Place-Based Education: Una Estrategia Para La Sostenibilización Curricular De La Educación Superior

Abstract

Tabla 1. Revistas y editoriales que han difundido las experiencias analizadas Publicaciones Factor de impacto (2017) Revistas científicas en SJR

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

“…With regard to the second objective, the results lead us to conclude that the ECO method helps to transform students, providing them with a more well-rounded and socially-aware education, as other studies indicate [3,11,22]. An education in which the development of competencies is especially present.…”

“…Since the implementation of the Bologna Process and the European Higher Education Area (EHEA), universities have become more focused on teaching by competencies and less on the transmission of scientific knowledge as stand-alone content [1]. Education has now gone beyond the role of teaching basic instrumental skills, such as reading and writing, to also include the acquisition of practical and social skills, and empower people throughout their life cycle [2][3][4].…”

“…However, teachers sometimes show certain limitations in incorporating this model into the reality of the classroom [11]. Firstly, there are barriers in the educational institution itself [3]. Additionally, they have to cope with a research and bureaucratic workload that reduces the time they have to provide quality teaching [12].…”

“…Some examples of student-based methodologies are service-learning, place-based education, problem-based learning and project-based learning. The use of these inductive methodologies fosters student interest and motivation, improves critical and reflective capacity, develops social skills, and empowers ethnic minorities [ 3 , 21 – 23 ]. They also have a positive effect on the assimilation of theoretical content [ 24 ].…”

Principales aspectos metodológicos en el estudio del estrés laboral en personal universitario: Una revisión sistemática

“…Se consideran agentes de cambio que poseen compromiso para afrontar, mediante la educación, los retos que se planteen poniendo en marcha las estrategias pedagógicas para que el estudiantado adquiera conocimientos ambientales y desarrolle un pensamiento crítico, sistémico y complejo de la realidad (Sánchez-Contreras & Murga-Menoyo, 2019). Sin embargo, su exigencia laboral va en aumento pues se esperan mejores resultados en el menor tiempo posible, generando en ellos baja autoestima y sensación de fracaso (González & Orta, 2016); sumado a ello, el tipo de universidad podría ser un factor que influye en la diferencia de niveles de carga de trabajo y de funciones en dicha población (Yousefi & Kanesan, 2019).…”