scholarly journals Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula

2019 ◽  
Vol 11 (17) ◽  
pp. 4577 ◽  
Author(s):  
Marian Buil-Fabregá ◽  
Matilde Martínez Casanovas ◽  
Noemí Ruiz-Munzón ◽  
Walter Leal Filho
Keyword(s):  
Sustainable Development ◽  
Flipped Classroom ◽  
Teaching Methodology ◽  
Education Students ◽  
Agenda 2030 ◽  
Teachers And Students ◽  
Development Goals ◽  
Quality In Education ◽  
Sustainability Principles ◽  
And Training

Goal 4 of the Agenda 2030 sustainable development goals (SDGs) is aimed at working towards quality in education. Universities have an important role in teaching sustainability principles. Yet, which methods are effective for engaging students in understanding the importance of sustainable development and introducing them to new perspectives to make changes? The methodology of the flipped classroom is a possible alternative for the pedagogic renovation. This is known as an information-based environment in which teachers provide a variety of learning resources so that students can complete the knowledge transfer process before the class. Once inside classroom, teachers and students can complete the internalization of knowledge by answering questions, and through collaborative consultations and interactive exchanges, among others. A survey of 154 students taught by flipped classroom methodology was conducted in order to analyze whether this helps with learning about sustainable development. The results show the active and reflexive learning from flipped classroom methodology makes students more committed to sustainable development. This research would be useful to anyone interested in applying the flip the class teaching methodology as an integrated form of thinking and training in the curriculum of sustainable development for higher education students.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Reinterpreting the SDGs: Taking Animals into Direct Consideration

2021 ◽  
Vol 13 (2) ◽  
pp. 843
Author(s):  
Olle Torpman ◽  
Helena Röcklinsberg
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Sustainable Development Goals ◽  
Good Health ◽  
Clean Water ◽  
Water And Sanitation ◽  
Agenda 2030 ◽  
Health And Wellbeing ◽  
Development Goals ◽  
Zero Hunger

The United Nations Agenda 2030 contains 17 sustainable development goals (SDGs). These goals are formulated in anthropocentric terms, meaning that they are to be achieved for the sake of humans. As such, the SDGs are neglecting the interests and welfare of non-human animals. Our aim in this paper was to ethically evaluate the assumptions that underlie the current anthropocentric stance of the SDGs. We argue that there are no good reasons to uphold these assumptions, and that the SDGs should therefore be reconsidered so that they take non-human animals into direct consideration. This has some interesting implications for how we should understand and fulfil the pursuit of sustainability in general. Most noticeably, several SDGs—such as those regarding zero hunger (SDG 2), good health and wellbeing (SDG 3), clean water and sanitation (SDG 6)—should be achieved for animals as well. Moreover, the measures we undertake in order to achieve the SDGs for humans must also take into direct account their effects on non-human animals.

scholarly journals “Sevehuellas” una gamificación para implantar los ODS en un centro educativo

2021 ◽  
pp. 172-189
Author(s):  
Maria José Centenero de Arce ◽  
Gracia Martínez Orenes ◽  
Antonio Luis Guinea Serrano
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Way Of Life ◽  
Warming Climate ◽  
Educational Challenge ◽  
Full Participation ◽  
The World ◽  
Teachers And Students ◽  
Development Goals

La educación ambiental es un reto y una realidad que debemos incluir en los centros educativos de todo el mundo.  A partir de los Objetivos de Desarrollo Sostenible 2030 (ODS) lanzado por Naciones Unidas, nos planteamos la necesidad de actuar contra el calentamiento global, el cambio climático y en general cambiar para mejorar nuestros hábitos, tanto sociales, como personales. Vimos que este cambio tan necesario y urgente en nuestro modo de vida lo podríamos acercar a los más jóvenes a través del juego. Para ello se buscó una metodología práctica para trabajar a través del juego y de la tecnología los conceptos necesarios para el cuidado del medio ambiente. Con esta gamificación buscamos motivar al alumnado para iniciar este cambio de estilo de vida de una forma divertida y en equipo sin olvidar el objetivo de alcanzar la mayoría de las metas propuestas. La utilización del juego como instrumento de aprendizaje favorece la participación e implicación del alumnado y ayuda a la cohesión de los equipos. Retos de lógica, artísticos, de cuidado de medio ambiente, talleres de igualdad han convivido con las materias habituales durante este curso. La completa participación de profesorado y alumnado ha hecho que este reto educativo se haya convertido en una realidad extrapolable a otros cursos e incluso a otros centros que deseen incorporarlo. Environmental education is a challenge and a reality that we must include in educational centers around the world. Based on the 2030 Sustainable Development Goals (SDG) launched by the United Nations, we consider the need to act against global warming, climate change and in general change to improve our habits, both social and personal. We saw that this so necessary and urgent change in our way of life could be brought closer to the youngest through the game. For this, a practical methodology was sought to work through games and technology the concepts necessary for caring for the environment. With this gamification we seek to motivate students to start this lifestyle chango in a fun way and as a team without forgetting the objective of achieving most of the proposed goals. The use of the game as a learning instrument favors the participation and involvement of the students and helps the cohesion of the teams. Challenges of logic, art, care of the environment, equality workshops have coexisted with the usual subjects during this course. The full participation of teachers and students has made this educational challenge a reality that can be extrapolated to other courses and even to other centers that wish to incorporate it.

