Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training
By Sílvia Albareda-Tiana, Salvador Vidal-Raméntol, Maria Pujol-Valls, M. Fernández-Morilla. Sustainability, 2018
130 citations recorded by the source corpus.
Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquisition need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability and research in Higher Education (HE). The participants taking part in the study are students in pre-service teacher training. The experimental educational model used for the development of competencies in sustainability and research consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that POL is an excellent methodology for developing competencies in sustainability and facilitates the relationship between sustainability and research competencies.
Subfields: Education, Information Systems and Management, Management, Monitoring, Policy and Law
View Paper: https://www.semanticscholar.org/paper/559ebf8edacd237aef457935ade3237da3ae2e7a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Management, Monitoring, Policy and Law
Citations in the corpus
- Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes (2019, background): “The use of rubrics for assessing sustainability competences, developed during problem-oriented programmes, has also been suggested [89].”
- Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University (2019, background): “analyzed how to develop sustainability competencies in future teachers [68].”
- Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy (2019, background): “Two of the core competencies of a holistic dimension (SUST 2 and SUST 4) approved by the General Assembly of the CRUE [9] include the units of competency and the corresponding levels of competency developed within the framework of the EDINSOST project [44].”