Self-counciousness competence as driver of innovation and environmental commitment in higher education students

Buil, Marian; Masferrer, Núria; Patau, Josep; Pérez, Albert-P. Miró

doi:10.1108/ijshe-03-2020-0083

Cited by 15 publications

(8 citation statements)

References 72 publications

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“…A particular example is the relationship found in the study conducted by Fabregá et al [13]. In that research, a positive relationship is statistically demonstrated between self-knowledge, innovation and environmental commitment to promote sustainable development.…”

Section: Analysesmentioning

confidence: 84%

The Sustainable Development Goals Applied to the Future of Design Education

Martínez-Villagrasa¹,

Menéndez-Varela²

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

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The current social situation makes designers face increasingly complex challenges, closely linked to environmental and social issues. Design education has to respond to this, since design competencies are required to manage them. In this context, the present research studies how designers face these challenges under a competency approach. This paper relates the designer's competencies to the 17 Sustainable Development Goals (SDGs) and the action guide proposed by the UUEE with the 2030 Agenda for Sustainable Development.From this perspective, the competencies that designers acquire during their training must be aligned with the SDGs. However, recent research indicates that design students have competency gaps when working in social, environmental or sustainable design processes [1] [2]. In traditional education, core competencies for sustainability, such as Integrated Problem-solving, Strategic or Critical thinking, according to UNESCO 2019 Sustainable Key Competencies, are not considered particularly important. However, they are fundamental competencies defined in previous research on Design Creative Competencies. Moreover, authors point out that applying the competency approach to sustainability is relevant to solve real social challenges and opportunities [3]. That is why this article proposes a parallelism between designers' competencies, in other words, those they use when developing creative processes, and the SDGs. It is also required to analyse the competencies that enable them to solve problems 'with respect to realworld sustainability problems, challenges, and opportunities ' [4]. This context leads to innovative questions about design students' curricular profile in the 21 st century.

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Section: Analysesmentioning

confidence: 84%

The Sustainable Development Goals Applied to the Future of Design Education

Martínez-Villagrasa¹,

Menéndez-Varela²

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

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“…, 2019). In a similar dimension, Fabregá et al. (2020) demonstrate that there is a positive connection between innovation, the entrepreneurial skill of self-consciousness and environmental commitment.…”

Section: Development Of Hypothesesmentioning

confidence: 91%

Green entrepreneurship in Saudi Arabia: shaping the landscape of the greener economy

Abdelwahed,

Al Doghan,

Saraih

et al. 2023

JSBED

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PurposeEntrepreneurship is one of the pillars of economic development and helps to green the economy. This study investigates the factors that affect green entrepreneurship (GE) in small- and medium-sized enterprises (SMEs) in Saudi Arabia.Design/methodology/approachUsing quantitative modes, this study's findings are based on 334 valid cases from Saudi Arabian SME employees.FindingsUsing path analysis, this study’s findings reveal that green entrepreneurial skills (GES), green opportunities (GOs), entrepreneurial motivation (EM), green incentives (GIs), availability of capital (AoC) and green entrepreneurial self-efficacy (GESE) have positive and significant effects on GE. Moreover, GESE mediates GE's relationships with GES, GOs, EM, GIs and AoC.Practical implicationsThis study's findings support the development of green business practices in terms of green business planning, training and skills. The research provides opportunities for green businesses. Policymakers and SME authorities would benefit from this study's findings in producing green goods and services.Originality/valueThis study empirically confirms the role of various factors such as GESE and GE among Saudi Arabian SMEs.

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“…As a result of the study, the role of educational and production practices in the professional training of students and the formation of their environmental competence is emphasized. The study (Fabregá M.B. et al, 2020) is based on the analysis of the relationship between entrepreneurial abilities and The study found a significant positive relationship between autonomy and intercultural competence, as well as environmental mastery and social support.…”

Section: Literature Reviewmentioning

confidence: 99%

Principles for Training Students in Circular Economy Skills: Pedagogical and Ecological Areas

Melnychenko,

Pohrebniak,

Kostiunik

et al. 2024

RDLUZ

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The purpose of the study is to substantiate the principles of the formation of students' competencies in the circular economy in the pedagogical and ecological aspect, taking into account the achievement of the sustainable development goals. The methodological basis of the research is the systematic approach, which in pedagogy is aimed at revealing the value of pedagogical objects, identifying their various forms, components, types and relationships between them, which makes it possible to present the acquisition of competences among students for activities in the conditions of the circular economy as a whole presentation of actions using various forms, methods, means of teaching students in heigher education institutions. In the article, the epistemology of social challenges in the direction of achieving the sustainable development goals due to the implementation of the principles of the circular economy and the need in this context for the formation of relevant competencies of students of higher education institutions is substantiated. The characteristics that should correspond to the competence of the circular economy according to the characteristics of the integrated quality of the individual have been determined. The components that form the competences of the circular economy have been identified, which include: axiological, cognitive, practical-technological, and institutional.

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Self-counciousness competence as driver of innovation and environmental commitment in higher education students

Cited by 15 publications

References 72 publications

The Sustainable Development Goals Applied to the Future of Design Education

The Sustainable Development Goals Applied to the Future of Design Education

Green entrepreneurship in Saudi Arabia: shaping the landscape of the greener economy

Principles for Training Students in Circular Economy Skills: Pedagogical and Ecological Areas

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