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> Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions
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Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions
Lozano R.
;
Barreiro-Gen M.
;
Pietikäinen J.
;
Gago-Cortes C.
;
Favi C.
;
Jimenez Munguia M.T.
;
Monus F.
;
Simão J.
;
Benayas J.
;
Desha C.
;
Bostanci S.
;
Djekic I.
;
Moneva Abadía J.M.
(Universidad de Zaragoza)
;
Sáenz O.
;
Awuzie B.
;
Gladysz B.
Resumen:
Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other''s insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable. © 2021 The Authors. Sustainable Development published by ERP Environment and John Wiley & Sons Ltd.
Idioma:
Inglés
DOI:
10.1002/sd.2253
Año:
2022
Publicado en:
Sustainable Development
30, 4 (2022), 620-635
ISSN:
0968-0802
Factor impacto JCR:
12.5 (2022)
Categ. JCR:
GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY
rank: 2 / 9 = 0.222
(2022)
- Q1
- T1
Categ. JCR:
REGIONAL & URBAN PLANNING
rank: 1 / 40 = 0.025
(2022)
- Q1
- T1
Categ. JCR:
DEVELOPMENT STUDIES
rank: 1 / 42 = 0.024
(2022)
- Q1
- T1
Factor impacto CITESCORE:
15.2 -
Energy
(Q1) -
Social Sciences
(Q1)
Factor impacto SCIMAGO:
2.035 -
Renewable Energy, Sustainability and the Environment
(Q1) -
Development
(Q1)
Tipo y forma:
Artículo (Versión definitiva)
Área (Departamento):
Área Economía Finan. y Contab.
(
Dpto. Contabilidad y Finanzas
)
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Registro creado el 2022-05-11, última modificación el 2024-03-19
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