scholarly journals Sustainable Development Planning: Master’s Based on a Project-Based Learning Approach

2019 ◽  
Vol 11 (22) ◽  
pp. 6384 ◽  
Author(s):  
Cazorla-Montero ◽  
de los Ríos-Carmenado ◽  
Pasten
Keyword(s):  
Sustainable Development ◽  
Success Factors ◽  
Learning Strategy ◽  
Real Life ◽  
Development Planning ◽  
Project Based Learning ◽  
Management Skills ◽  
Staff Perceptions ◽  
Sustainable Rural Development ◽  
Learning Platforms

The educational subject of Sustainable Development Planning in Europe is evolving due to the implementation of the Bologna Agreement across the European Higher Education Area (EHEA). This paper analyses a project-based learning strategy for training Sustainable Development Planning in postgraduate programs, in Spain (Universidad Politécnica de Madrid, UPM). This project-based learning strategy is applied to an International Postgraduate Program for Sustainable Rural Development—Erasmus Mundus, Master’s of Science—with the participation of five European Union universities that formed the Agris Mundus Alliance for Sustainable Development. Using a mixed methods approach, the research examined the program’s implementation through student and staff perceptions, from the technical, behavioral and contextual project management skills. The paper argues that the “Practical Learning platforms” used in the Master’s demonstrate the correct approach of the learning strategy based on teaching–research linked to the professional sphere. The findings that were identified can be categorized as follows: (1) Perspective: holistic thinking and intellectual coherence, defining the contextual skills that must be navigated within and across the broader environment, (2) Practice: experiential learning by reconnecting to real-life situations, and (3) People: Personal and interpersonal skills required to succeed in sustainable projects, programs and portfolios. Reflections on the experience and main success factors in the learning strategy are discussed.

Providing project management knowledge and skills through scaffolding and project-based learning strategy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaligram Pokharel
Keyword(s):  
Project Management ◽  
Learning Strategy ◽  
Learning Model ◽  
Project Based Learning ◽  
Survey Method ◽  
Management Skills ◽  
Content Type ◽  
Knowledge And Skills ◽  
Management Knowledge ◽  
Practical Implications

Purpose Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course. Design/methodology/approach This paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model. Findings Statistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment. Practical implications The learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines. Originality/value This paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.

scholarly journals Building Capacity for Sustainability: Strategic Planning Processes for Local Sustainable Development Practices in Western Balkan

2010 ◽  
Vol 8 (3) ◽  
pp. 293-311 ◽  
Author(s):  
Slobodan Milutinovic ◽  
Ana Jolovic
Keyword(s):  
Sustainable Development ◽  
Local Governments ◽  
Local Community ◽  
Local Development ◽  
Development Planning ◽  
Management Skills ◽  
Strategic Plans ◽  
Strategic Approach ◽  
Planning Processes ◽  
Local Sustainable Development

Municipalities on the Western Balkan have made significant progress in their strategic approach to local development after 2000. A number of municipalities have already developed and implemented strategic plans for local sustainable development. However, differences in capacities, management skills and motivation among local governments are easy to observe. The lack of substantial decentralization efforts, low internal capacity in municipalities, overlapping jurisdictions between central and local levels, a culture of non-participation and an unfavorable economic environment jeopardize the success of local development efforts. This paper analyzes local sustainable development planning processes and practices in three Western Balkan countries (Serbia, Montenegro and Bosnia - Herzegovina) by using the Drina River Basin as a case study. KEYWORDS: • sustainable development • local community • Western Balkan • Serbia • Montenegro • Bosnia -Herzegovina

scholarly journals Project-Based Learning Strategy for Teaching Molecular Biology: A Study of Students’ Perceptions

2021 ◽  
Vol 13 (3) ◽  
pp. 43-53
Author(s):  
Ayman Z. Elsamanoudy ◽  
Fayza Al Fayez ◽  
Aliaa Alamoudi ◽  
Zuhier Awan ◽  
Abdulhadi I. Bima ◽  
...  
Keyword(s):  
Project Management ◽  
Molecular Biology ◽  
Communication Skills ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Management Skills ◽  
Grade Point ◽  
King Abdulaziz University ◽  
Survey Instruments ◽  
Student Centred Learning

