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From Life-Skills Research and Training to Sustainability: A Case Study from a Spanish University

Author

Listed:
  • Pilar Posadas de Julián

    (Department of Pedagogy, “Victoria Eugenia” Conservatory of Music of Granada (RCSMVE), Granada and Camilo José Cela University, 28692 Madrid, Spain
    Cívitas-UGR Chair for Sustainability, Innovation and Development, University of Granada, 18002 Granada, Spain)

  • Carmen Verdejo Lucas

    (Cívitas-UGR Chair for Sustainability, Innovation and Development, University of Granada, 18002 Granada, Spain
    Presentia Clinic, Private Hospital in Granada, 18008 Granada, Spain)

  • Belén de Rueda Villén

    (Cívitas-UGR Chair for Sustainability, Innovation and Development, University of Granada, 18002 Granada, Spain)

  • María del Mar Haro-Soler

    (Cívitas-UGR Chair for Sustainability, Innovation and Development, University of Granada, 18002 Granada, Spain
    Department of Translation and Interpreting, University of Granada, 18002 Granada, Spain)

  • José Gijón-Puerta

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Elvira Cámara Aguilera

    (Cívitas-UGR Chair for Sustainability, Innovation and Development, University of Granada, 18002 Granada, Spain
    Department of Translation and Interpreting, University of Granada, 18002 Granada, Spain)

  • Mercedes García de Quesada

    (Cívitas-UGR Chair for Sustainability, Innovation and Development, University of Granada, 18002 Granada, Spain
    Department of Translation and Interpreting, University of Granada, 18002 Granada, Spain)

Abstract

We are currently facing a potential ‘polycrisis’, a critical inflection point that requires a holistic response aimed at building collective foresight and preparedness for short-, medium-, and long-term risks. The role of higher education institutions and social stakeholders is decisive for sustainability goals. This paper presents a case study where academia, governance, and industry have aligned to challenge, inspire, and encourage universities to enhance student growth and bind macro-scale measures leading to a sustainable future. A teaching innovation project has served as a transforming lever, in combination with the private sector, to create a platform that reaches more than 50,000 undergraduate students and teaching staff. This structure, rooted in the 2031 Strategic Plan of the University of Granada, has also served to channel local and regional initiatives, establish effective partnerships with broad social members, raise awareness, and promote actions to advance in the pursuit of Sustainable Development Goals. A comprehensive overview is provided, which details its chronology, materials, results, challenges, impact, and descriptions of the various courses, programs, and actions. The paper concludes with recommendations for future research, policy and cooperation among stakeholders.

Suggested Citation

  • Pilar Posadas de Julián & Carmen Verdejo Lucas & Belén de Rueda Villén & María del Mar Haro-Soler & José Gijón-Puerta & Elvira Cámara Aguilera & Mercedes García de Quesada, 2024. "From Life-Skills Research and Training to Sustainability: A Case Study from a Spanish University," Challenges, MDPI, vol. 15(3), pages 1-21, July.
    • Handle: RePEc:gam:jchals:v:15:y:2024:i:3:p:35-:d:1430950
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    References listed on IDEAS

    as
    1. Arianna Sala & Yves Punie & Vladimir Garkov & Marcelino Cabrera, 2020. "LifeComp: The European Framework for Personal, Social and Learning to Learn key competence," JRC Research Reports JRC120911, Joint Research Centre.
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