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dc.contributor.authorAlbareda-Tiana, Sílvia
dc.contributor.authorGarcía-González, Esther
dc.contributor.authorJiménez-Fontana, Rocío
dc.contributor.authorSolís-Espallargas, Carmen
dc.contributor.otherDidácticaen_US
dc.date.accessioned2019-11-21T11:35:05Z
dc.date.available2019-11-21T11:35:05Z
dc.date.issued2019-09
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10498/21951
dc.description.abstractWithin 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.en_US
dc.formatapplication/pdfen_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.sourceSustainability 2019, 11(18), 4927en_US
dc.subjectinitial teacher trainingen_US
dc.subjectsustainable consumption patternsen_US
dc.subjecteducation for sustainable developmenten_US
dc.subjectindividual ecological footprinten_US
dc.subjecttransformative learningen_US
dc.subjectsustainable competenciesen_US
dc.titleImplementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universitiesen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessen_US
dc.identifier.doi10.3390/su11184927


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Atribución 4.0 Internacional
This work is under a Creative Commons License Atribución 4.0 Internacional