Didactic strategies to promote competencies in sustainability

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dc.contributor.author Tejedor, Gemma
dc.contributor.author Segalàs, Jordi
dc.contributor.author Barrón, Ángela
dc.contributor.author Fernández-Morilla, Mónica
dc.contributor.author Fuertes, M. Teresa
dc.contributor.author Ruiz-Morales, Jorge
dc.contributor.author Gutiérrez, Ibón
dc.contributor.author García-González, Esther
dc.contributor.author Aramburuzabala, Pilar
dc.contributor.author Hernández, Àngels
dc.contributor.other UAM. Departamento de Didáctica y Teoría de la Educación es_ES
dc.date.accessioned 2019-10-08T14:11:24Z
dc.date.available 2019-10-08T14:11:24Z
dc.date.issued 2019-04-08
dc.identifier.citation Sustainability 11 (2019): 2086 en
dc.identifier.issn 2071-1050 es_ES
dc.identifier.uri http://hdl.handle.net/10486/688805
dc.description.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 en_US
dc.description.sponsorship The Spanish Ministry of Economy, Industry and Competitiveness has financed this work under contract EDU2015-65574-R. en_US
dc.format.extent 24 pag. es_ES
dc.format.mimetype application/pdf en
dc.language.iso eng en
dc.publisher MDPI (BASEL, SWITZERLAND) e
dc.relation.ispartof Sustainability es_ES
dc.rights © 2019 by the authors. Licensee MDPI, Basel, Switzerland. en_US
dc.subject.other Didactic strategies en_US
dc.subject.other Sustainability competencies en_US
dc.subject.other Higher education en_US
dc.subject.other Service learning en_US
dc.subject.other Problem-based learning en_US
dc.subject.other Project-oriented learning en_US
dc.subject.other Simulation games en_US
dc.subject.other Case studies en_US
dc.title Didactic strategies to promote competencies in sustainability en_US
dc.type article en
dc.subject.eciencia Educación es_ES
dc.relation.publisherversion https://doi.org/10.3390/su11072086 es_ES
dc.identifier.doi 10.3390/su11072086 es_ES
dc.identifier.publicationfirstpage 2086-1 es_ES
dc.identifier.publicationissue 11 es_ES
dc.identifier.publicationlastpage 2086-24 es_ES
dc.relation.projectID Gobierno de España. EDU2015-65574-R. es_ES
dc.type.version info:eu-repo/semantics/publishedVersion en
dc.rights.cc Reconocimiento es_ES
dc.rights.accessRights openAccess en
dc.authorUAM Aramburuzabala Higuera, María Pilar (262003)


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