scholarly journals Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches

2019 ◽  
Vol 11 (6) ◽  
pp. 1602 ◽  
Author(s):  
Rodrigo Lozano ◽  
Maria Barreiro-Gen ◽  
Francisco Lozano ◽  
Kaisu Sammalisto
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Social Dimension ◽  
Considerable Progress ◽  
Correlation Analyses ◽  
The Social ◽  
European Higher Education ◽  
Pedagogical Approaches

There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences.

Edges of sustainability through numbers, themes and discourse

2017 ◽  
Vol 19 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Mustafa Öztürk
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Social Dimension ◽  
Decent Work ◽  
Content Type ◽  
Postgraduate Research ◽  
Key Terms ◽  
Theses And Dissertations

Purpose The purpose of this paper is to identify critical gaps in the conceptualization and interpretation of sustainability by investigating the postgraduate research (theses and dissertations) conducted with a reference to sustainability in Turkish higher education institutions and synthesizing the underlying themes and trends pertaining to sustainability issues in the local discourse. Design/methodology/approach The study adopts a mixed-method design. The sample (n=343) consists of the theses and dissertations conducted over a ten-year period in Turkish universities. Data analysis procedures include a quantitative investigation through numbers to address the level of value attached to postgraduate research on sustainable development; a content analysis on the focus and scope of each study to determine prevalent sustainability themes and dimensions frequently addressed in the studies; and a collocation analysis conducted on the texts of the studies to depict linguistic and cultural connotations of sustainable development in the local discourse and key terms that frequently collocate with sustainable development in the Turkish context. Findings Neither a sufficient number of direct references to sustainability nor a substantial increase in the number of studies throughout the decade is depicted. Only one-third of Turkish universities steer postgraduate research on sustainability, which is not evenly distributed to various institutions across the country. Three-quarters of the studies are conducted within economy-related and engineering-related programs. The social dimension of sustainability is under-researched. The topics tend to ply between environmental and economic edges. Turkey, as a word, is collocated frequently with the concepts of external debt, current deficit, energy, policy, and EU. Linguistically, the concept of sustainable development is predominantly associated with economic growth in the majority of the studies. Sustainability is contextualized mostly with making cities inclusive, safe, resilient and sustainable and promoting inclusive and sustainable economic growth, employment, and decent work. Originality/value The value of the paper lies in the paucity of studies tracking the research initiatives taken on sustainability, assessing research trends in postgraduate programs of higher education institutions, and looking into a global concept from a local perspective in a developing country, Turkey.

scholarly journals Mapping higher education for sustainable development in Portugal

2018 ◽  
Vol 13 (3) ◽  
pp. 1064-1075 ◽  
Author(s):  
Luis Miguel Fonseca ◽  
Ana Rita Portela ◽  
Beatriz Duarte ◽  
João Queirós ◽  
Luis Paiva
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Sustainable Development ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Business Case ◽  
Education For Sustainable Development ◽  
Social Dimension ◽  
The European Union ◽  
Positive Role

Abstract Education for Sustainable Development (ESD) addresses sustainable development issues, in the economic, environmental, and social dimensions. The positive role of higher education institutions (HEIs), such as Universities and Polytechnic Institutes, in educating decision makers and leaders, and therefore contributing to progress and the public good, has been widely acknowledged. This investigation aims to map the BSc and MSc courses offered by Portuguese HEIs that address Sustainability (or Social Responsibility, or Ethics) in their curricula with the aim of proving their graduates with the right knowledge and competencies to overcome the Sustainable Development challenges. A systematic review utilizing a structured approach was used to analyze Portuguese HEIs BSc and MSc courses and the content analysis of their curricular units. The conclusions show that Sustainability (or Social Responsibility, or Ethics) is covered in most Social Sciences, Engineering, and Management, BSc and MSc courses, offered by the top 8 Portuguese Higher Education Institutions. However, ESD is fragmented by different approaches, issues, methodologies, and implications, lacking a consistent body of knowledge. Some courses focus more on the Social dimension, while others are more directed to the Environment or the Economic one. Sometimes the chosen approach is more normative (do what is right to do; the ethical way) and in other cases is more instrumental (do what is good for the business; the business case). Social Sciences, Engineering and Science, and Management and Economics are the three top clusters that address Sustainability related syllabus in their curricula, with 49 hours teaching hours in average for the curricular units covering Sustainability (with considerable variation). Universities have more curricular units addressing the topic while Polytechnic Institutes show a higher number of hours per curricular unit and most are of compulsory nature (while in Universities more than 50% of the curricular units are of optional nature). As the collected information was in some cases of generic nature, additional research should be used to confirm and detail these results and evaluate the effectiveness of this education to empower students to act as change agents for Sustainable Development. Benchmarking with other countries (e.g., from the European Union) is also an interesting avenue to pursue this investigation.

