Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

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2019-09Department
DidácticaSource
Sustainability 2019, 11(18), 4927Abstract
Within the framework of the United Nations 2030 Agenda for Sustainable Development,
four case studies of the degree in Primary Education at three Spanish universities are analyzed.
The aim is to study the suitability of three di erent active teaching-learning strategies: problem-based
learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is
to promote the integration of education for sustainable development (ESD) and measure the level of
acquisition of several competencies of sustainability and the change in consumption habits of future
teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF)
as well as a rubric to measure the level of acquisition of competencies of sustainability were used
as data collection instruments. The conclusions related to the research objectives show that when
sustainability is implemented in the curriculum through active teaching-learning strategies, future
teachers acquire competencies of sustainability. They also reveal that said strategies contribute to
a change in consumption habits as a reduction in the EF is observed. There exists a relation between
EF reduction and high levels of acquisition of competency in sustainability.
Subjects
initial teacher training; sustainable consumption patterns; education for sustainable development; individual ecological footprint; transformative learning; sustainable competenciesCollections
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