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Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Author

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  • Delfín Ortega-Sánchez

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
    Integrated Science Association (ISA), Universal Scientific Education and Research Network (USERN), USERN Junior Ambassador in Spain.)

  • Almudena Alonso-Centeno

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

  • Miguel Corbí

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

Abstract

In this paper, representations of Spanish Secondary Education trainee teachers ( n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:14:p:5551-:d:382489
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    References listed on IDEAS

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    1. Leire Agirreazkuenaga, 2019. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community," Sustainability, MDPI, vol. 11(5), pages 1-17, March.
    2. Thao Phuong Nguyen, 2019. "Reviewing Vietnam Geography Textbooks from an ESD Perspective," Sustainability, MDPI, vol. 11(9), pages 1-16, April.
    3. Fengtao Guo & Joseph Lane & Yushan Duan & Joseph P. Stoltman & Olga Khlebosolova & Hao Lei & Weiguo Zhou, 2018. "Sustainable Development in Geography Education for Middle School in China," Sustainability, MDPI, vol. 10(11), pages 1-27, October.
    4. 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.
    5. Pilar Aznar & María Calero & María Pilar Martínez-Agut & Olga Mayoral & Àngels Ull & Victoria Vázquez-Verdera & Amparo Vilches, 2018. "Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València," Sustainability, MDPI, vol. 10(11), pages 1-14, November.
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    Cited by:

    1. Fabio Caputo & Rossella Leopizzi, 2021. "Achieving Sustainable Development Goals (SDGs) among Walking and Talking," Sustainability, MDPI, vol. 13(5), pages 1-4, February.

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