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The Inclusion of Resilience as an Element of the Sustainable Dimension in the LOMLOE Curriculum in a European Framework

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Listed:
  • Elisa Gavari-Starkie

    (Department of History of Education and Comparative Education, National Distance Education University (UNED), 28015 Madrid, Spain)

  • Josep Pastrana-Huguet

    (Consell Insular de Menorca, Balearic Islands, 07769 Menorca, Spain
    International Doctoral School of the UNED (EIDUNED), 28040 Madrid, Spain)

  • Inmaculada Navarro-González

    (Department of Research Methods and Diagnosis in Education, National Distance Education University (UNED), 28015 Madrid, Spain)

  • Patricia-Teresa Espinosa-Gutiérrez

    (International Doctoral School of the UNED (EIDUNED), 28040 Madrid, Spain)

Abstract

This article provides the research community with a conceptual framework from a historical perspective of the impulse of education sustainability in the official international literature. In addition, the United Nations International Conferences held on Japanese territory in order to foster education for risk reduction and for training resilient individuals and communities are analyzed. The study of the content of both approaches, education for sustainability and education for risk reduction, constitute an innovative approach especially relevant after the pandemic caused by the COVID-19 crisis. The article advances with a historical analysis of the use of the concept of resilience in the European Institutions’ official documents. Our findings show that it is particular after 2015 when resilience is linked to sustainability. Before this, the European approach was mostly linked to food crises and emergencies. The article offers a synthesis of the global and European approaches in tables so that we can compare the progress in the United Nations discourse and the European Union one. In this conceptual framework, we offer a contribution to the debate for European national education systems. In particular, we offer contribute to the debate of the Organic Law LOMLOE approved in Spain in 2020, in which education for sustainability is strongly considered but not so much resilience education. The article intends to contribute to the inclusion of resilience as an element of the curriculum linked to the education for sustainability.

Suggested Citation

  • Elisa Gavari-Starkie & Josep Pastrana-Huguet & Inmaculada Navarro-González & Patricia-Teresa Espinosa-Gutiérrez, 2021. "The Inclusion of Resilience as an Element of the Sustainable Dimension in the LOMLOE Curriculum in a European Framework," Sustainability, MDPI, vol. 13(24), pages 1-17, December.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:24:p:13714-:d:700630
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    References listed on IDEAS

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    1. Paolo Rizzi & Paola Graziano & Antonio Dallara, 2018. "A capacity approach to territorial resilience: the case of European regions," The Annals of Regional Science, Springer;Western Regional Science Association, vol. 60(2), pages 285-328, March.
    2. Belmonte-Ureña, Luis Jesús & Plaza-Úbeda, José Antonio & Vazquez-Brust, Diego & Yakovleva, Natalia, 2021. "Circular economy, degrowth and green growth as pathways for research on sustainable development goals: A global analysis and future agenda," Ecological Economics, Elsevier, vol. 185(C).
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    Cited by:

    1. Sara Núñez-Sánchez & Maria João Valente, 2023. "Sustainable Development Goals and Climate Change in Spanish Technology Disciplines’ Curricula: From LOMCE to LOMLOE," Sustainability, MDPI, vol. 15(13), pages 1-16, June.

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