Didactic Strategies to Promote Competencies in Sustainability

Gemma Tejedor, Jordi Segalàs, Ángela Barrón, Mónica Fernández-Morilla, M. Teresa Fuertes, Jorge Ruiz-Morales, Ibón Gutiérrez, Esther García-González, Pilar Aramburuzabala and Àngels Hernández
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Gemma Tejedor: Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain
Jordi Segalàs: Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain
Ángela Barrón: Departamento de Teoría e Historia de la Educación, Universidad de Salamanca, 37001 Salamanca, Spain
Mónica Fernández-Morilla: Didactic of Experimental Science Sustainability and Integral Education Research Group, Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
M. Teresa Fuertes: Didactic of Experimental Science Sustainability and Integral Education Research Group, Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
Jorge Ruiz-Morales: Facultad de Ciencias de la Educación, Universidad de Sevilla, 43013 Sevilla, Spain
Ibón Gutiérrez: Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain
Esther García-González: Departamento de Didáctica, Universidad de Cádiz, 11591 Cádiz, Spain
Pilar Aramburuzabala: Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain
Àngels Hernández: Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain

Sustainability, 2019, vol. 11, issue 7, 1-24

Abstract: Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

Keywords: didactic strategies; sustainability competencies; higher education; service learning; problem-based learning; project-oriented learning; simulation games; case studies (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (39)

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