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Education for Sustainable Development: Challenges for Postgraduate Programmes

Author

Listed:
  • Ángel Acevedo-Duque

    (Programa Doctorado Ciencias Sociales, Universidad Autónoma de Chile, Santiago 7500912, Chile)

  • Carmen Jiménez-Bucarey

    (Vice-Rectorate of Quality Assurance, Universidad Andrés Bello, Santiago 7550000, Chile)

  • Tohtli Prado-Sabido

    (Faculty of Accounting and Administration, Autonomous University of Sinaloa, Culiacan 80020, Mexico)

  • Mirtha Mercedes Fernández-Mantilla

    (Facultad de Ciencias de la Salud, Escuela de Psicología, Universidad César Vallejo, Trujillo 13001, Peru)

  • Irene Merino-Flores

    (Escuela de Posgrado, Universidad César Vallejo, Trujillo 13001, Peru)

  • Sandra Sofía Izquierdo-Marín

    (Programa de Estudio de Psicología, Facultad de Medicina Humana, Universidad Privada Antenor Orrego, Trujillo 13011, Peru)

  • Nicolás Valle-Palomino

    (Facultad de Ciencias de la Salud, Escuela de Psicología, Universidad César Vallejo, Trujillo 13001, Peru)

Abstract

As the world faces progressive and interconnected global crises and conflicts, the educational expectations set out in the 2030 Agenda for Sustainable Development are in jeopardy. With the COVID-19 pandemic in its third year, the war in Ukraine has exacerbated the food, energy, humanitarian, and refugee crises, all against the backdrop of an unfolding climate emergency. The aim of this research is to analyse the challenges faced by postgraduate programmes in training human talent for sustainable development on the basis of Grounded Theory. To do so, we have used a dialogical intervention through the complementary experiences of authorities of higher-education institutions that live day by day for a fair, quality, and sustainable education. With a naturalistic qualitative method, where the hermeneutic analysis procedure is structured in five phases, and with data from key informants from 9 countries, 20 interviews are obtained with key informants in Latin American and Spanish universities during 2021, according to inclusion criteria such as: belonging to a higher-education institution, with a doctorate degree, with more than 10 years of experience in management, and training in postgraduate programmes. The data are processed through ATLAS.ti9, which allows for the analysis of the key informants’ discourses. The findings show that the university institutions that currently offer postgraduate programmes are considering improving the quality of education; the first challenge is to redesign the curricula according to the demands of the current and future world, incorporating technological resources and knowledge of the environment; inter- and transdisciplinary curricula that form enterprising postgraduates with a solid ethical life project; critical, complex, and systemic thinking.

Suggested Citation

  • Ángel Acevedo-Duque & Carmen Jiménez-Bucarey & Tohtli Prado-Sabido & Mirtha Mercedes Fernández-Mantilla & Irene Merino-Flores & Sandra Sofía Izquierdo-Marín & Nicolás Valle-Palomino, 2023. "Education for Sustainable Development: Challenges for Postgraduate Programmes," IJERPH, MDPI, vol. 20(3), pages 1-15, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:3:p:1759-:d:1039741
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    References listed on IDEAS

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    1. Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & María Mendoza-Muñoz & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience," IJERPH, MDPI, vol. 19(9), pages 1-12, May.
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    6. K. E. K. Vimal & Jayakrishna Kandasamy & Angel Acevedo Duque, 2021. "Integrating sustainability and remanufacturing strategies by remanufacturing quality function deployment (RQFD)," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 23(9), pages 14090-14122, September.
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