Next Article in Journal
The Impact of Experience on Private Target Acquisition in High-Technology Industries
Next Article in Special Issue
Development and Validation of an Instrument for Measuring Student Sustainability Competencies
Previous Article in Journal
System Dynamics Modeling of Dockless Bike-Sharing Program Operations: A Case Study of Mobike in Beijing, China
Previous 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
Article Menu
Issue 6 (March-2) cover image

Export Article

Open AccessArticle

Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches

1
Faculty of Engineering and Sustainable Development, University of Gävle, Kungsbäcksvägen 47, 80176 Gävle, Sweden
2
Organisational Sustainability, Ltd. 40 Machen Place, Cardiff CF11 6EQ, UK
3
Escuela de Ingeniería y Ciencias, Tecnológico de Monterrey, Campus Toluca, Av. Eduardo Monroy Cárdenas, 2000, San Antonio Buenavista, 50110 Toluca de Lerdo, Mexico
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(6), 1602; https://doi.org/10.3390/su11061602
Received: 13 February 2019 / Revised: 11 March 2019 / Accepted: 12 March 2019 / Published: 16 March 2019
(This article belongs to the Special Issue Competencies in Education for Sustainable Development)
  |  
PDF [2723 KB, uploaded 16 March 2019]
  |  

Abstract

There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences. View Full-Text
Keywords: higher education for sustainable development; European higher education institutions; competence; pedagogy; STAUNCH® higher education for sustainable development; European higher education institutions; competence; pedagogy; STAUNCH®
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

Lozano, R.; Barreiro-Gen, M.; Lozano, F.J.; Sammalisto, K. Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. Sustainability 2019, 11, 1602.

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