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- Bridges for a more sustainable future: joining Environmental Management for Sustainable Universities (EMSU) and the European Roundtable for Sustainable Consumption and Production (ERSCP) conferencesPublication . Lozano, Rodrigo; Ciliz, Nilgun; Ramos, Tomás B.; Blok, Vincent; Caeiro, Sandra; van Hoof, Bernardus; Huisingh, Donald
- Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutionsPublication . Lozano, Rodrigo; Barreiro-Gen, María; D'amato, Dalia; Gago-Cortés, Carmen; Favi, Claudio; Martins, Ricardo Jorge de Albuquerque; Mónus, Ferenc; Caeiro, Sandra; Benayas Del Alamo, Javier; Caldera, Helessage Tharanga Savindi; Bostanci, Sevket Can; Djekic, Ilija; Moneva, Jose M.; Sáenz, Orlando; Awuzie, Bankole; Gladysz, BartlomiejThere has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.
- Experiences from the implementation of sustainable development in higher education institutions: environmental management for sustainable universitiesPublication . Ramos, Tomás B.; Caeiro, Sandra; van Hoof, Bart; Lozano, Rodrigo; Huisingh, Donald; Ceulemans, KimDuring the last decades several international initiatives have emphasised that education is an imperative for societies to become more sustainable. This special volume stream is comprised of 33 papers that illustrate some of the efforts being taken by higher education institutions to contribute to sustainability. The majority of the papers were presented at the European Roundtable on Sustainable Consumption and Production e Environmental Management for Sustainable Universities conference in Istanbul, Turkey in 2013. The papers address topics such as implementation of sustainable development, stakeholder engagement and participation, campus operations, sustainability reporting and assessment, organisational change management, and curriculum development. the papers in this special volume stream provide significant steps for the higher education for sustainable development discipline by exploring new and rethink theories, approaches, concepts, methods, and frameworks, as well as providing case studies and guidelines for practitioners. As the collection of papers shows, there have been many efforts in the implementation of sustainable development in higher education institutions; however, there are still many challenges to integrate sustainable development into their systems, and many opportunities for research in the topic.