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Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

Author

Listed:
  • Sílvia Albareda-Tiana

    (Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain)

  • Esther García-González

    (Faculty of Education, Universidad de Cádiz, 11519 Cádiz, Spain)

  • Rocío Jiménez-Fontana

    (Faculty of Education, Universidad de Cádiz, 11519 Cádiz, Spain)

  • Carmen Solís-Espallargas

    (Facultad de Educación, Universidad de Sevilla, 41013 Sevilla, Spain)

Abstract

Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

Suggested Citation

  • Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:18:p:4927-:d:265587
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    References listed on IDEAS

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    5. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
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    5. Siti Nur Diyana Mahmud & Hazrati Husnin & Tuan Mastura Tuan Soh, 2020. "Teaching Presence in Online Gamified Education for Sustainability Learning," Sustainability, MDPI, vol. 12(9), pages 1-17, May.
    6. Rafael de Miguel González & María Sebastián-López, 2022. "Education on Sustainable Development Goals: Geographical Perspectives for Gender Equality in Sustainable Cities and Communities," Sustainability, MDPI, vol. 14(7), pages 1-19, March.
    7. Silvia Lorente-Echeverría & Inma Canales-Lacruz & Berta Murillo-Pardo, 2022. "The Vision of Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach," Sustainability, MDPI, vol. 14(18), pages 1-16, September.
    8. Esther García-González & Rocío Jiménez-Fontana & Pilar Azcárate, 2020. "Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge," Sustainability, MDPI, vol. 12(18), pages 1-19, September.
    9. Miguel Jesús López Serrano & Rafael Guerrero Elecalde, 2022. "Narratives as a Didactic Resource in the Social Sciences to Teach Sustainable Development: A Study with Primary Education Students," Sustainability, MDPI, vol. 14(13), pages 1-15, June.
    10. Andrea Corres & Marco Rieckmann & Anna Espasa & Isabel Ruiz-Mallén, 2020. "Educator Competences in Sustainability Education: A Systematic Review of Frameworks," Sustainability, MDPI, vol. 12(23), pages 1-24, November.
    11. Zaira-Jazmín Zárate-Santana & María-Carmen Patino-Alonso & Ana-Belén Sánchez-García & Purificación Galindo-Villardón, 2021. "Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    12. Carmen Solís-Espallargas & Hortensia Morón-Monge, 2020. "How to Improve Sustainability Competences of Teacher Training? Inquiring the Prior Knowledge on Climate Change in Primary School Students," Sustainability, MDPI, vol. 12(16), pages 1-17, August.
    13. Masami Yoshida, 2022. "Effects of Using World Indicators for Online ESD Learning," Sustainability, MDPI, vol. 14(21), pages 1-17, October.
    14. Siti Fatimah Abd Rahman & Melor Md Yunus & Harwati Hashim, 2021. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning," Sustainability, MDPI, vol. 13(15), pages 1-13, July.
    15. Kifah Imara & Fahriye Altinay, 2021. "Integrating Education for Sustainable Development Competencies in Teacher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.

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