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Sustainability in the University: A Study of Its Presence in Curricula, Teachers and Students of Education

Author

Listed:
  • Carmen Solís-Espallargas

    (Faculty of Education, Universidad de Sevilla, 41013 Sevilla, Spain)

  • Jorge Ruiz-Morales

    (Faculty of Education, Universidad de Sevilla, 41013 Sevilla, Spain)

  • Dolores Limón-Domínguez

    (Faculty of Education, Universidad de Sevilla, 41013 Sevilla, Spain)

  • Rocío Valderrama-Hernández

    (Faculty of Education, Universidad de Sevilla, 41013 Sevilla, Spain)

Abstract

This work forms part of the R + D + i ‘Training project in Spanish universities for professionals as agents of change in order meet the challenges facing society’ (Educación e Innovación Social para la Sostenibilidad (EDINSOST) 2017–2019). The purpose is to analyse the presence of sustainability in terms of curriculum content and training in competence for students, teachers and the curricula of Science of Education degree courses at the University of Seville. In this context, the curricula of the Degree in Early Childhood Education, Primary Education and Pedagogy have been analysed. Two questionnaires have been drawn up, and four reflection groups have been created—in which, a total of 49 teachers and 170 students have participated. The results show that there is a low presence of sustainability in Science of Education degree courses. The teachers express the opinion that they are engaged in sustainable initiatives and have an interest in ethical models. The students express a high degree of interest in receiving sustainability training. Findings provide information for introducing innovation into the university curriculum and the training of teachers and students in order to improve their competency in sustainability.

Suggested Citation

  • Carmen Solís-Espallargas & Jorge Ruiz-Morales & Dolores Limón-Domínguez & Rocío Valderrama-Hernández, 2019. "Sustainability in the University: A Study of Its Presence in Curricula, Teachers and Students of Education," Sustainability, MDPI, vol. 11(23), pages 1-14, November.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:23:p:6620-:d:290169
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    References listed on IDEAS

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    1. 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.
    2. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    3. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    4. Stephen Sterling & Ian Thomas, 2006. "Education for sustainability: the role of capabilities in guiding university curricula," International Journal of Innovation and Sustainable Development, Inderscience Enterprises Ltd, vol. 1(4), pages 349-370.
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    Cited by:

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    2. Jennifer Maria Krah & Julian Reimann & Heike Molitor, 2021. "Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula," Sustainability, MDPI, vol. 13(7), pages 1-32, April.
    3. Mirriam Sampa Moonga & Charles Namafe & Bernard Chileshe, 2022. "Sustainability Model for Integrating Green Concepts and Practices into the Curricula of Tourism and Hospitality Training Institutions in Zambia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(7), pages 709-715, July.
    4. Pere Busquets & Jordi Segalas & Antonio Gomera & Miguel Antúnez & Jorge Ruiz-Morales & Silvia Albareda-Tiana & Rafael Miñano, 2021. "Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs," Sustainability, MDPI, vol. 13(15), pages 1-14, July.
    5. Delfín Ortega-Sánchez & Almudena Alonso-Centeno & Miguel Corbí, 2020. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers," Sustainability, MDPI, vol. 12(14), pages 1-10, July.
    6. Fermín Sánchez-Carracedo & David López & Carme Martín & Eva Vidal & Jose Cabré & Joan Climent, 2020. "The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees," Sustainability, MDPI, vol. 12(14), pages 1-24, July.
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    8. 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.

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