Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: evidence from 15 worldwide higher education institutions

Detalhes bibliográficos
Autor(a) principal: Lozano, Rodrigo
Data de Publicação: 2022
Outros Autores: 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
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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spelling 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
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.2/12352
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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
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