Do Spanish students become more sustainable after the implementation of sustainable practices by universities?
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/13280 |
Resumo: | Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students. |
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Do Spanish students become more sustainable after the implementation of sustainable practices by universities?Higher education institutionsEducation for sustainabilityStudents knowledgeStudents attitudesStudents behaviorsScientific areasLearning methodologiesODS::11:Cidades e Comunidades SustentáveisODS::12:Produção e Consumo SustentáveisHigher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.MDPIRepositório AbertoSandoval Hamon, Leyla AngelicaMartinho, Ana PaulaRamos, Maria do RosárioBayas Aldaz, Cecilia Elizabeth2023-01-31T15:53:23Z2020-09-112020-09-11T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/13280engHamón, Leyla Angélica Sandoval, Ana Paula Martinho, M. Rosário Ramos, and Cecilia Elizabeth Bayas Aldaz. 2020. "Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?" Sustainability 12, no. 18: 7502. https://doi.org/10.3390/su12182071-105010.3390/su12187502info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T15:44:57Zoai:repositorioaberto.uab.pt:10400.2/13280Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:52:21.984366Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
title |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
spellingShingle |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? Sandoval Hamon, Leyla Angelica Higher education institutions Education for sustainability Students knowledge Students attitudes Students behaviors Scientific areas Learning methodologies ODS::11:Cidades e Comunidades Sustentáveis ODS::12:Produção e Consumo Sustentáveis |
title_short |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
title_full |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
title_fullStr |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
title_full_unstemmed |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
title_sort |
Do Spanish students become more sustainable after the implementation of sustainable practices by universities? |
author |
Sandoval Hamon, Leyla Angelica |
author_facet |
Sandoval Hamon, Leyla Angelica Martinho, Ana Paula Ramos, Maria do Rosário Bayas Aldaz, Cecilia Elizabeth |
author_role |
author |
author2 |
Martinho, Ana Paula Ramos, Maria do Rosário Bayas Aldaz, Cecilia Elizabeth |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Sandoval Hamon, Leyla Angelica Martinho, Ana Paula Ramos, Maria do Rosário Bayas Aldaz, Cecilia Elizabeth |
dc.subject.por.fl_str_mv |
Higher education institutions Education for sustainability Students knowledge Students attitudes Students behaviors Scientific areas Learning methodologies ODS::11:Cidades e Comunidades Sustentáveis ODS::12:Produção e Consumo Sustentáveis |
topic |
Higher education institutions Education for sustainability Students knowledge Students attitudes Students behaviors Scientific areas Learning methodologies ODS::11:Cidades e Comunidades Sustentáveis ODS::12:Produção e Consumo Sustentáveis |
description |
Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-11 2020-09-11T00:00:00Z 2023-01-31T15:53:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/13280 |
url |
http://hdl.handle.net/10400.2/13280 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Hamón, Leyla Angélica Sandoval, Ana Paula Martinho, M. Rosário Ramos, and Cecilia Elizabeth Bayas Aldaz. 2020. "Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?" Sustainability 12, no. 18: 7502. https://doi.org/10.3390/su1218 2071-1050 10.3390/su12187502 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
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MDPI |
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MDPI |
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