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Anticipating Future Needs in Key Competences for Sustainability in Two Distance Learning Universities of Spain and Portugal

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  • María Majadas Matesanz

    (International Doctoral School—EIDUNED, Faculty of Education, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain)

  • Sandra Sofia Ferreira da Silva Caeiro

    (Departamento de Ciências e Tecnologia & Centro de Estudos Globais, Universidade Aberta (UAb), 1000-013 Lisbon, Portugal
    CENSE-Center for Environmental and Sustainability Research & CHANGE—Global Change and Sustainability Institute, NOVA School of Science and Technology, NOVA University Lisbon, 2829-516 Caparica, Portugal
    These authors contributed equally to this work.)

  • Paula Bacelar Nicolau

    (Departamento de Ciências e Tecnologia & Centro de Estudos Globais, Universidade Aberta (UAb), 1000-013 Lisbon, Portugal
    CFE-Centre for Functional Ecology, Universidade de Coimbra, 3000-456 Coimbra, Portugal
    These authors contributed equally to this work.)

Abstract

The current eco-social crisis includes global challenges such as climate change, environmental degradation and demographic shifts that call for a global response. The European Environment Agency claims that over the next decade, very different answers will be needed to the world’s challenges than the ones provided over the past 40 years to confront the foreseeable global changes. Higher Education Institutions have their own responsibility in training future professionals in cross-cutting key competences for sustainability, which are defined through different frameworks. Considering that current students will need to overcome global challenges, this research aims to identify the ways in which Higher Education Institutions are anticipating the introduction of key competences for sustainability into the curricula of their programs. Specifically, it aims to detect the perception of the heads of three departments and three faculties of two universities in Spain and Portugal about the presence of key competences for sustainability in the selected degrees. For this study, a qualitative research approach was employed. The methodology used involved the application of interviews to departments and faculties heads. The results showed there is a growing interest in sustainability at Higher Education Institutions, but key competences for sustainability were not yet sufficiently valued as competences needed for the students in the future, in particular those linked with the professional world. Further similar research could be conducted at other levels (master’s degree, doctorate).

Suggested Citation

  • María Majadas Matesanz & Sandra Sofia Ferreira da Silva Caeiro & Paula Bacelar Nicolau, 2023. "Anticipating Future Needs in Key Competences for Sustainability in Two Distance Learning Universities of Spain and Portugal," Sustainability, MDPI, vol. 15(5), pages 1-20, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:5:p:4444-:d:1085355
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    References listed on IDEAS

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    2. Stephen Sterling & Ian Thomas, 2006. "Education for sustainability: the role of capabilities in guiding university curricula," International Journal of Innovation and Sustainable Development, Inderscience Enterprises Ltd, vol. 1(4), pages 349-370.
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    4. Walter Leal Filho & Kay Emblen-Perry & Petra Molthan-Hill & Mark Mifsud & Leendert Verhoef & Ulisses Miranda Azeiteiro & Paula Bacelar-Nicolau & Luiza Olim de Sousa & Paula Castro & Ali Beynaghi & Jen, 2019. "Implementing Innovation on Environmental Sustainability at Universities Around the World," Sustainability, MDPI, vol. 11(14), pages 1-16, July.
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