119958 20241125101127.0 doi 10.1002/sd.2396 sideral 130662 ART-2023-130662 eng Lozano, Rodrigo Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions 2023 Access copy available to the general public Unrestricted 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. info:eu-repo/semantics/openAccess by-nc-nd http://creativecommons.org/licenses/by-nc-nd/3.0/es/ 9.9 2023 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 12 / 91 = 0.132 2023 Q1 T1 REGIONAL & URBAN PLANNING 2 / 54 = 0.037 2023 Q1 T1 DEVELOPMENT STUDIES 1 / 63 = 0.016 2023 Q1 T1 2.283 2023 Renewable Energy, Sustainability and the Environment 2023 Q1 Development 2023 Q1 17.3 2023 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Barreiro-Gen, Maria D'Amato, Dalia Gago-Cortes, Carmen Favi, Claudio Martins, Ricardo Monus, Ferenc Caeiro, Sandra Benayas, Javier Caldera, Savindi Bostanci, Sevket Djekic, Ilija Moneva, Jose Mariano Universidad de Zaragoza (orcid)0000-0003-1619-8042 Sáenz, Orlando Awuzie, Bankole Gladysz, Bartlomiej 4002 230 Universidad de Zaragoza Dpto. Contabilidad y Finanzas Área Economía Finan. y Contab. 31, 1 (2023), 349-359 Sustain. dev. Sustainable Development 0968-0802 2871932 http://zaguan.unizar.es/record/119958/files/texto_completo.pdf Versión publicada 1964692 http://zaguan.unizar.es/record/119958/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:119958 articulos driver 2024-11-22-11:58:02 ARTICLE