Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions

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 thes...

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Autores: Lozano, Rodrigo, Barreiro-Gen, María, D'Amato, Dalia, Gago-Cortes, Carmen, Favi, Claudio, Martins, Ricardo, Monus, Ferenc, Caeiro, Sandra, Benayas del Álamo, Fco. Javier, Caldera, Savindi, Bostanci, Sevket, Djekic, Ilija, Moneva, José Mariano, Sáenz, Orlando, Awuzie, Bankole, Gladysz, Bartlomiej
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/711576
Acceso en línea:http://hdl.handle.net/10486/711576
https://dx.doi.org/10.1002/sd.2396
Access Level:acceso abierto
Palabra clave:Education for sustainable development
Higher Education Institutions
holistic thinking
pedagogical approaches
sustainability competences
systems thinking
Educación
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spelling Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education InstitutionsLozano, RodrigoBarreiro-Gen, MaríaD'Amato, DaliaGago-Cortes, CarmenFavi, ClaudioMartins, RicardoMonus, FerencCaeiro, SandraBenayas del Álamo, Fco. JavierCaldera, SavindiBostanci, SevketDjekic, IlijaMoneva, José MarianoSáenz, OrlandoAwuzie, BankoleGladysz, BartlomiejEducation for sustainable developmentHigher Education Institutionsholistic thinkingpedagogical approachessustainability competencessystems thinkingEducaciónThere 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' groupsERP Environment and John Wiley & Sons LtdDepartamento de EcologíaFacultad de Ciencias20222022-09-02research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/711576https://dx.doi.org/10.1002/sd.2396reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7115762026-06-23T12:46:27Z
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
Educación
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
dc.creator.none.fl_str_mv Lozano, Rodrigo
Barreiro-Gen, María
D'Amato, Dalia
Gago-Cortes, Carmen
Favi, Claudio
Martins, Ricardo
Monus, Ferenc
Caeiro, Sandra
Benayas del Álamo, Fco. Javier
Caldera, Savindi
Bostanci, Sevket
Djekic, Ilija
Moneva, José Mariano
Sáenz, Orlando
Awuzie, Bankole
Gladysz, Bartlomiej
author Lozano, Rodrigo
author_facet Lozano, Rodrigo
Barreiro-Gen, María
D'Amato, Dalia
Gago-Cortes, Carmen
Favi, Claudio
Martins, Ricardo
Monus, Ferenc
Caeiro, Sandra
Benayas del Álamo, Fco. Javier
Caldera, Savindi
Bostanci, Sevket
Djekic, Ilija
Moneva, José Mariano
Sáenz, Orlando
Awuzie, Bankole
Gladysz, Bartlomiej
author_role author
author2 Barreiro-Gen, María
D'Amato, Dalia
Gago-Cortes, Carmen
Favi, Claudio
Martins, Ricardo
Monus, Ferenc
Caeiro, Sandra
Benayas del Álamo, Fco. Javier
Caldera, Savindi
Bostanci, Sevket
Djekic, Ilija
Moneva, José Mariano
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 Departamento de Ecología
Facultad de Ciencias
dc.subject.none.fl_str_mv Education for sustainable development
Higher Education Institutions
holistic thinking
pedagogical approaches
sustainability competences
systems thinking
Educación
topic Education for sustainable development
Higher Education Institutions
holistic thinking
pedagogical approaches
sustainability competences
systems thinking
Educación
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
2022-09-02
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/711576
https://dx.doi.org/10.1002/sd.2396
url http://hdl.handle.net/10486/711576
https://dx.doi.org/10.1002/sd.2396
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ERP Environment and John Wiley & Sons Ltd
publisher.none.fl_str_mv ERP Environment and John Wiley & Sons Ltd
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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