Next Article in Journal
From Subjective and Objective Perspective to Reconstruct the High-Quality Tourism Spatial Structure―Taking Gannan Prefecture in China as an Example
Next Article in Special Issue
Competence Literate but Context Lacking? Investigating the Potential of Study Abroad Programs to Promote Sustainability Competence Acquisition in Students
Previous Article in Journal
Greenhouse Gas Emissions Growth in Europe: A Comparative Analysis of Determinants
Previous Article in Special Issue
Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development
Open AccessArticle

Assessment of the Development of Professional Skills in University Students: Sustainability and Serious Games

1
Financial Economics I, University of the Basque Country (UPV/EHU), 48015 Bilbao, Spain
2
Corporate Social Responsibility, Camara Bilbao Business School, 48008 Bilbao, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(3), 1014; https://doi.org/10.3390/su12031014
Received: 31 December 2019 / Revised: 19 January 2020 / Accepted: 26 January 2020 / Published: 31 January 2020
(This article belongs to the Special Issue Competencies in Education for Sustainable Development II)
In this study, we analyze the development of key professional skills for sustainability (KPSS) in university students using serious games (SG) from a sustainability perspective. Sustainable Development Goals (SDGs) were set by the United Nations’ 2030 Agenda for Sustainable Development. Universities are strategic agents in the transformation process towards sustainability. Thus, universities should be committed to promoting such skills in their students through sustainable curricula by implementing active methodologies and using SG for that purpose. KPSS are essential for the development of future graduates. The aim of this study is to determine what KPSS have to be developed through the SG “The Island”, in order to improve the degree of satisfaction towards the incorporation of a sustainable curriculum among the students. The data were obtained using a questionnaire and then analyzed using linear regression models, with their inferences estimated through a goodness of fit test and ANOVA. The first results indicated that implementation of the SG promoted a strengthening of the students' sustainable curriculum through the development of related skills. It was concluded that the key to success in education for sustainable development is to improve the development of strategic thinking, collaborative thinking, and self-awareness, in addition to encouraging systemic, critical, and problem-solving thinking. View Full-Text
Keywords: active learning; professional skills; civic education; higher education, serious games; critical thinking; sustainability; EDS competences active learning; professional skills; civic education; higher education, serious games; critical thinking; sustainability; EDS competences
Show Figures

Figure 1

MDPI and ACS Style

Peña Miguel, N.; Corral Lage, J.; Mata Galindez, A. Assessment of the Development of Professional Skills in University Students: Sustainability and Serious Games. Sustainability 2020, 12, 1014. https://doi.org/10.3390/su12031014

AMA Style

Peña Miguel N, Corral Lage J, Mata Galindez A. Assessment of the Development of Professional Skills in University Students: Sustainability and Serious Games. Sustainability. 2020; 12(3):1014. https://doi.org/10.3390/su12031014

Chicago/Turabian Style

Peña Miguel, Noemi; Corral Lage, Javier; Mata Galindez, Ana. 2020. "Assessment of the Development of Professional Skills in University Students: Sustainability and Serious Games" Sustainability 12, no. 3: 1014. https://doi.org/10.3390/su12031014

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

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop