4.6 Article

Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

Journal

SUSTAINABILITY
Volume 11, Issue 18, Pages -

Publisher

MDPI
DOI: 10.3390/su11184927

Keywords

initial teacher training; sustainable consumption patterns; education for sustainable development; individual ecological footprint; transformative learning; sustainable competencies

Funding

  1. Tatiana Perez de Guzman el Bueno Foundation
  2. EDINSOST Project Education and Social Innovation for Sustainability. Training at Spanish universities of professionals as agents of change to face the challenges of society
  3. R&D State programme oriented towards the challenges facing society of the Spanish Ministry of Economy and Finance [EDU 2015-65574-R]

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Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

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