University Teaching Experiences With Sustainable Development Goals (SDG): Promoting Transversal Competencies in Online Journalism

2021 ◽  
Author(s):  
Ainara Larrondo Ureta ◽  
Iñigo Marauri Castillo ◽  
Koldo Meso Ayerdi ◽  
Jesús A. Pérez Dasilva ◽  
Simón Peña Fernández
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Online Journalism ◽  
Training Experience ◽  
Content Creation ◽  
The Social ◽  
Development Goals ◽  
The University ◽  
The Impact

This article analyses one case of pedagogic innovation in the field of the university teaching of online journalism. The examined initiative has sought to develop Transversal Competencies (TC), useful for emotional, creative training and for creating enterprising future (online) journalists, through multimedia journalistic projects linked to the UNESCO’s Sustainable Development Goals (SDGs). This article describes the educational and professional context within which this innovative training experience is set, and presents results obtained from surveys carried out among the participating students, and from classroom observations that show the impact, reach and interest of the described pedagogic initiative. This work also hopes to be of use for future applications of SDGs in other journalism and communication subjects linked to content creation, along with other training areas and work methodologies within the Social Sciences in which an epistemological “affective turn” is being promoted.

Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review

2021 ◽  
Author(s):  
Antonio Miñán-Espigares ◽  
Claudia-Amanda Juárez-Romero
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Situated Learning ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Teaching Innovation ◽  
The Sustainable Development ◽  
Development Goals ◽  
The University ◽  
Quality Learning

The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.

scholarly journals University collaboration for co-designing sustainable urban areas

2021 ◽  
Vol 301 ◽  
pp. 03002
Author(s):  
Peter Čajka ◽  
Veronica Grebennikova ◽  
Hoang Manh Trung Vu ◽  
Van Tran Ngo
Keyword(s):  
Sustainable Development ◽  
Rural Areas ◽  
Urban Areas ◽  
Sustainable Development Goals ◽  
Labour Force ◽  
Entrepreneurial Activity ◽  
The Sustainable Development ◽  
Development Goals ◽  
The University ◽  
The Impact

Our article tackles the timely and important issue of the university collaboration aimed at shaping up the sustainable urban areas and contributing to their development through the teaching and research. Universities provided qualified labour force, yield novel research solutions and act as hubs for entrepreneurial activity in urban areas. In this article, we show that even though most of the universities are concentrated in large urban centres and capital regions, many of them are located in small rural areas and have a profound effect on them. We also demonstrate the impact of universities on the sustainable development which is done through the sustainable education as well as the R&D approaches. These effects are very relevant for the co-designing of sustainable rural areas that can follow the principles of the United Nations’ Sustainable Development Goals and the green policies imposed by the majority of the local and central governments around the world.

scholarly journals Drivers for Universities’ Contribution to the Sustainable Development Goals: An Analysis of Spanish Public Universities

2020 ◽  
Vol 13 (1) ◽  
pp. 89
Author(s):  
Natividad Blasco ◽  
Isabel Brusca ◽  
Margarita Labrador
Keyword(s):  
Sustainable Development ◽  
Public Universities ◽  
Sustainable Development Goals ◽  
Financial Resources ◽  
The Internet ◽  
The Sustainable Development ◽  
Development Goals ◽  
Spanish Public Universities ◽  
The University ◽  
The Impact

Universities have a critical role in achieving the Sustainable Development Goals (SDGs), both for implementing active policies and for encouraging other actors to participate. This requires having the skills and mind-sets to contribute to these challenges. The relevance and the commitment of universities to sustainability has led to the inclusion of SDGs in the strategies and agendas of these institutions. This requires the involvement of all the actors and some structural and cultural changes that put SDGs at the core of the governance and management of the university, embracing all the stakeholders. Various internal and external factors may influence the impact and success of the policies and activities aiming at achieving the SDGs, both from an overall perspective and for individual SDGs. This paper assesses the influence of some internal factors, such as the presence of universities on the internet, the level of internationalization or the availability of financial resources. Through both regression analyses and the Gephi method, our results confirm the importance of the presence on the internet, the internationalization of the university and the financial resources for research and infrastructure received from regional governments for Spanish public universities to make a greater contribution to SDGs.

