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Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain

Author

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  • Pedro Vega-Marcote

    (Faculty of Educational Sciences, University of Coruña, A Coruña 15071, Spain)

  • Mercedes Varela-Losada

    (Faculty of Educational Sciences, University of Vigo, Vigo 36005, Spain)

  • Pedro Álvarez-Suárez

    (Faculty of Educational Sciences, University of Granada, Granada 18002, Spain)

Abstract

The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires global change on a political, social and environmental level. To boost this change, it is necessary to redirect education and, specifically, environmental education, to educate citizens so that they are capable of making responsible decisions and behaving sustainably. The purpose of this study is to evaluate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems. Its final aim is to search for a model that enables students to participate, individually and collectively, in the solution of socio-environmental problems in their surroundings, but without losing the global perspective, and that fosters sustainable life styles. To do so, a quasi-experimental quantitative research was performed with two pretest-posttest phases to compare the results of an active and participative methodology with another more expository one. The results show significant differences in the knowledge, attitudes and intention of the behavior of the aspiring teachers. Thus, this first analysis shows that the experiential educational model promotes and favors sustainable actions in higher education (the faculty of educational science, responsible for basic teacher training) more efficiently and could be the basis for future proposals in this field.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:7:y:2015:i:3:p:2603-2622:d:46323
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    References listed on IDEAS

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    Cited by:

    1. Lichun Mo & Jiancheng Chen & Yi Xie, 2021. "Ecological Approach for the Evaluation of Structure and Sustainability in the Tourism Industry," Sustainability, MDPI, vol. 13(23), pages 1-13, December.
    2. 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.
    3. Rocío Valderrama-Hernández & Fermín Sánchez-Carracedo & Lucía Alcántara Rubio & Dolores Limón-Domínguez, 2019. "Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study," Sustainability, MDPI, vol. 12(1), pages 1-27, December.
    4. Ronald Venn & Paquita Perez & Valerie Vandenbussche, 2022. "Competencies of Sustainability Professionals: An Empirical Study on Key Competencies for Sustainability," Sustainability, MDPI, vol. 14(9), pages 1-22, April.
    5. Mercedes Varela-Losada & Azucena Arias-Correa & Uxío Pérez-Rodríguez & Pedro Vega-Marcote, 2019. "How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    6. Gratiela Dana BOCA & Lindita MUKAJ, 2016. "Barriers in Sustainable Knowledge Management Model in Education," Economics and Applied Informatics, "Dunarea de Jos" University of Galati, Faculty of Economics and Business Administration, issue 3, pages 19-28.
    7. Kifah Imara & Fahriye Altinay, 2021. "Integrating Education for Sustainable Development Competencies in Teacher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
    8. Despoina Schina & Vanessa Esteve-González & Mireia Usart & José-Luis Lázaro-Cantabrana & Mercè Gisbert, 2020. "The Integration of Sustainable Development Goals in Educational Robotics: A Teacher Education Experience," Sustainability, MDPI, vol. 12(23), pages 1-15, December.
    9. 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.
    10. Patricia Esteve-Guirao & Mercedes Jaén García & Isabel Banos-González, 2019. "The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems," Sustainability, MDPI, vol. 11(20), pages 1-18, October.
    11. Jana Dlouhá & Raquel Heras & Ingrid Mulà & Francisca Perez Salgado & Laura Henderson, 2019. "Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action," Sustainability, MDPI, vol. 11(13), pages 1-23, July.
    12. Carlos Martínez-Mirambell & Salvador Boned-Gómez & Mayra Urrea-Solano & Salvador Baena-Morales, 2023. "Step by Step towards a Greener Future: The Role of Plogging in Educating Tomorrow’s Citizens," Sustainability, MDPI, vol. 15(18), pages 1-15, September.
    13. Arantza Rico & Elena Agirre-Basurko & Aritz Ruiz-González & Igone Palacios-Agundez & Daniel Zuazagoitia, 2021. "Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service," Sustainability, MDPI, vol. 13(8), pages 1-21, April.
    14. 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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