This current study aims to analyse students’ perceptions regarding implementing project-based learning (PjBL) in teaching a molecular biology course to second-year pharmacy students at King Abdulaziz University as a sort of active student-centred learning method. Sixty-five male and 90 female students were enrolled in this study. This research used survey instruments to assess learners’ perceptions. The survey was divided into four sections that consisted of closedended questions to evaluate students’ overall perceptions of PjBL, communication skills, project management and teamwork activity during their project management process. A 5-point Likert scale was used. Regarding overall learning and students’ satisfaction with the PjBL experience, the percentage was 72.73%, with a score of 21.82 over 30. The percentage of students’ perceptions towards the improvement of their communication skills was 60.98%, with a score of 15.25 over 25. The percentage of students’ perceptions of project management skills was 64.97%, with a score of 12.99 over 20. Finally, regarding teamwork, the survey revealed a percentage of 71.81%, with a score of 43.08 over 60. There was a positive correlation between students’ perceptions of the questionnaire’s four parts and their grade point average (GPA) in the molecular biology course. It can be concluded that PjBL is an effective tool in the active-learning process. PjBL can improve students’ communication and management skills. Also, it encourages teamwork activities between students.

scholarly journals Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

2020 ◽  
Vol 12 (9) ◽  
pp. 3553
Author(s):  
Pablo Aránguiz ◽  
Guillermo Palau-Salvador ◽  
Ana Belda ◽  
Jordi Peris
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
Experiential Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Three Dimensions ◽  
Action Research Project ◽  
Sustainable Food ◽  
Technical Systems

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

scholarly journals Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

2020 ◽  
Vol 12 (2) ◽  
pp. 480 ◽  
Author(s):  
Amith Khandakar ◽  
Muhammad Enamul Hoque Chowdhury ◽  
Antonio Jr. San Pedro Gonzales ◽  
Farid Touati ◽  
Nasser Al Emadi ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Management Skills ◽  
Chi Square ◽  
Design Project ◽  
Body Of Knowledge ◽  
Survey Results ◽  
The Impact

This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.

Similar and Different Aspects of Spatial Development Planning in Latvia and England

2018 ◽  
Vol 8 ◽  
pp. 61-67
Author(s):  
Irena Kukule ◽  
Vivita Pukite ◽  
Vita Cintina
Keyword(s):  
European Union ◽  
Sustainable Development ◽  
Spatial Development ◽  
Development Planning ◽  
European Countries ◽  
European Union Countries ◽  
Time Periods

Spatial sustainable development planning and providing is a very responsible process. During the process, many spatial development planning documents for specific different time periods on different planning levels are being developed. However, there are only slight differences between the spatial development planning in many European countries where few of them can notice more than the others. Latvia and England, two European Union countries, which had some significant changes in legislation regarding spatial development planning in 2011, were selected for the comparison. The research aims to evaluate similar and different aspects of spatial development planning in Latvia and England. To achieve the aim, the information on spatial development planning tendencies in both countries, legislation, development order of planning documents and other aspects. The result is a comparison of different and similar aspects of spatial development planning in Latvia and England.

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

scholarly journals Formulating Modes of Cooperative Leaning for Education for Sustainable Development

2021 ◽  
Vol 13 (6) ◽  
pp. 3465
Author(s):  
Jordi Colomer ◽  
Dolors Cañabate ◽  
Brigita Stanikūnienė ◽  
Remigijus Bubnys
Keyword(s):  
Sustainable Development ◽  
Real Life ◽  
Education For Sustainable Development ◽  
Professional Life ◽  
Global Challenges ◽  
Life Problems ◽  
The Face ◽  
Contemporary Education ◽  
The Impact

In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and to enable them to solve real-life problems [...]

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