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Fostering Sustainability through Mobility Knowledge, Skills, and Attitudes

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  • Eva M. De La Torre

    (Department of Economics and Public Finance, Universidad Autónoma de Madrid, 28049 Madrid, Spain
    Research Institute for Higher Education and Science (INAECU), 28903 Madrid, Spain)

  • Adriana Perez-Encinas

    (Research Institute for Higher Education and Science (INAECU), 28903 Madrid, Spain
    Department of Business Organizations, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • Gillian Gomez-Mediavilla

    (Department of Geography, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

Abstract

International mobility programmes embed higher education (HE) students in a learning process in which they gain key knowledge, skills, and attitudes (KSAs), some of them crucial in pursuing the Sustainable Development Goals (SDGs). We propose an innovative theoretical framework that links such KSAs to the UNESCO’s Key Competences for Sustainability and specific SDGs. Moreover, we analysed which KSAs are addressed by institutional initiatives to support mobility students, exposing their contribution to the SDGs. Finally, we revised mobile students’ needs of institutional support on KSA’s acquisition through focus groups. Results show that the KSAs most addressed by the institutional initiatives are related to several SDGs, but mainly to SDG4 (Quality Education) and SDG8 (Decent Work and Economic Growth). Notwithstanding, additional institutional support may be needed for students to leverage their learning outcomes and transform international mobility into a key driver of the necessary social change towards the achievement of SDGs.

Suggested Citation

  • Eva M. De La Torre & Adriana Perez-Encinas & Gillian Gomez-Mediavilla, 2022. "Fostering Sustainability through Mobility Knowledge, Skills, and Attitudes," Sustainability, MDPI, vol. 14(3), pages 1-14, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1349-:d:733229
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    References listed on IDEAS

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    1. Christoph Grimpe & Katrin Hussinger, 2013. "Formal and Informal Knowledge and Technology Transfer from Academia to Industry: Complementarity Effects and Innovation Performance," Industry and Innovation, Taylor & Francis Journals, vol. 20(8), pages 683-700, November.
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    Cited by:

    1. Jurgita Raudeliuniene & Ibrahim Matar, 2022. "Knowledge Management Practice for Sustainable Development in Higher Education Institutions: Women Managers’ Perspective," Sustainability, MDPI, vol. 14(19), pages 1-13, September.
    2. Krzysztof Kafarski & Jan K. Kazak, 2022. "Erasmus Staff Mobility in the Building of a European Network: The Case of a Central European University," Sustainability, MDPI, vol. 14(9), pages 1-15, April.
    3. Aleksandar Aleksić & Snežana Nestić & Michael Huber & Nikolina Ljepava, 2022. "The Assessment of the Key Competences for Lifelong Learning—The Fuzzy Model Approach for Sustainable Education," Sustainability, MDPI, vol. 14(5), pages 1-15, February.
    4. Brack W. Hale, 2022. "Educational Travel Programs, Sustainability, and the Environment," Sustainability, MDPI, vol. 14(4), pages 1-3, February.
    5. Moataz Elmassri & María Luisa Pajuelo & Abdulhadi Ali Alahbabi & Ahmed Mohamed Alali & Moufak Alzitawi & Hamdan Hussain & Khaled Alnabhani & Tariq Elrazaz, 2023. "Student Perceptions of Pedagogical Approaches to Integrating the SDG 8 into Business School Education," Sustainability, MDPI, vol. 15(19), pages 1-22, September.

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