%0 Journal Article 
%A García González, Esther María
%A Jiménez Fontana, Rocío
%A Azcárate Goded, María del Pilar
%A Cardeñoso Domingo, José María
%T Inclusion of Sustainability in University Classrooms through Methodology
%D 2017
%@ 2199-7381

%U http://hdl.handle.net/10498/30397
%X The aim of this paper is to presents an analytical instrument (HAMS, in its
Spanish acronym), aimed at the study of teaching methods and the inclusion of
Education for Sustainable Development (ESD) in university classrooms. HAMS
is based on a review of studies focused on this field, and the process of developing
had revealed methodological strategies in this regard. The focus of HAMS is the
study of teaching and decision making in university classrooms, at both planning
and intervention levels. Its development is part of a study that analyses the
methodological strategies from the perspective of the values of ESD, and on the
basis of the principles of complexity. HAMS should be useful for university
teachers when analysing and reflecting on their teaching practice. Also, HAMS
may be of use to university authorities to detect obstacles in the performance of
their instructors, and to plan and design activities that allow for the inclusion of
ESD in their centres. This activity has been identified as one of the priority areas
for action in higher education because of its direct impact on the formation of
future professionals.
%K University teachers   Education for sustainability   Teaching methods   Complexity
%K University teachers
%K Education for sustainability
%K Teaching methods Complexity
%~ Universidad de Cádiz