When relational capabilities walk in education for sustainability scenario

Singh, Ananda Silva; Segatto, Andréa Paula

doi:10.1016/j.jclepro.2020.121478

Cited by 13 publications

(5 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In their study focusing on student-teachers, Nousheen et al (2020) and Bradfield (2009) found that being exposed to sustainability matters during their studies had a positive impact on these teachers eventually integrating sustainability into their curricula. The model presented above further granulates Nousheen et al"s ) argument whereby blending the boundary between the university and the surrounding society potentially increases student engagement but also provides external feedback to the teacher (in line with Cox et al, 1995;Montiel et al, 2020;Singh & Segatto, 2020). Arguably, the most important contribution of the model is to highlight the importance of agency in exploring and framing problems that enables students to critically reflect on what it means to be an active member of any given society as well as what design"s role could be as a societal and environmental catalyst (e.g., Filho et al, 2018;Király & Géring, 2019).…”

Section: Synthesising the Aspects: Design And Agency Intertwinedsupporting

confidence: 56%

Empowering change for future-making: Developing agency by framing wicked problems through design

Lehtonen

Yeow

Chew

2022

Futures

View full text Add to dashboard Cite

Section: Synthesising the Aspects: Design And Agency Intertwinedsupporting

confidence: 56%

Empowering change for future-making: Developing agency by framing wicked problems through design

Lehtonen

Yeow

Chew

2022

Futures

View full text Add to dashboard Cite

“…The literature addressing education for sustainability and its integration into university curricula [46] is growing. Over time, the importance of relational capacities for the successful development of partnerships has been highlighted as a key element in overcoming the challenges of implementing education for sustainability in higher education institutions [47].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Education for Sustainability—Some Bibliometric Insights

Gorski,

Ranf,

Badea

et al. 2023

Sustainability

View full text Add to dashboard Cite

The opportunities and challenges related to sustainability impose not only a societal transformation but also a personal one. Higher Education Institutions (HEIs) have great potential to promote sustainability and shape future generations’ skills, knowledge, thinking, and actions. Addressing environmental, social, and economic pillars, education for sustainable development (ESD), or education for sustainability (EfS), is a catalyst for quality education towards a sustainable future. This paper aims to analyze the state of the art and prevailing trends in the scientific literature pertaining to ESD/EfS. In this regard, specific objectives were established to identify the following: (1) authors’ productivity over time; (2) countries’ contribution and collaboration; (3) the most relevant keywords; and (4) the most prominent themes—in terms of relevance and degree of development. To fulfill the research objectives, quantitative research employing bibliometric analysis was carried out in April 2023. The research data sample was collected from the Web of Science (WoS) database. By conducting the search using a combined topic (“education for sustainable development” OR “education for sustainability”), a total of 2827 documents in English were identified within a timeframe of 33 years (1989–2023). These documents served as the foundation for subsequent data processing, visualization, and analysis using Biblioshiny/Bibliometrix (version R-4.2.0), as well as Excel (version 2309) software. The visualization and analysis focused on examining the most prolific authors and countries, in addition to generating word clouds based on keywords. Moreover, the thematic map that was delineated into four quadrants—Basic, Motor, Niche, and Emerging or Declining themes—provides an overview of the researched subject. ESD—embracing environmental, social, and economic pillars—implies transformative learning, action-oriented pedagogies, and professional development. As a holistic framework, it requires interdisciplinarity, system thinking, critical and experiential thinking, problem-based learning, and the use of 4IR technologies to enhance the teaching-learning process.

show abstract

“…This contribution includes the integration from a holistic approach to Sustainability in each dimension related to HEIs: University governance, education (referring to courses and curricula), research, operations, outreach, assessment, and reporting [17,18]. The integration of the "sustainability" theme in the training process offered by HEIs includes the dimensions related to the "so-called Education for Sustainability (ES), also known as Sustainability Education or even, Education for Sustainable Development (ESD)" [19].…”

Section: Education For Sustainability In Higher Education (Eshe)mentioning

confidence: 99%

Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?

et al. 2020

View full text Add to dashboard Cite

Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.

show abstract

When relational capabilities walk in education for sustainability scenario

Cited by 13 publications

References 34 publications

Empowering change for future-making: Developing agency by framing wicked problems through design

Empowering change for future-making: Developing agency by framing wicked problems through design

Education for Sustainability—Some Bibliometric Insights

Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?

Contact Info

Product

Resources

About