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Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

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Department of Engineering and Sustainable Development, University of Gävle, Kungsbäcksvägen 47, 80176 Gävle, Sweden
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Organisational Sustainability, Ltd. 40 Machen Place, Cardiff CF11 6EQ, UK
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Independent Researcher and Consultant, Capitola, CA 95010, USA
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Toulouse Business School, University of Toulouse, 31068 Toulouse, France
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Escuela de Ingeniería y Ciencias, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501, Monterrey 64849, Mexico
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Author to whom correspondence should be addressed.
Sustainability 2017, 9(10), 1889; https://doi.org/10.3390/su9101889
Received: 11 September 2017 / Revised: 30 September 2017 / Accepted: 17 October 2017 / Published: 20 October 2017
(This article belongs to the Section Sustainable Education and Approaches)
Research into and practice of Higher Education for Sustainable Development (HESD) have been increasing during the last two decades. These have focused on providing sustainability education to future generations of professionals. In this context, there has been considerable progress in the incorporation of SD in universities’ curricula. Most of these efforts have focussed on the design and delivery of sustainability-oriented competences. Some peer-reviewed articles have proposed different pedagogical approaches to better deliver SD in these courses; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. This paper analyses competences and pedagogical approaches, using hermeneutics to connect these in a framework based on twelve competences and twelve pedagogical approaches found in the literature. The framework connects the course aims to delivery in HESD by highlighting the connections between pedagogical approaches and competences in a matrix structure. The framework is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. To better develop mind-sets and actions of future generations, we must provide students with a complete set of sustainability competences. View Full-Text
Keywords: Higher Education for Sustainable Development; competence; pedagogy; teaching and learning; curriculum planning; educational outcomes Higher Education for Sustainable Development; competence; pedagogy; teaching and learning; curriculum planning; educational outcomes
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MDPI and ACS Style

Lozano, R.; Merrill, M.Y.; Sammalisto, K.; Ceulemans, K.; Lozano, F.J. Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability 2017, 9, 1889. https://doi.org/10.3390/su9101889

AMA Style

Lozano R, Merrill MY, Sammalisto K, Ceulemans K, Lozano FJ. Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability. 2017; 9(10):1889. https://doi.org/10.3390/su9101889

Chicago/Turabian Style

Lozano, Rodrigo; Merrill, Michelle Y.; Sammalisto, Kaisu; Ceulemans, Kim; Lozano, Francisco J. 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal" Sustainability 9, no. 10: 1889. https://doi.org/10.3390/su9101889

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