Key competencies in sustainability in higher education—toward an agreed-upon reference framework

Sustainability Science, Journal Year: 2020, Volume and Issue: 16(1), P. 13 - 29

Published: July 28, 2020

Language: Английский

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A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge

Sustainability, Journal Year: 2019, Volume and Issue: 11(10), P. 2832 - 2832

Published: May 17, 2019

The UN Transforming our World: 2030 Agenda for Sustainable Development (herein, 30) and the Goals (SDGs) offer both a set of aspirations kind future we would like to see world suite targets indicators support goal implementation. Goal 4 promotes quality education Target 4.7 specifically addresses Education Sustainability. However, creating monitoring evaluation framework has been challenging. aim this research was develop meaningful assessment process. We used dialogical intervention across complementary expertises piloted concepts in trainer workshop. then developed modified competency framework, drawing on previous models but innovating through addition intrapersonal competencies, self-reflective validation scheme, focus non-formal learning, specific alignment with SDG requirements. Through exploration how such learning could be activated, proposed use multiple intelligences. plays synergistic role achieving embedded within SDGs. concluded that (ESD) will require individuals acquire ‘key competencies’, aligning notions transformational other generic context competencies.

Language: Английский

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The implementation of the SDGs in universities: a systematic review

Environmental Education Research, Journal Year: 2022, Volume and Issue: 28(11), P. 1585 - 1615

Published: May 17, 2022

Currently, in the field of Sustainable Development (SD), one most significant debates is necessary incorporation Goals (SDGs) education and, specifically, higher institutions (HEIs). In process truly integrating SDGs HEIs, it to know and identify what already being done evaluate efficacy or deficiency with which universities are carrying out studies actions integrate SDGs. This systematic review aims respond this claim by analysing recent scientific evidence published period 2015-2020 regarding university context at international level. The results study identify: (1) a general approach on from global dimension reviewed studies, SDG 4 (Education) frequently referenced SDG; (2) area addressed research, followed education; (3) frequent action gathered integration curricular schedule, learning; (4) respect geographic developed, showed four areas (Asia Pacific, America, Africa Europe), European Latin American universities.

Language: Английский

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Educator Competences in Sustainability Education: A Systematic Review of Frameworks

Sustainability, Journal Year: 2020, Volume and Issue: 12(23), P. 9858 - 9858

Published: Nov. 25, 2020

The design and use of competence frameworks models for educators in Sustainability 3iEducation is a growing field study that seeks to guide their professional development while identifying, examining, assessing the competences they need. In this article we conduct systematic review sustainability addressed teachers other shed light on (a) backgrounds analyzed frameworks, (b) conceptual pedagogical approaches towards behind them, (c) different types educators’ included particularly those promote transformational perspectives, (d) strategies applied develop them. We 14 papers out an initial sample 437. Findings show all are developed Europe. Most them rely United Nations Economic Commission Europe (UNECE) framework its guiding approach Education Sustainable Development. A few others critically recognize contradictions even though subscribe within broad approach. most common Critical Thinking, Participation Community, Connections, which have been identified as need face current challenges from critical transformative perspective. However, significantly associated with education such Emotions Management, Futures Achieving Transformation less receive attention terms needed discuss how ways understanding operationalizing these can shape capacities Education. Further research should address provide practical suitable tools education.

Language: Английский

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University teaching staff and sustainable development: an assessment of competences

Sustainability Science, Journal Year: 2020, Volume and Issue: 16(1), P. 101 - 116

Published: Oct. 14, 2020

Language: Английский

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Teacher Education for Sustainable Development: A Review of an Emerging Research Field

Journal of Teacher Education, Journal Year: 2022, Volume and Issue: 73(5), P. 509 - 524

Published: July 3, 2022

Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners address global socio-environmental challenges. To advance the diffusion of this into general education, article offers systematic literature review based on qualitative analysis 158 peer-reviewed publications TESD research. Our results show research growing field characterized by five types inquiry: designing learning environments, understanding learner attributes, measuring outcomes, promoting systems change, and advancing visions field. Major potentials more are its emphasis grand challenges our times, methodologies engage with knowledge diversity (e.g., inter/transdisciplinarity), sustainability science approaches backcasting). We suggest future work builds from strengthen links between enhancing quality education.

Language: Английский

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Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

Sustainability, Journal Year: 2021, Volume and Issue: 13(23), P. 13343 - 13343

Published: Dec. 2, 2021

In order to implement education for sustainable development (ESD), teachers from all subjects need be equipped with ESD-specific professional action competence, including physical (PE) teachers. However, the current state of research on approaches defining teacher competence is complex and there little debate what competences PE in particular ESD. The purpose this study make a theoretical contribution clarifying central concepts link discussion subject PE. We conducted systematic literature review following PRISMA guidelines focus normative work about competences. Twenty-two articles 2008 onwards met inclusion criteria. Subsequently, we applied qualitative content analysis based theoretically derived main categories. revealed more nuanced examination categories knowledge beliefs. motivational orientation self-regulation were found have received less attention analyzed papers. PE-specific aspects not reflected reviewed literature. A refined model suggested it demonstrated how might subject-specific discourses perspective

Language: Английский

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Preparing engineering students for the challenges of the SDGs: what competences are required?

European Journal of Engineering Education, Journal Year: 2022, Volume and Issue: 48(1), P. 1 - 23

Published: Feb. 21, 2022

Despite the emerging discussions about growing role of engineers in achieving Sustainable Development Goals (SDGs), there is a lack agreement on which competences should be prioritised to prepare engineering students resolve future sustainability challenges. This study examined and compared views key stakeholders education (Academics, Employers Students) using twelve focus groups Denmark, Finland, France Ireland. The findings were mapped against identified previous studies highlight gaps opportunities for development. results confirm strong emphasis normative, strategic systems thinking engineering. However, outcomes also acknowledgement anticipatory competence, contradicting oriented perspective required achieve sustainable can used by educators inform programme development implement develop necessary support SDGs.

Language: Английский

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Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development

Environmental Education Research, Journal Year: 2022, Volume and Issue: 28(6), P. 867 - 885

Published: Feb. 20, 2022

This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable (ESD) in four compulsory schools a Swedish municipality. The teachers participated professional program over three school years designed support them implementing ESD. was based on five seminars that supported discuss experiment with the principles, complexities challenges Data collected at different time points strategically planned key moments program, using questionnaire including scales measuring ESD their self-reported practices. Descriptive inferential statistics were used follow evolution across span about years. Results show boosted early but fell back initial levels after confrontation practice. Through further experimentation practice, increased level toward end program. Furthermore, started self-reporting as progressed, correlation between grew. These results highlight importance providing long-term opportunities bringing into own educational also caution against an outcome measure short-term professionalization initiatives.

Language: Английский

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Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

Sustainability, Journal Year: 2020, Volume and Issue: 12(24), P. 10336 - 10336

Published: Dec. 10, 2020

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks developed, and Erasmus+ Project “A Rounder Sense Purpose” (RSP) set out to establish a profound practical framework be used in any European context enable in-service pre-service educators demonstrate their competence ESD. Over course two years at University Vechta, staff training was provided using RSP model as guiding framework. Data were collected through focus group self-assessment survey order answer research question, “Which do university teachers need work with concept ESD higher education how can these developed series workshops?” The results show that all 12 are indeed relevant teaching, but potential developing them into programme is limited. There multiple trigger points settings beneficial necessary development competences. If those conditions not met there limited opportunity applying methods within education.

Language: Английский

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