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Article

Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca

1
Faculty of Education, University of Salamanca, 37008 Salamanca, Spain
2
Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya-BarcelonaTech, 08034 Barcelona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(11), 4421; https://doi.org/10.3390/su12114421
Received: 30 April 2020 / Revised: 26 May 2020 / Accepted: 27 May 2020 / Published: 29 May 2020
In this work, we analyzed the progress made in learning sustainability competencies by students belonging to the four Bachelor Education degrees at the University of Salamanca: Early Childhood Education Teacher, Primary Education Teacher, Pedagogy, and Social Education. To assess this progress, the instrument we used was the student questionnaire designed by the EDINSOST project. The questionnaire consisted of 18 questions related to the four sustainability competencies defined in 2011 by the Conference of Rectors of Spanish Universities: (1) critical contextualization of knowledge, (2) sustainable use of resources, (3) participation in community processes, and (4) application of ethical principles. The students answered the questions using a four-point Likert scale. The analysis of the answers determined the students’ perception of their own learning related to sustainability competencies. A total of 230 first-year and 96 fourth-year students responded to the questionnaire. The comparison between the first- and fourth-year students’ answers to each question enabled an evaluation of the improvement perceived by the students in their sustainability competencies. We analyzed the results by using the Mann–Whitney and Kruskal–Wallis U tests. The results show that the students of the Bachelor Degree in Pedagogy are the only ones who achieve a significant improvement in their sustainability competencies. Bachelor Degree in Social Education and Bachelor Degree in Early Childhood Education Teacher students achieve an improvement, but it is not significant. Finally, Bachelor Degree in Primary Education Teacher students do not seem to achieve any improvement. From these data, it appears that the model used to introduce sustainability competencies in the Bachelor Degree in Pedagogy is the only one that achieves good results. View Full-Text
Keywords: Sustainability; education for sustainable development; sustainability map; Sustainability competencies Sustainability; education for sustainable development; sustainability map; Sustainability competencies
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MDPI and ACS Style

Muñoz-Rodríguez, J.M.; Sánchez-Carracedo, F.; Barrón-Ruiz, Á.; Serrate-González, S. Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca. Sustainability 2020, 12, 4421. https://doi.org/10.3390/su12114421

AMA Style

Muñoz-Rodríguez JM, Sánchez-Carracedo F, Barrón-Ruiz Á, Serrate-González S. Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca. Sustainability. 2020; 12(11):4421. https://doi.org/10.3390/su12114421

Chicago/Turabian Style

Muñoz-Rodríguez, José M., Fermín Sánchez-Carracedo, Ángela Barrón-Ruiz, and Sara Serrate-González. 2020. "Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca" Sustainability 12, no. 11: 4421. https://doi.org/10.3390/su12114421

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