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Special Issue Editors

Dr. Carmen Solís-Espallargas
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Guest Editor

Faculty of Education, University of Seville, Seville, Spain
Interests: education for sustainability; sustainability in higher education; environmental education

Dr. Dolores Limón-Domínguez
E-Mail Website
Guest Editor

Faculty of Education, University of Seville, Seville, Spain

Dr. Jorge Ruiz-Morales
E-Mail Website
Guest Editor

Faculty of Education, University of Seville, Seville, Spain
Interests: education for sustainability; sustainability in higher education; environmental education

Dr. Rocío Valderrama-Hernández
E-Mail Website
Guest Editor

Faculty of Education, University of Seville, Seville, Spain
Interests: education for sustainability; sustainability in higher education; environmental education

Special Issue Information

Dear Colleagues,

This Special Issue will comprise a selection of papers addressing training of future professionals in sustainability in the university. University education plays an important role in promoting environmentally responsible citizenship. In addition to generating knowledge, it is also responsible for training future professionals within the framework of sustainability.

Higher education and other in-service training systems need to be reviewed to establish basic student competences in sustainability, as well as to analyze which pedagogic/didactic methodologies are the most appropriate to improve such competences.

This Special Issue focuses on studies evaluating and analyzing the relationship between ESD and student university training. Authors from different disciplines related to sustainable development issues are invited to submit their papers.

Dr. Carmen Solís-Espallargas
Dr. Dolores Limón-Domínguez
Dr. Jorge Ruiz-Morales
Dr. Rocío Valderrama-Hernández
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1900 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

education for sustainability
higher education and ESD
innovative educational methods in ESD
innovation of higher-education institutions in ESD
competencies in ESD

Published Papers (2 papers)

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Research

Open AccessArticle

Spirals of Sustainable Academic Motivation, Creativity, and Trust of Higher Education Staff

Martina Blašková

Dominika Tumová

Rudolf Blaško

and

Justyna Majchrzak-Lepczyk

Sustainability 2021, 13(13), 7057; https://doi.org/10.3390/su13137057 - 23 Jun 2021

Viewed by 366

Abstract

Sustainability has to penetrate more and more into higher education. It should not focus only on traditional elements. It should also enter new, but for future improvement, extremely important areas. Based on this premise, creativity and motivation, when additionally interconnected and supported by trust that is provided and achieved, decide on the progress and sustainability of universities. This connection is gaining importance especially from the point of view of building solid foundations and mechanisms that functionally preserve the potential effects of these elements in the future. For this reason and following the nature, importance, and content of sustainable academic motivation (SAM), the paper introduces two new concepts: sustainable academic creativity (SAC) and sustainable academic trust (SAT). For further original contributions, the paper hypothesizes the existence of mutual—spiral—relations of sustainable academic motivation (SAM), sustainable academic creativity (SAC), and sustainable academic trust (SAT). The empirical section tests the validity of this claim in the universities of two countries: the Slovak Republic and Poland. A survey performed on a sample of

n = 181

pedagogical, scientific, management, and administrative staff in higher education confirms the existence of these spirals. The results indicate the spiral effect of motivation when connected with creativity and trust and show that it is accented by the crucial principles of sustainability (responsibility, novelty, usefulness, progress, etc.). Therefore, the paper’s conclusion contains the explanations for the potential occurrence of three types of sustainably mutual systems and complexes. These are: (a) individual sustainable systems of SAM, SAC, and SAT; (b) group/sectional sustainable systems of SAM, SAC, and SAT; and (c) the global sustainable complex of SAM, SAC, and SAT in the university. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development of Universities)

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Open AccessArticle

Education for Sustainable Development in Spanish University Education Degrees

Fermín Sánchez-Carracedo

Francisco Manuel Moreno-Pino

Daniel Romero-Portillo

and

Bárbara Sureda

Sustainability 2021, 13(3), 1467; https://doi.org/10.3390/su13031467 - 31 Jan 2021

Cited by 7 | Viewed by 889

Abstract

This work presents an analysis of student perception of Spanish university education degrees regarding their training in sustainable development. A sample of 942 students was used. The methodology consists of analyzing the results of a survey answered by the first- and fourth-year students from nine education degree courses in four Spanish universities. Comparison of the perception of learning by fourth-year students against those of the first year enables improvements in learning regarding sustainability to be ascertained. The questionnaire consists of 18 questions concerning four sustainability competencies: C1-Critical contextualization of knowledge, C2-Sustainable use of resources, C3-Participation in community processes, and C4-Ethics. Two composite indicators are defined to analyze the absolute learning (achieved on completion of their studies) and the relative learning (achieved with respect to what should have been achieved) declared by the students in each competency, degree and university. The results show that students declare an improvement in all their sustainability competencies, although the results of the final learning are far from those expected: they have learned only 27% of what they should have learned. Moreover, the learning achieved in the four competencies depends on the degree and the university. Full article

(This article belongs to the Special Issue Higher Education and Sustainable Development of Universities)

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