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Inventory and Analysis of Environmental Sustainability Education in the Degrees of the University of Alcalá (Spain)

Author

Listed:
  • Emilio Chuvieco

    (Universidad de Alcalá, Department of Geology, Geography and Environment Science, C/Colegios, 2, 28801 Alcalá de Henares, Spain)

  • Javier Carrillo-Hermosilla

    (Universidad de Alcalá, Department of Economics and Business, Plaza de la Victoria 2, 28802 Alcalá de Henares, Spain)

  • Montserrat López-Mújica

    (Universidad de Alcalá, Department of Modern Philology, Edificio Multidepartamental, C/Cifuentes, 28, 19001 Guadalajara, Spain)

  • Eva Campo-López

    (Universidad de Alcalá, Department of Life Sciences, Edificio de Ciencias, Ctra. Madrid-Barcelona Km 36, 28805 Alcalá de Henares, Spain)

  • Ximena Angélica Lazo-Vitoria

    (Universidad de Alcalá, Department of Legal Sciences, C/Libreros, 27, 28801 Alcalá de Henares, Spain)

  • Javier Macias-Guarasa

    (Universidad de Alcalá, Department of Electronics, Edificio Politécnico, Ctra. Madrid-Barcelona Km 33,600, 28805 Alcalá de Henares, Spain)

  • Alice Luminita Petre-Bujan

    (Universidad de Alcalá, Department of Analytical Chemistry, Physical Chemistry and Chemical Engineering, Edificio Polivalente, Ctra. Madrid-Barcelona Km 33,600, 28802 Alcalá de Henares, Spain)

  • José Antonio Perdigón-Melón

    (Universidad de Alcalá, Department of Analytical Chemistry, Physical Chemistry and Chemical Engineering, Edificio Polivalente, Ctra. Madrid-Barcelona Km 33,600, 28802 Alcalá de Henares, Spain)

  • Jesús Guardiola-Soler

    (Universidad de Alcalá, Department of Analytical Chemistry, Physical Chemistry and Chemical Engineering, Edificio Polivalente, Ctra. Madrid-Barcelona Km 33,600, 28802 Alcalá de Henares, Spain)

  • María Jesús Salado-García

    (Universidad de Alcalá, Department of Geology, Geography and Environment Science, C/Colegios, 2, 28801 Alcalá de Henares, Spain)

Abstract

In order to promote education in environmental sustainability at higher education institutions and establish action priorities, a detailed analysis of the initial situation is needed, both in terms of courses offered and teaching and assessment strategies implemented. This article presents a methodology that can be used to standardize the evaluation of teaching in environmental sustainability at different universities. We exemplify its application at the University of Alcalá, located in Central Spain. The inventory was conducted using in-house software development for the extraction of environmental sustainability concepts in the degree courses’ syllabi, completed with a survey to faculty members and a manual review to confirm its adjustment to environmental issues. Those finally selected were analyzed in depth. The main results indicate that currently, only a small part of the courses (5.5%) offered at the University explicitly include environmental sustainability content. The grades that concentrate most of the courses are those of Environmental Sciences, Biology, Economics, Tourism and Pharmacy, with very low occurrence in the grades of Education and Health Sciences. It is concluded that further institutional commitment is needed in the definition of medium-term strategies to guide the training and dissemination efforts in order to promote sound environmental education in university courses.

Suggested Citation

  • Emilio Chuvieco & Javier Carrillo-Hermosilla & Montserrat López-Mújica & Eva Campo-López & Ximena Angélica Lazo-Vitoria & Javier Macias-Guarasa & Alice Luminita Petre-Bujan & José Antonio Perdigón-Mel, 2022. "Inventory and Analysis of Environmental Sustainability Education in the Degrees of the University of Alcalá (Spain)," Sustainability, MDPI, vol. 14(14), pages 1-12, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:14:p:8310-:d:857548
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    References listed on IDEAS

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    1. Valentín Piza & José Luis Aparicio & Columba Rodríguez & Rigoberto Marín & Juana Beltrán & Ramón Bedolla, 2018. "Sustainability in Higher Education: A Didactic Strategy for Environmental Mainstreaming," Sustainability, MDPI, vol. 10(12), pages 1-12, December.
    2. Piyapong Janmaimool & Samattaphong Khajohnmanee, 2020. "Enhancing university students’ global citizenship, public mindedness, and moral quotient for promoting sense of environmental responsibility and pro-environmental behaviours," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 22(2), pages 957-970, February.
    3. Deborah de Lange, 2013. "How do Universities Make Progress? Stakeholder-Related Mechanisms Affecting Adoption of Sustainability in University Curricula," Journal of Business Ethics, Springer, vol. 118(1), pages 103-116, November.
    4. Sandra Wilhelm Hamiti & Hans Wydler, 2014. "Supporting the Integration of Sustainability into Higher Education Curricula—A Case Study from Switzerland," Sustainability, MDPI, vol. 6(6), pages 1-10, May.
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    1. Yu Luo & Ze Li & Lu Xu & Hendrik Gerrit, 2026. "Turning the Curve: Renewable Energy, Higher Education, and the Quest for Low‐Carbon Development in the E‐7," Sustainable Development, John Wiley & Sons, Ltd., vol. 34(2), pages 2090-2107, April.

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