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Education for sustainable development in higher education: evaluating coherence between theory and praxis

2015-07Journal article Restricted access
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datacite.subject.sdg04:Educação de Qualidadept_PT
dc.contributor.authorAmador, Filomena
dc.contributor.authorMartinho, Ana Paula
dc.contributor.authorNicolau, Paula Bacelar
dc.contributor.authorOliveira, Carla Padrel de
dc.contributor.authorCaeiro, Sandra
dc.date.accessioned2020-01-31T16:32:30Z
dc.date.available2020-01-31T16:32:30Z
dc.date.issued2015-07
dc.description.abstractUniversities are an important part of the process of change taking place in society. However this is often overshadowed by the fact that institutions give priority to technocratic models in the relationship between science and society. In this context, according to Jϋrgen Habermas’ perspective, theories can serve to clarify practical questions and guide praxis into the right actions (social emancipation and rational autonomy). Habermas introduces the need to evaluate the particular contexts in which scientific arguments are made and assessed. The aim of this paper is to develop a set of assessment criteria for education for sustainable development in higher education curricula. These were developed in line with the Habermasian idea and introducing also further adaptions within the context of Education for Sustainable Development. These criteria were tested in a b-learning Master programme in Environmental Citizenship and Participation at the Universidade Aberta, Portugal. The following research tools were used: i) a questionnaire survey to the graduates; ii) content analysis applied to the information guide and to the abstracts of the dissertations that were produced. The application of the criteria on the case study revealed that on Higher Education curricula, an absence of theoretical frameworks could lead to inconsistencies between theory and praxis. Improvements to curricula are then drawn from this study.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1080/02602938.2015.1054783pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.2/9145
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectHigher educationpt_PT
dc.subjectEducation for sustainable developmentpt_PT
dc.subjectTheory of knowledge-constitutive interestspt_PT
dc.titleEducation for sustainable development in higher education: evaluating coherence between theory and praxispt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleAssessment & Evaluation in Higher Educationpt_PT
person.familyNameAmador
person.familyNameMartinho
person.familyNameNicolau
person.familyNameOliveira
person.familyNameCaeiro
person.givenNameFilomena
person.givenNameAna Paula
person.givenNamePaula Bacelar
person.givenNameCarla Padrel de
person.givenNameSandra
person.identifierhttps://scholar.google.com/citations?hl=pt-PT&user=WWFc0MkAAAAJ
person.identifier587808
person.identifier.ciencia-id4819-4E7B-F4EE
person.identifier.ciencia-id531E-C994-1039
person.identifier.ciencia-id7D11-BE78-21FD
person.identifier.ciencia-id7015-A6A4-C28D
person.identifier.ciencia-id8515-398A-D241
person.identifier.orcid0000-0003-1794-3665
person.identifier.orcid0000-0002-8795-3845
person.identifier.orcid0000-0001-5940-5131
person.identifier.orcid0000-0002-6419-7100
person.identifier.orcid 0000-0002-6079-3554
person.identifier.ridF-9882-2014
person.identifier.ridK-3886-2014
person.identifier.scopus-author-id16306247300
person.identifier.scopus-author-id35100668900
person.identifier.scopus-author-id6507462575
person.identifier.scopus-author-id25226689000
person.identifier.scopus-author-id6603297853
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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