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

Author

Listed:
  • Sílvia Albareda-Tiana

    (Faculty of Education, Universitat Internacional de Catalunya, 08017 Barcelona, Spain)

  • Esther García-González

    (Faculty of Education, Universidad de Cádiz, 11519 Cádiz, Spain)

  • Rocío Jiménez-Fontana

    (Faculty of Education, Universidad de Cádiz, 11519 Cádiz, Spain)

  • Carmen Solís-Espallargas

    (Facultad de Educación, Universidad de Sevilla, 41013 Sevilla, Spain)

Abstract

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 different 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.

Suggested Citation

  • Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:18:p:4927-:d:265587
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    References listed on IDEAS

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    1. Pedro Vega-Marcote & Mercedes Varela-Losada & Pedro Álvarez-Suárez, 2015. "Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain," Sustainability, MDPI, vol. 7(3), pages 1-20, March.
    2. Franziska Bertschy & Christine Künzli & Meret Lehmann, 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 5(12), pages 1-14, November.
    3. Pascal Frank & Laura Sophie Stanszus, 2019. "Transforming Consumer Behavior: Introducing Self-Inquiry-Based and Self-Experience-Based Learning for Building Personal Competencies for Sustainable Consumption," Sustainability, MDPI, vol. 11(9), pages 1-19, May.
    4. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    5. Alexandro Kleine & Michael Hauff, 2009. "Sustainability-Driven Implementation of Corporate Social Responsibility: Application of the Integrative Sustainability Triangle," Journal of Business Ethics, Springer, vol. 85(3), pages 517-533, April.
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    13. Carmen Solís-Espallargas & Hortensia Morón-Monge, 2020. "How to Improve Sustainability Competences of Teacher Training? Inquiring the Prior Knowledge on Climate Change in Primary School Students," Sustainability, MDPI, vol. 12(16), pages 1-17, August.
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