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Article

Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views

by 1,† and 2,*,†
1
Social Sciences and Education Department, Universidad Camilo José Cela, c/Castillo de Alarcón, 49, Urb. Villafranca del Castillo, 28692 Villanueva de la Cañada, Spain
2
Department of Mathematics and Science Education, Universitat Autònoma de Barcelona, G5-126 Campus UAB—Bellaterra, 08193 Cerdanyola del Vallès, Spain
*
Author to whom correspondence should be addressed.
These authors contributed equally to this work.
Academic Editor: Ian Thomas
Sustainability 2015, 7(3), 2768-2786; https://doi.org/10.3390/su7032768
Received: 10 November 2014 / Revised: 27 February 2015 / Accepted: 27 February 2015 / Published: 6 March 2015
(This article belongs to the Special Issue Sustainability Approaches in Education)
In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers. View Full-Text
Keywords: education for sustainable development; professional competencies; teacher education; student perception; higher education education for sustainable development; professional competencies; teacher education; student perception; higher education
MDPI and ACS Style

Cebrián, G.; Junyent, M. Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability 2015, 7, 2768-2786. https://doi.org/10.3390/su7032768

AMA Style

Cebrián G, Junyent M. Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability. 2015; 7(3):2768-2786. https://doi.org/10.3390/su7032768

Chicago/Turabian Style

Cebrián, Gisela, and Mercè Junyent. 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views" Sustainability 7, no. 3: 2768-2786. https://doi.org/10.3390/su7032768

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