dc.creator | Busquets, Pere | es |
dc.creator | Segalas, Jordi | es |
dc.creator | Gomera, Antonio | es |
dc.creator | Antúnez, Miguel | es |
dc.creator | Ruíz Morales, Jorge | es |
dc.creator | Albareda Tiana, Silvia | es |
dc.creator | Miñano, Rafael | es |
dc.date.accessioned | 2022-06-28T17:44:56Z | |
dc.date.available | 2022-06-28T17:44:56Z | |
dc.date.issued | 2021-07 | |
dc.identifier.citation | Busquets, P., Segalas, J., Gomera, A., Antúnez, M., Ruiz Morales, J., Albareda Tiana, S. y Miñano, R. (2021). Sustainability education in the Spanish higher education system: faculty practice, concerns and needs. Sustainability, 13 (15), 1-14. | |
dc.identifier.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/134772 | |
dc.description.abstract | This article presents the results of the EDINSOST project in relation to the university
faculty’s practice concerns and the need to embed sustainability education in the Spanish Higher
Education system. Four questions were devised to determine (1) which conceptions the university
faculty has about sustainability in the context of the Spanish higher education (2) what sustainability
competencies the university faculty holds (3) the ways in which sustainability teaching strategies are
implemented and (4) the ways in which practical coursework related to sustainability is undertaken
in a Spanish university context. The methodology that was applied was comprised of a discourse
analysis of faculty focus groups. To that end, a category system and a focus group implementation
protocol were designed and validated, as well as processes of construct elaboration based on the
analysis of the focus groups’ discourses. Among the most relevant contributions stemming from
the research questions regarding the faculty’s assumptions was the evidence that the holistic conception of sustainability is not addressed in all its dimensions and the environmental dimension
is overemphasised. The need for training to teach sustainability competencies and the faculty’s
lack of awareness were also identified. As far as sustainability teaching strategies are concerned,
project-based learning prevails, with service-learning emerging as the most effective strategy, even
though its application is hindered by faculty training gaps. Finally, the absence of sustainability in
teaching guides and study plans and the scarce institutional support for establishing sustainability as
a strategic subject in the university were significant findings. | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Sustainability, 13 (15), 1-14. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Sustainability | es |
dc.subject | Sustainable development | es |
dc.subject | Education for sustainable development | es |
dc.subject | Higher education | es |
dc.subject | University faculty’ perception | es |
dc.subject | Focus groups | es |
dc.title | Sustainability education in the Spanish higher education system: faculty practice, concerns and needs | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales | es |
dc.relation.publisherversion | https://doi.org/10.3390/su13158389 | es |
dc.identifier.doi | 10.3390/su13158389 | es |
dc.journaltitle | Sustainability | es |
dc.publication.volumen | 13 | es |
dc.publication.issue | 15 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 14 | es |