Perceived interest in learning sustainability competencies among higher education students

Hyytinen, Heidi; Laakso, Senja; Pietikäinen, Janna; Ratvio, Rami; Ruippo, Lotta; Tuononen, Tarja; Vainio, Annukka

doi:10.1108/ijshe-06-2022-0198

Cited by 9 publications

(3 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, studies that come to the fore in the field literature focusing on sustainable awareness and environmental sensitivity within the scope of sustainable development (Hassan et al, 2010;Erkal et al, 2011;Kavaz & Öztoprak, 2019;Коstenko & Kuzmenko, 2021;Yılmaz et al, 2022;Hyytinen et al, 2023) are reflected in the results of this research.…”

Section: Discussion and Resultsmentioning

confidence: 75%

The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

Tural,

Turan

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

In light of the changes and developments that have gained momentum in the 21st century, it is emphasized that the development process should be made sustainable and functional in today's rapidly globalizing societies. As a part of social life, it is important for individuals to adapt to sustainability. Within the scope of sustainable development goals, the issue of a sustainable environment for sustainable societies also comes to the fore. In this context, qualified education is emphasized for individuals and societies with sustainable awareness and awareness of environmental sensitivity. As a matter of fact, it is noteworthy that it is necessary to determine the levels of sustainable awareness and environmental awareness for sustainable development of teacher candidates who will be the educational veterans of the future. This study aims to examine the relationship between teacher candidates' sustainable awareness and environmental awareness levels for sustainable development. The research process was carried out with the relational screening model, which is one of the quantitative research methods, in accordance with the purpose and content of the study. In this study, the ‘Sustainable Consciousness Scale' prepared by Michalos et al. (2012), adapted by Yüksel & Yıldız (2019), and the ’Environmental Sensitivity Scale’ prepared by Yeşil & Turan (2020) were used. The data obtained were analyzed with the statistical analysis program. According to the descriptive statistics, it was seen that none of the data showed normal distribution, and group comparisons were made with the Mann-Whitney U test and Kruskal Wallis tests. As a result, it is understood that sustainable awareness and environmental awareness awareness levels for sustainable development are interrelated and reflected in the opinions of teacher candidates. It is thought that sustainable awareness and environmental awareness can be implemented by designing purposeful activities in schools to encourage the transformation of sustainable awareness and environmental awareness levels into behavior in individual and social life and that sustainable awareness and environmental awareness can be discussed in different education forums to support sustainable society.

show abstract

Section: Discussion and Resultsmentioning

confidence: 75%

The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

Tural,

Turan

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Students' SDK relies on other moderators such as environmental values (Qazi et al, 2021), student engagement (Cogut et al, 2019), institutional support (Lukman et al, 2020). Interest in learning sustainability competencies tended to differ among different programs, majors and fields which were found by (Hyytinen et al 2023) in their studies. This clearly testifies that LTI play little role in guiding the acquisition of SDK.…”

Section: Implications Conclusion and Future Researchmentioning

confidence: 99%

Interweaving students’ key sustainability competencies with sustainability development knowledge (SDK)

Yeo,

Tay,

Lim

et al. 2023

JBFEM

View full text Add to dashboard Cite

This study aims to determine to what extent the essential sustainability competencies of students support and enable the University to achieve the United Nation’s Sustainability Development Goals (UN SDGs). The students’ awareness and knowledge of SDGs are pertinent and essential to be prepared and equipped for their future working life. Design/methodology/approach - A case study using an online survey collected 320 respondents. SPSS and Smart-PLS were employed as statistical packages to analyze the collected data. Two primary competencies, specifically interpersonal and normative abilities, showed a significant direct correlation with knowledge in sustainable development. However, neither the students' academic performance appeared to act as a mediating factor, nor did educational initiatives related to learning and teaching serve as moderators influencing the connection between these key competencies and their knowledge in sustainable development. The results can be used as a guide for subject and program instructors to incorporate the necessary sustainability competencies. They may also aid policymakers in crafting policies and procedures focusing on crucial sustainable skills, considering their potential application in selecting and recruiting human resources. This study contributes to the existing literature by validating that students who possess interpersonal skills (such as collaborating sustainably with team members) and normative competencies (like introducing and implementing novel sustainability concepts and ideas) will enhance their awareness and understanding of sustainability. Therefore, it emphasizes the need for well-designed courses, programs, and curricula to prioritize these two crucial competencies.

show abstract

“…Recent studies have shown how students perceived critical thinking as one of the most interesting aspects of sustainability (Hyytinen et al, 2023). However, critical thinking, Critical and systemic thinking despite being a seminal objective of Higher Education (Puig et al, 2019), has been poorly developed in the field of PE.…”

Section: Competence In Critical Thinkingmentioning

confidence: 99%

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

Baena-Morales

Merma-Molina

Férriz-Valero

2023

IJSHE

View full text Add to dashboard Cite

Purpose The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs. Design/methodology/approach A conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”. Findings Strategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs. Practical implications This study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability. Social implications Physical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups. Originality/value This document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

show abstract

Perceived interest in learning sustainability competencies among higher education students

Cited by 9 publications

References 57 publications

The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

Interweaving students’ key sustainability competencies with sustainability development knowledge (SDK)

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

Contact Info

Product

Resources

About