Next Article in Journal
Strengthening Sensory Sustainability Science—Theoretical and Methodological Considerations
Next Article in Special Issue
A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context
Previous Article in Journal
The Impact of Educational Investment on Sustainable Economic Growth in Guangdong, China: A Cointegration and Causality Analysis
Previous Article in Special Issue
Students’ Decision-Making in Education for Sustainability-Related Extracurricular Activities—A Systematic Review of Empirical Studies
Article Menu
Issue 3 (February-1) cover image

Export Article

Open AccessArticle
Sustainability 2019, 11(3), 767; https://doi.org/10.3390/su11030767

Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy

Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
*
Author to whom correspondence should be addressed.
Received: 30 November 2018 / Revised: 18 January 2019 / Accepted: 30 January 2019 / Published: 1 February 2019
(This article belongs to the Special Issue Competencies in Education for Sustainable Development)
Full-Text   |   PDF [647 KB, uploaded 1 February 2019]   |  

Abstract

Higher levels of material well-being lead almost inevitably to giving priority to individualism and personal advancement, often at the expense of civic conscience. A proposal for integrating sustainability into the curriculum is presented in the third year of the degree in Early Childhood Education at the Universitat Internacional de Catalunya (UIC). Projects on sustainable food are planned and elaborated to this aim. This study seeks to apply a global and systemic approach to solving socio-environmental problems and to check whether education for sustainable development (ESD) helps to develop and encourage actions that promote sustainable development. Quantitative research was conducted using a pre-test/post-test quasi experimental design separated by a period of didactic training in the project method. The results presented in this article show the students’ sustainability competencies (SC) improve after working on didactic proposals in a global manner. It is concluded that elaborating competencies in education for sustainable development enables an integrated approach of knowledge, procedures, attitudes and values in teaching through promoting the project method in multidisciplinary and transdisciplinary teams, which enhances future teachers’ sustainability competencies. View Full-Text
Keywords: sustainability competencies (SC); competencies in education for sustainability (ESD); project method; sustainable food; degree in early childhood education; teacher training; higher education; curricular sustainability; sustainable development goals; SDGs sustainability competencies (SC); competencies in education for sustainability (ESD); project method; sustainable food; degree in early childhood education; teacher training; higher education; curricular sustainability; sustainable development goals; SDGs
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Fuertes-Camacho, M.T.; Graell-Martín, M.; Fuentes-Loss, M.; Balaguer-Fàbregas, M.C. Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy. Sustainability 2019, 11, 767.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Sustainability EISSN 2071-1050 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top