidad de Arizona y UNITESBA. El proceso demostró que es posible brindar experiencias de internacionalización desde casa y formación de una ciudadanía global. Algunos resultados fueron: 86% manifestó percepción positiva, 42% comunicación fluida, 21% indiferencia

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“…There is a tranche of research showing the positive effects of service-learning on preservice teachers' development (Chiba et al, 2021). Much of this knowledge stems from measuring students' perceptions about teaching within school settings and examining how these experiences yield teaching skills, confidence, and sense of increased efficacy towards teaching (Brown et al, 2021).…”

Section: Service-learning and Teacher Efficacy Researchmentioning

confidence: 99%

Service-Learning Collaboration: Improving Teachers’ Critical-Thinking and Job-Skill Training Using Active Simulation

2021

JHETP

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Mentoring preservice teachers in collaborative instructional practices with public school partners has been a proven and substantiated way to improve their executive functioning and self-regulation skills. This study explores whether a contextually developed set of active-learning simulations in the lecture portion of a teacher education service-learning course can further improve preservice teachers' efficacy in the field. Using mixed-methodology, findings show how preservice teachers respond differently to styles of traditional lecture-style recitation and active-learning simulation and how that translates to working with middle school students. Data shows teachers feel more supported, confident, and positioned for success when engaged with authentic teaching simulations that challenge their approach to be effective managers of diverse student behavior.

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Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature

Cited by 34 publications

References 32 publications

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

La internacionalización en las Instituciones de Educación Superior, caso UNITESBA Universidad

Service-Learning Collaboration: Improving Teachers’ Critical-Thinking and Job-Skill Training Using Active Simulation

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