RT journal article
T1 Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities
A1 Albareda Tiana, Silvia
A1 García González, Esther María
A1 Jiménez Fontana, Rocío
A1 Solís Espallargas, Carmen
A2 Didáctica
K1 initial teacher training
K1 sustainable consumption patterns
K1 education for sustainable development
K1 individual ecological footprint
K1 transformative learning
K1 sustainable competencies
AB 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-basedlearning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal isto promote the integration of education for sustainable development (ESD) and measure the level ofacquisition of several competencies of sustainability and the change in consumption habits of futureteachers 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 usedas data collection instruments. The conclusions related to the research objectives show that whensustainability is implemented in the curriculum through active teaching-learning strategies, futureteachers acquire competencies of sustainability. They also reveal that said strategies contribute toa change in consumption habits as a reduction in the EF is observed. There exists a relation betweenEF reduction and high levels of acquisition of competency in sustainability.
PB MDPI
SN 2071-1050
YR 2019
FD 2019-09
LK http://hdl.handle.net/10498/21951
UL http://hdl.handle.net/10498/21951
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 13-nov-2026