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Article

Didactic Strategies to Promote Competencies in Sustainability

1
Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya, 08034 Barcelona, Spain
2
Departamento de Teoría e Historia de la Educación, Universidad de Salamanca, 37001 Salamanca, Spain
3
Didactic of Experimental Science Sustainability and Integral Education Research Group, Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
4
Facultad de Ciencias de la Educación, Universidad de Sevilla, 43013 Sevilla, Spain
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Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain
6
Departamento de Didáctica, Universidad de Cádiz, 11591 Cádiz, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(7), 2086; https://doi.org/10.3390/su11072086
Received: 27 February 2019 / Revised: 28 March 2019 / Accepted: 31 March 2019 / Published: 8 April 2019
(This article belongs to the Special Issue Competencies in Education for Sustainable Development)
Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers. View Full-Text
Keywords: didactic strategies; sustainability competencies; higher education; service learning; problem-based learning; project-oriented learning; simulation games; case studies didactic strategies; sustainability competencies; higher education; service learning; problem-based learning; project-oriented learning; simulation games; case studies
MDPI and ACS Style

Tejedor, G.; Segalàs, J.; Barrón, Á.; Fernández-Morilla, M.; Fuertes, M.T.; Ruiz-Morales, J.; Gutiérrez, I.; García-González, E.; Aramburuzabala, P.; Hernández, À. Didactic Strategies to Promote Competencies in Sustainability. Sustainability 2019, 11, 2086. https://doi.org/10.3390/su11072086

AMA Style

Tejedor G, Segalàs J, Barrón Á, Fernández-Morilla M, Fuertes MT, Ruiz-Morales J, Gutiérrez I, García-González E, Aramburuzabala P, Hernández À. Didactic Strategies to Promote Competencies in Sustainability. Sustainability. 2019; 11(7):2086. https://doi.org/10.3390/su11072086

Chicago/Turabian Style

Tejedor, Gemma, Jordi Segalàs, Ángela Barrón, Mónica Fernández-Morilla, M. T. Fuertes, Jorge Ruiz-Morales, Ibón Gutiérrez, Esther García-González, Pilar Aramburuzabala, and Àngels Hernández. 2019. "Didactic Strategies to Promote Competencies in Sustainability" Sustainability 11, no. 7: 2086. https://doi.org/10.3390/su11072086

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