Sustainability in Mexican Higher Education: towards a new academic and professional culture

Nájera, Margarita Juárez; Dieleman, Hans; Turpin-Marion, Sylvie

doi:10.1016/j.jclepro.2005.11.049

Cited by 79 publications

(45 citation statements)

References 1 publication

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“…This is aimed at challenging students to participate actively, think critically, and reflect [65]. A switch to alternative methods of teaching can provide a better education for SD [66][67][68].…”

Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

“…A diversity of approaches allows students to employ and develop different learning processes, making them grow as learners and enhancing their skills and capacities to learn and think [64]. Nonetheless, alternative pedagogical approaches to traditional lectures have not yet been not widely utilized in higher education to convey sustainability content [23,67].…”

Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

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Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Merrill²,

et al. 2017

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Abstract:Research into and practice of Higher Education for Sustainable Development (HESD) have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities' curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences.

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Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

Section: Pedagogical Approaches For Sd In Higher Educationmentioning

confidence: 99%

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Merrill²,

et al. 2017

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“…Therefore, focus was not set on formal lectures, but on CSR integration in student-activating teaching methods and exercises. The project team thereby acknowledged the fact that SD integration in curricula requires a reorientation of teaching approaches and methodologies, so that team work, multiand interdisciplinary collaboration and project-based initiatives could be set up [6,18]. For teachers who are not familiar with student-activating methods, an appendix on this subject was added to the manual.…”

Section: Presentation Of the Teacher's Manualmentioning

confidence: 99%

“…In horizontal integration, SD is interwoven within different courses of the curriculum, while vertical integration can be understood as the organization of separate SD courses within the curriculum. Although both options have their own advantages and disadvantages, many authors and institutions (among which Juá rez-Nájera et al [6], Peet et al [7], Roorda [8], UNESCO [9] and Wals & Jickling [10]) are clearly in favor of horizontal integration. They all focus on interdisciplinarity and the necessity of a systemic and holistic approach towards SD.…”

Section: Introductionmentioning

confidence: 99%

Teacher's manual and method for SD integration in curricula

Ceulemans¹,

Prins²

2010

Journal of Cleaner Production

143

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a b s t r a c tAlthough teaching sustainability issues is considered a difficult task, teachers are at the centre of curriculum renewal when directing it more towards sustainability. This article presents a teacher's manual and method for the integration of SD in curricula of higher education as well as an evaluation of their use. The manual is a powerful tool that combines a focus on teacher's capacities for SD integration within their discipline with student-activating teaching methods. Even in institutions where management support is low, it is a valuable means. Because of its generality and flexibility, the method appears to be of great potential as a framework for SD integration.

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“…Diverse research have shown that the role that universities and their faculty play when promoting sustainable practices is key and influences the success of other sustainability programs in society [1][2][3][4][5]. In addition, several universities worldwide have incorporated the sustainability approach to their courses and academic programs to form professionals sensible to environmental protection [1,[6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Solid Waste Management in a Mexican University Using a Community- Based Social Marketing Approach

Vega¹,

Ojeda‐Benítez²,

Aguilar-Virgen³

et al. 2010

TOWMJ

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Waste separation and recycling programs in higher education institutions requires an approach that reach people in different ways. Social marketing approach has proved to be effective in helping reach the desired change for very different initiatives. In this paper is presented a sixteen month experience of a paper and cardboard separation program at the Ensenada Campus of the Autonomous University of Baja California (UABC). Although the support from the University authorities is important, through different experiences it was found that in UABC the programs that work better are the ones that do not depend on the work of personnel but on the participation of students and academic staff. To gain this participation the strategies used in social marketing were used. To date through UABC´s paper and cardboard program the institution has diverted more than six tons of this type of waste from the main waste stream. Based on the evaluation of the program and on the increasing community response, it can be said that the social marketing strategies used in this program were successful.

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Sustainability in Mexican Higher Education: towards a new academic and professional culture

Cited by 79 publications

References 1 publication

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Teacher's manual and method for SD integration in curricula

Solid Waste Management in a Mexican University Using a Community- Based Social Marketing Approach

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