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- Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutionsPublication . Lozano, Rodrigo; Barreiro-Gen, María; Pietikäinen, Janna; Gago-Cortés, Carmen; Favi, Claudio; Jiménez-Munguía, María-Teresa; Mónus, Ferenc; Simão, João; Benayas del Alamo, Javier; Desha, Cheryl; Bostanci, Sevket Can; Djekic, Ilija; Moneva, Jose M.; Sáenz, Orlando; Awuzie, Bankole; Gladysz, BartlomiejHigher Education Institutions (HEIs) have been incorporating sustainability intoeducation and curricula, where recent research has focussed on sustainabilitycompetences, pedagogical approaches, and how to connect them, generally on a sin-gle HEI. The process of integrating sustainability into education based on curriculaassessment has been explained using adoption of innovations; and has the potentialto explain the process of developing competences through pedagogical approaches.The aim of this paper is to investigate this process at academic discipline level. Anonline survey was developed to investigate teaching sustainability competences 13 HEIs, from which 678 responses from educators were obtained. The competencesand pedagogical approaches from the responses were ranked, and then the connec-tions between the competences and pedagogical approaches per discipline wereanalysed using a correlations-based framework, from which three disciplines groupswere created. The groups were categorised using diffusion of innovations theory,which indicated that some disciplines are more innovative than others in adoptingsustainability competence-based teaching. The results are used to propose twoframeworks to better understand the adoption of sustainability competence-basedteaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sus-tainability Influence Change for Academia (D-MuSICA) memework. The adoption of sus-tainability competence-base education must expand from a single HEI perspective to adisciplinary collaborative one spanning many HEIs, where academic disciplines shouldlearn from each other's insights and mistakes and provide students with more transdisci-plinary skillsets to make societies more sustainable.
- 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.