El El funcionamiento asambleario como mecanismo de consenso en un proceso de creación grupal (Assembly functioning as consensus mechanisms in the process of group creation)

Retos ◽  
2021 ◽  
pp. 335-344
Author(s):  
Berta Murillo-Pardo ◽  
Inma Canales-Lacruz ◽  
Silvia Lorente-Echeverría ◽  
Ana Corral-Abós
Keyword(s):  
Sustainable Development ◽  
Social Interaction ◽  
Sustainable Development Goals ◽  
Physical Activities ◽  
The Sustainable Development ◽  
The Social ◽  
Development Goals ◽  
Faculty Of Education ◽  
Educación Primaria ◽  
The University

  Este artículo identifica los factores de la interacción social que facilitan y dificultan el proceso de creación grupal en un proyecto interdisciplinar de acrosport denominado “La voz del rehén”. La muestra estuvo formada por 65 alumnos/as –36 hombres y 29 mujeres– con 21.42±1.69 de media de edad de la mención de educación física del Grado de Magisterio de Educación Primaria de la Facultad de Educación de la Universidad de Zaragoza –España–. Cada grupo de creación diseñó y mostró una propuesta de acrosport, la cual fue elaborada durante el transcurso de tres asignaturas de la mención de educación física –actividades físicas de oposición-colaboración; actividades físicas individuales; y actividades físicas artístico-expresivas–. La recogida de datos fue a través de unos informes grupales que fueron cumplimentados sobre la interacción social desencadenada en el proceso de creación grupal. Posteriormente se realizó el análisis de contenido de dichos informes grupales. Para el tratamiento de los datos se utilizó el NVIVO 11. Los resultados mostraron que: a) el funcionamiento asambleario es el principal mecanismo utilizado para el consenso colectivo; b) la pertenencia y el compromiso grupal favorecen los procesos de creación. Abstract. This article outlines the factors of social interaction that facilitate and hamper the process of group creation in an interdisciplinary acrosport project based on sustainable development goals called “The hostage voice”. The sample consisted of 65 students –36 men and 29 women– with an average age of 21.42±1.69 from the physical education module of the of Primary Education Bachelor at the Faculty of Education of the University of Zaragoza -Spain-. Each creation group designed and showed an acrosport proposal based on the sustainable development goals, which was elaborated during the course of three subjects of the mentioned module -physical activities of opposition-collaboration; individual physical activities; and artistic-expressive physical activities-. Data regarding the social interaction triggered by the group creation process was collected through reports filled out by each group. Later, the content analysis of these reports was carried out. For the analysis of the data, the software NVIVO 11 was used. The results showed that: a) the assembly discussion is the main mechanism used for collective consensus, b) the group commitment favours the processes of creation.

scholarly journals Transformative Policies for the Social and Solidarity Economy: The New Generation of Public Policies Fostering the Social Economy in Order to Achieve Sustainable Development Goals. The European and Spanish Cases

2020 ◽  
Vol 12 (10) ◽  
pp. 4059 ◽  
Author(s):  
Rafael Chaves-Avila ◽  
Juan Ramon Gallego-Bono
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Social Economy ◽  
Transformative Change ◽  
Critical Factors ◽  
Solidarity Economy ◽  
Agenda 2030 ◽  
The Social ◽  
Development Goals ◽  
The Impact

The United Nations Agenda 2030 has recognized that Social Economy (SE) entities play an important role in achieving the Sustainable Development Goals (SDG). In order to maximize the impact of the SE, governments have recently deployed new policies regarding these entities. The objective is to understand the context of policy change that has allowed these policies to emerge, their main characteristics and the critical factors in their construction and implementation. Successful policy cases in Europe and Spain have been studied. Qualitative data have been collected through key policy documents, experts, and focus groups. As a main finding, the study shows that this new model of policies exhibits the following features: it focuses on transformative change, follows the public-community partnership governance approach and the mainstream approach in the sense of a broader policy context, and finally, it is innovative in terms of means and of complex systematization of strategies. Difficulties in the implementation of the partnership approach, in the deployment of the policy-mainstreaming approach, and in the acceptance of the SE framed by all policymakers, SE representatives, and government staff, and constraints in financial endowment are the main critical factors in the implementation of these policies.

scholarly journals Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula

2021 ◽  
Vol 13 (16) ◽  
pp. 8967
Author(s):  
Irantzu Álvarez ◽  
Paulo Etxeberria ◽  
Elisabete Alberdi ◽  
Heriberto Pérez-Acebo ◽  
Isabel Eguia ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Civil Engineering ◽  
Project Based Learning ◽  
Point Of View ◽  
Main Role ◽  
Development Goals ◽  
The University ◽  
The Impact ◽  
Final Degree

In the current climate emergency context, many national and international organizations have adopted measures to integrate sustainability and Sustainable Development Goals (SDGs) in all their fields of action. Within education, steps have been taken to incorporate the perspective of sustainability at all levels. This process has also started at the university since it plays a fundamental role in the strategy for the implementation of specific policies to promote sustainability. However, sometimes it is difficult to include this type of knowledge in the curriculum, due to the lack of flexibility of the university structure or the lack of time to cover the syllabus. In this scenario, civil engineering plays a main role as a fundamental activity in the creation of services and infrastructures with a high environmental impact. The objective of this study is to show a multidisciplinary approach to working on sustainability in a transversal way in the civil engineering degree and to analyze the impact that this type of initiative can have from the learning point of view. The study shows a curricular trajectory supported by problem-based learning and project-based learning designed to promote sustainability in the practice of civil engineering. The good results obtained in the evaluation of the project and the growing incorporation of the SDGs in the final degree projects suggest that this methodology can be implemented by other university degrees.

