Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/10400.2/12352 |
Resumo: | There 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. |
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Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutionsEducation for sustainable developmentHigher education institutionsHolistic thinkingPedagogical approachesSustainability competencesSystems thinkingThere 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.Repositório AbertoLozano, RodrigoBarreiro-Gen, MaríaD'amato, DaliaGago-Cortés, CarmenFavi, ClaudioMartins, Ricardo Jorge de AlbuquerqueMónus, FerencCaeiro, SandraBenayas Del Alamo, JavierCaldera, Helessage Tharanga SavindiBostanci, Sevket CanDjekic, IlijaMoneva, Jose M.Sáenz, OrlandoAwuzie, BankoleGladysz, Bartlomiej2022-10-18T10:57:00Z2022-09-022022-09-04T16:18:15Z2022-09-02T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/12352eng0968-0802cv-prod-3039521https://doi.org/10.1002/ sd.23961099-1719info: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:RCAAP2023-11-16T15:41:46Zoai:repositorioaberto.uab.pt:10400.2/12352Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:51:30.990882Repositório 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 |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
title |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
spellingShingle |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions Lozano, Rodrigo Education for sustainable development Higher education institutions Holistic thinking Pedagogical approaches Sustainability competences Systems thinking |
title_short |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
title_full |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
title_fullStr |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
title_full_unstemmed |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
title_sort |
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions |
author |
Lozano, Rodrigo |
author_facet |
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, Bartlomiej |
author_role |
author |
author2 |
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, Bartlomiej |
author2_role |
author author author author author author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
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, Bartlomiej |
dc.subject.por.fl_str_mv |
Education for sustainable development Higher education institutions Holistic thinking Pedagogical approaches Sustainability competences Systems thinking |
topic |
Education for sustainable development Higher education institutions Holistic thinking Pedagogical approaches Sustainability competences Systems thinking |
description |
There 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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-18T10:57:00Z 2022-09-02 2022-09-04T16:18:15Z 2022-09-02T00:00:00Z |
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/10400.2/12352 |
url |
http://hdl.handle.net/10400.2/12352 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0968-0802 cv-prod-3039521 https://doi.org/10.1002/ sd.2396 1099-1719 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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