scholarly journals The implementation of sustainability practices in Portuguese higher education institutions

2018 ◽  
Vol 19 (1) ◽  
pp. 146-178 ◽  
Author(s):  
Ana Marta Aleixo ◽  
Ulisses Azeiteiro ◽  
Susana Leal
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Social Dimension ◽  
Economic Dimension ◽  
Content Type ◽  
Implementation Processes ◽  
Current State ◽  
The Social ◽  
Portuguese Higher Education ◽  
Institutional Actors

Purpose The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs). Design/methodology/approach A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained. Findings Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation of SD practices. Only 11 per cent of HEIs are innovators in the implementation of SD practices, and a majority of HEIs have implemented less than 34 per cent of the SD practices studied. Research limitations/implications This research has a national scope, and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. Practical implications This study provides valuable insights and theoretical and methodological guidance for future implementation processes supporting the transition to sustainability in HEIs. Originality/value This is the first study conducted in Portuguese HEIs with the aim of determining their efforts to implement and promote sustainability.

scholarly journals La educación superior y la crisis ambiental

2016 ◽  
Vol 1 (2) ◽  
pp. 23
Author(s):  
Arturo Perero Espinoza ◽  
Antonio Vázquez Pérez ◽  
María Rodríguez Gámez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Social Dimension ◽  
Environmental Crisis ◽  
Human Species ◽  
The Social ◽  
Index Terms ◽  
The University ◽  
Impacts Of Human Activity

This paper presents a brief analysis of the environmental impact of the human species from its emergence and how they should pass this information on to college it is outlines of the evolution of the environmental impacts of human activity is shown to today showing the social dimension of the environmental crisis from the integrated perspective of sustainable development and the factors that demonstrate the global crisis situation where the university is able to insert in young people the knowledge and culture of what is happening today our planet referred to the environmental crisis. An analysis of the actual options that man has created to cope with the environmental crisis and the tracks are set to launch a revolutionary new solutions from the higher education level is performed. At work mention of the five key environmental values on which to support sustainable development and the challenge posed to universities to keep appropriate through environmental education directed to sustainability knowledge is discussed. Index Terms— Crisis of world system; higher education, environmental education, sustainable development.

scholarly journals Evolving Social Dimension of the European Higher Education Area

2020 ◽  
pp. 147-160
Author(s):  
David Crosier ◽  
Cezar Mihai Haj
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Early Years ◽  
Social Dimension ◽  
European Higher Education Area ◽  
The Social ◽  
Institutional Action ◽  
European Higher Education ◽  
The Bologna Process ◽  
Looking Back

Abstract The social dimension is a term coined in the early years of the Bologna Process (BP). Although mentioned in the early ministerial communiqué texts, the term itself was not clearly defined until 2007. Looking back, this could perhaps be considered an oversight. However, the more likely explanation is that the term was chosen intentionally, leaving open possibilities for national and institutional action while, at the same time, committing countries to nothing precise.

scholarly journals Sustainability and Communication in Higher Education

2021 ◽  
Author(s):  
Denise Voci ◽  
Matthias Karmasin
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Content Analysis ◽  
Sustainability Science ◽  
Higher Education Institutions ◽  
Degree Programs ◽  
Curricular Integration ◽  
The Social ◽  
Science Area ◽  
Media And Communication

Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.

Sign in / Sign up

Export Citation Format

Share Document