Teaching Sustainable Development Goals to University Students: A Cross-Country Case-Based Study

Clara Vasconcelos, Joana Silva, Cristina S. C. Calheiros, Grzegorz Mikusiński, Katarzyna Iwińska, Ioanna G. Skaltsa and Katarzyna Krakowska
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Clara Vasconcelos: Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), Science Teaching Unit (UEC) & Department of Geosciences, Environment and Spatial Planning (DGAOT), Faculty of Sciences (FCUP), University of Porto, 4169-007 Porto, Portugal
Joana Silva: Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), University of Porto, 4450-208 Matosinhos, Portugal
Cristina S. C. Calheiros: Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), University of Porto, 4450-208 Matosinhos, Portugal
Grzegorz Mikusiński: School for Forest Management, Swedish University of Agricultural Sciences SLU, 739-21 Skinnskatteberg, Sweden
Katarzyna Iwińska: Institute of Sociology, Collegium Civitas, Pl. Defilad 1, 00-901 Warsaw, Poland
Ioanna G. Skaltsa: Department of Agricultural Economics & Rural Development, School of Food, Biotechnology & Development, Agricultural University of Athens (AUA), 75, Iera Odos, 11855 Athens, Greece
Katarzyna Krakowska: Institute of Sociology, Collegium Civitas, Pl. Defilad 1, 00-901 Warsaw, Poland

Sustainability, 2022, vol. 14, issue 3, 1-15

Abstract: With the purpose of analysing if case-based teaching methodology could improve higher education students’ knowledge about sustainable development, a quasi-experimental study was conducted in an international project (PASSION—Partnership for Sustainable Development and Social Innovation) and in five countries (Greece, Poland, Portugal and Sweden). Cases were interdisciplinary and focused on sustainable development goals aligned with common worldwide dilemmas like, for example, food consumption, organic farm or nature protection. Our sample consisted of 104 university students aged between 18 and 58 years, where 53% were female. Standardized pre- and post-tests were administered, and a significant improvement in sustainable development knowledge was observed considering three main questions in the pooled dataset (t 103 = −7.324; p = 0.000). Regarding the four cases applications where results were more significant, an in-depth analysis was conducted, allowing the project team to better understand participants answers to multiple-choice and open questions which are analysed and discussed individually. Our results demonstrate that the case-based teaching improved the knowledge of sustainable development goals, which is expected to induce positive changes in pro-environmental behaviours. We also point out the potential of case-based teaching applied in a cross-country manner. The scheme is particularly valuable in dealing with complex sustainability dilemmas that show better their global perspectives.

Keywords: sustainability; case-based teaching; higher education; international project; pro-environmental behaviours (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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