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Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

Author

Listed:
  • Gisela Cebrián

    (Department of Pedagogy, Universitat Rovira i Virgili, Campus Sescelades, 43007 Tarragona, Spain)

  • Mercè Junyent

    (Department of Mathematics and Science Education, G5-126 Campus UAB—Bellaterra, Universitat Autònoma de Barcelona, 08193 Cerdanyola del Vallès, Spain)

  • Ingrid Mulà

    (Institute of Educational Research, Universitat de Girona, 17004 Girona, Spain)

Abstract

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

Suggested Citation

  • Gisela Cebrián & Mercè Junyent & Ingrid Mulà, 2021. "Current Practices and Future Pathways towards Competencies in Education for Sustainable Development," Sustainability, MDPI, vol. 13(16), pages 1-9, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:8733-:d:608655
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    References listed on IDEAS

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    1. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    2. Gisela Cebrián & Mercè Junyent & Ingrid Mulà, 2020. "Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments," Sustainability, MDPI, vol. 12(2), pages 1-9, January.
    3. 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.
    4. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
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    Cited by:

    1. Claudia Vásquez & Juan Luis Piñeiro & Israel García-Alonso, 2022. "What Challenges Does the 21st Century Impose on the Knowledge of Primary School Teachers Who Teach Mathematics? An Analysis from a Latin American Perspective," Mathematics, MDPI, vol. 10(3), pages 1-19, January.
    2. 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.

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