scholarly journals A sustainable model for small towns and peripheral communities: converging elements and qualitative analysis

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Giovanni Colombo
Keyword(s):  
Sustainable Development ◽  
Social Issues ◽  
Scientific Work ◽  
Small Towns ◽  
Development Models ◽  
Agenda 2030 ◽  
Development Goals ◽  
Innovation Approach ◽  
Short Time

AbstractThe paper’s conceptual framework is the United Nations Agenda 2030 and the long-term Sustainable Development Goals. Scientific work on environmental issues has underlined the urgency and profoundness of the transformations needed to achieve the COP21 global warming thresholds in the short time left. Despite the systemic character of sustainability, most suggested innovation policies do not consider the advantages of an integrated view of environmental and social issues. The paper explores this possibility by analysing the chances of minor centres (small towns and peripheral communities) to combine these challenges in sustainable development models. Transformative innovation steps inspired by the responsible innovation approach are vital instruments to reach that goal. The paper’s conjecture about the minor centres is supported by analysing three main courses in the sustainability route: the conversion to renewable energy, the circular economy, and the digitalisation process. The analysis offers innovation hints for the responsible development of plans such as the Next Generation EU, launched to support Europe’s economic revival in the post-pandemic phase.

scholarly journals Living Links Connecting the United Nations Sustainable Development Goals: Small-scale Farmers and Agricultural Biodiversity

2019 ◽  
Vol 6 (3) ◽  
pp. 95-110
Author(s):  
Susan H. Bragdon
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Biological Diversity ◽  
Critical Role ◽  
Small Scale ◽  
Agricultural Biodiversity ◽  
Agenda 2030 ◽  
Explicit Mention ◽  
Development Goals ◽  
Small Scale Farmers

The 17 Sustainable Development Goals (SDGs) and Agenda 2030 adopted by the global community in September 2015 are applicable to all countries with the commitment “that no one is left behind.” As an agenda for “people, planet, prosperity, peace and partnership”, Agenda 2030 provides a vision for people and planet-centered, human rights-based, and gender-sensitive sustainable development. It promises “more peaceful and inclusive societies” which are free from fear and violence. Small scale farmers and agricultural biodiversity are critical to the achievement of aspects of most of the SDGs. In addition to being essential for the resilience and stability of agricultural production systems and our ability to adapt to climate change and other stressors; agricultural biodiversity is fundamental to the livelihoods, health and nutrition of billions Despite its importance to the health of both people and the planet, this broad understanding of what agricultural biological diversity is and the critical role played by its custodians, gets no explicit mention in the SDGs. In fact, awareness of this is low outside specialized institutions and agreements and explicit mention of both is rare in the context of sustainable development This paper uses the example of small-scale farmers and agricultural biodiversity to illustrate how they are the living links amongst the SDGs as well as being critical components in their achievement and to the vision of Agenda 2030.  

Gender Inequality and Sustainable Development

2020 ◽  
pp. 132-145
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Gender Inequality ◽  
Gender Gap ◽  
Sustainable Development Goals ◽  
Men And Women ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Regional Performance

The chapter argues that inequality between men and women has led to the gap in income and poverty for women. Gender inequality and women's empowerment have, therefore, become one of the 17 pillars of the Sustainable Development Goals Agenda 2030. This chapter, therefore, examines the global performances on gender inequality index (GII) and the Sustainable Development Goals Agenda 2030, regional performance and the Sustainable Development Goals, the top best performers on gender gap parity versus the worst performers on gender gap parity, and sub-national performances and global rankings. Also, this chapter examines the challenges of achieving gender equality by 2030 along with policy options for achieving gender equality in the year 2030.

Sign in / Sign up

Export Citation Format

Share Document