000119693 001__ 119693
000119693 005__ 20230914083554.0
000119693 0247_ $$2doi$$a10.3390/educsci12110753
000119693 0248_ $$2sideral$$a130435
000119693 037__ $$aART-2022-130435
000119693 041__ $$aeng
000119693 100__ $$0(orcid)0000-0003-4755-6842$$aLorente-Echeverría, Silvia$$uUniversidad de Zaragoza
000119693 245__ $$aA systematic review of curriculum sustainability at university: a key challenge for improving the professional development of teachers of the future
000119693 260__ $$c2022
000119693 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119693 5203_ $$aThis article presents a systematic literature review on curriculum sustainability in the initial education of primary school teachers. It analyses aspects related to the methodologies, keywords, geographical area, scope, theoretical frameworks of reference and main existing lines of research obtained from 38 documents between 2015 and 2021. Some research questions were as follows: What methodologies does it relate to? Are there elements that facilitate or hinder the development of curricular sustainability? What impact are programmes developing curricular sustainability having? Some of the results were as follows: (a) most of the documents analysed were published in Europe; (b) the main theme was the promotion of a committed and collective education; (c) approaches have to be based on sustainability competencies; (d) there was a lack of knowledge about sustainability competencies, a lack of training in education for sustainable development (ESD), and a lack of systemic and creative thinking; and (e) there is a need for ESD training to enhance knowledge and to develop sustainability competencies. In conclusion, the priority is to develop interdisciplinary, holistic and active methodology-based programmes that integrate deep changes throughout education. Study programmes should be modified in order to have a positive impact on the development of ESD.
000119693 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000119693 592__ $$a0.605$$b2022
000119693 593__ $$aComputer Science (miscellaneous)$$c2022$$dQ2
000119693 593__ $$aComputer Science Applications$$c2022$$dQ2
000119693 593__ $$aPublic Administration$$c2022$$dQ2
000119693 593__ $$aEducation$$c2022$$dQ2
000119693 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2022$$dQ2
000119693 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ2
000119693 594__ $$a4.0$$b2022
000119693 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000119693 700__ $$0(orcid)0000-0003-0338-9835$$aMurillo-Pardo, Berta$$uUniversidad de Zaragoza
000119693 700__ $$0(orcid)0000-0002-2355-7245$$aCanales-Lacruz, Inma$$uUniversidad de Zaragoza
000119693 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000119693 773__ $$g12, 753 (2022), 1-19$$tEducation Sciences$$x2227-7102
000119693 8564_ $$s1004512$$uhttps://zaguan.unizar.es/record/119693/files/texto_completo.pdf$$yVersión publicada
000119693 8564_ $$s2802934$$uhttps://zaguan.unizar.es/record/119693/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000119693 909CO $$ooai:zaguan.unizar.es:119693$$particulos$$pdriver
000119693 951__ $$a2023-09-13-13:31:59
000119693 980__ $$aARTICLE