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Didactic Strategies to Promote Competencies in Sustainability

Author

Listed:
  • Gemma Tejedor

    (Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain)

  • Jordi Segalàs

    (Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain)

  • Ángela Barrón

    (Departamento de Teoría e Historia de la Educación, Universidad de Salamanca, 37001 Salamanca, Spain)

  • Mónica Fernández-Morilla

    (Didactic of Experimental Science Sustainability and Integral Education Research Group, Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain)

  • M. Teresa Fuertes

    (Didactic of Experimental Science Sustainability and Integral Education Research Group, Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain)

  • Jorge Ruiz-Morales

    (Facultad de Ciencias de la Educación, Universidad de Sevilla, 43013 Sevilla, Spain)

  • Ibón Gutiérrez

    (Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • Esther García-González

    (Departamento de Didáctica, Universidad de Cádiz, 11591 Cádiz, Spain)

  • Pilar Aramburuzabala

    (Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • Àngels Hernández

    (Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain)

Abstract

Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

Suggested Citation

  • Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:7:p:2086-:d:220858
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    References listed on IDEAS

    as
    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    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.
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