Integrating UNSDG in International School’s Curriculum: Nurturing a Sustainable Society in Malaysia

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 194-212
Author(s):  
Urish Wynton Pillai Thomas ◽  
Dr. Syriac Nellikunnel Devasia ◽  
Dr Parameswaran Subrmanian ◽  
Dr Maria Josephine Williams ◽  
Dr Hanim Norza Baba
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
International Schools ◽  
School Curriculum ◽  
International School ◽  
Full Time ◽  
Sustainable Society ◽  
Development Goals ◽  
The Impact ◽  
Nonparametric Correlation

The purpose of this study is to evaluate the impact of integrating Sustainable Development Goals (SDG) into International School Curriculum, and to adapt Education for Sustainable Development using Ajzen’s theory of planned behaviour, Roger’s diffusion of innovation theory and Stern’s value belief norm (VBN) theory to nurture a sustainable society. The study narrowed five development goals; Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), Sustainable Cities and Communities (SDG 11), Climate Change (SDG 13) and Life on Land (SDG 15) to evaluate the impact towards international school’s curriculum in order to nurture a sustainable society. Data was collected from 105 teachers from 5149 full time teachers in International Schools in Malaysia. The questionnaire focusses on indicators from Sustainable Development Goals and funnelled down to understand whether these indicators will impact the objective of these research, which is to nurture a sustainable society through integrating SDGs in International School Curriculum. The data was analyzed through SPSS application where correlation test were conducted and produce nonparametric correlation results in p<0.001 which indicate a very high significant of relationship between SDGs and sustainable society.

scholarly journals Financial Institutions’ Risk Profile and Contribution to the Sustainable Development Goals

2021 ◽  
Vol 13 (14) ◽  
pp. 7738
Author(s):  
Nicolás Gambetta ◽  
Fernando Azcárate-Llanes ◽  
Laura Sierra-García ◽  
María Antonia García-Benau
Keyword(s):  
Sustainable Development ◽  
Financial Institutions ◽  
Sustainable Development Goals ◽  
Sustainability Reporting ◽  
Risk Profile ◽  
The Sustainable Development ◽  
Corporate Reporting ◽  
2030 Agenda ◽  
Development Goals ◽  
The Impact

This study analyses the impact of Spanish financial institutions’ risk profile on their contribution to the 2030 Agenda. Financial institutions play a significant role in ensuring financial inclusion and sustainable economic growth and usually incorporate environmental and social considerations into their risk management systems. The results show that financial institutions with less capital risk, with lower management efficiency and with higher market risk usually make higher contributions to the Sustainable Development Goals (SDGs), according to their sustainability reports. The novel aspect of the present study is that it identifies the risk profile of financial institutions that incorporate sustainability into their business operations and measure the impact generated in the environment and in society. The study findings have important implications for shareholders, investors and analysts, according to the view that sustainability reporting is a vehicle that financial institutions use to express their commitment to the 2030 Agenda and to higher quality corporate reporting.

scholarly journals Assessing the United Nation’s Sustainable Development Goals in academic libraries

2021 ◽  
pp. 096100062110055
Author(s):  
Clare Thorpe ◽  
Lyndelle Gunton
Keyword(s):  
Sustainable Development ◽  
Academic Libraries ◽  
Sustainable Development Goals ◽  
Societal Implications ◽  
2030 Agenda ◽  
Development Goals ◽  
Library Staff ◽  
Stretch Targets ◽  
The University ◽  
Mapping Exercise

The United Nation’s 2030 Agenda for Sustainable Development identifies 17 goals as a shared blueprint for peace, prosperity, people and the planet. Australian academic libraries have started documenting and planning how academic libraries contribute to the Sustainable Development Goals (SDGs), including the identification of assessment frameworks and key performance indicators. In 2019, the University of Southern Queensland (USQ) Library stepped through an exercise of understanding how our day-to-day work and annual planning targets mapped to the SDGs. The article is a case study. The authors outline how an academic library’s services, projects and action plans were mapped to the SDGs and how the mapping exercise was communicated to the community. The article will situate this activity among the broader approaches being taken by the Australian library community, including the 2030 stretch targets for Australian libraries. USQ Library staff found that existing services, collections and projects correlated to eight of the 17 SDGs. Activities were mapped to these eight goals and reported to senior executive of the University. The mapping exercise increased the awareness of library staff about the broader cultural and societal implications of their roles. The communication strategy led to conversations that increased university leaders’ awareness of the SDGs and the value and impact of USQ Library in improving access to information as well as the library’s role in transforming the lives of USQ students and community. By undertaking an exercise to map collections, services and projects to the SDGs, USQ Library has been able to demonstrate how their knowledge and information infrastructures which enable student achievement and research excellence. The SDGs can be used by university libraries as a benchmarking tool and as a challenge to set stretch targets aligned with the United Nation’s 2030 agenda.

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