Gisela Cebrián
Biographic Data
| ID | 4462237 |
|---|---|
| NAME | Gisela Cebrián |
| GIVEN NAMES | Gisela |
| FAMILY NAME | Cebrián |
| SIGNATURE | CEBRIÁN G |
| AFFILIATIONS | Universitat Rovira i Virgili |
| ORCID | 0000-0002-8434-9888 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Sustainability competencies of primary education students: The gender dimension and the correlation between knowledge, attitudes and skills
This study examines sustainability competencies among primary education students in Spain, focusing on gender differences and the relationships between knowledge, attitudes, and skills. Using an ex post facto design, data were collected through a questionnaire administered to 649 students aged 10–13 from 10 public schools. The results show no significant gender differences in sustainability competencies, aligning with research on primary students…
Assessment of sustainability competencies in primary education: A systematic review
Development and validation of the sustainability competence vignette questionnaire (SC-VQ) for early adolescents
Sustainability Competence Vignette Questionnaire for Secondary Education Students: Design and Validation
This study presents the design and validation of a vignette questionnaire for assessing sustainability competences in secondary school students, using the GreenComp competence framework as a theoretical basis. The questionnaire was administered to 389 students from seven secondary schools in the province of Tarragona, Spain. This article describes the processes of content validation by a group of experts, the assessment of questionnaire item qual…
Early adolescents’ visions of the future: Towards hopeful and sustainable futures
Education for Sustainable Development (ESD) particularly emphasises developing future-thinking competencies. Nevertheless, this line of thinking still represents a challenge for younger students, who tend to be left behind when deciding and visualising the future within educational spaces. Through a qualitative approach, our research attempts to explore early adolescents’ views concerning probable and preferable futures and how they are related t…
School climate assemblies: An Educational Tool for Empowering Pupils and Youth to Take Climate and Sustainability Action
This paper presents school climate assemblies , conceived as an innovative educational tool for the co-creation of climate change and sustainability solutions in educational institutions and communities. It describes an intervention research project that builds on previous processes and experiences of climate citizen assemblies which have been organised in different countries across the world. School climate assemblies are conceived of as a tool …
School leadership practices, challenges and opportunities in Spain from key agents’ perspective
Research on school improvement and effectiveness has marked the development of educational reforms to decentralise educational systems, professionalise the management function, increase training programmes for leaders, and develop skills profiles and standards across the globe. This preliminary study explores the practices, challenges and opportunities for school governance and educational leadership in Spain. A qualitative exploratory approach w…
Sustainability and the 2030 Agenda within schools: A study of school principals’ engagement and perceptions
This study explores school principals’ perceptions and sustainability actions held in schools, the perceived role of the management team and the role of technology in facilitating change processes towards embedding sustainability and 2030 Agenda. This study was conceived as an exploratory qualitative research, where thirty-six primary and secondary school principals from the Catalan region in Spain responded to an open-ended questionnaire. In gen…
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural grou…
Analysing the Relationship between University Students’ Ecological Footprint and Their Connection with Nature and Pro-Environmental Attitude
In the last decade, universities worldwide have adopted various measures intended to promote sustainability in higher education and include it in the curriculum. However, although this paradigm shift appears to be contributing to students' acquisition of the knowledge, skills and values necessary to fight for a more sustainable world, serious global crises such as the present SARS-CoV-2 pandemic oblige us to rethink our behaviour and spur us to a…
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
The I3E model for embedding education for sustainability within higher education institutions
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within…
Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views
In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date…
An action research approach for embedding education for sustainability in a university undergraduate curriculum
Research on sustainability in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainability. Although the value and contribution of university initiatives has been articulated, little holistic and st…
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Sustainability and the 2030 Agenda within schools: A study of school principals’ engagement and perceptions
This study explores school principals’ perceptions and sustainability actions held in schools, the perceived role of the management team and the role of technology in facilitating change processes towards embedding sustainability and 2030 Agenda. This study was conceived as an exploratory qualitative research, where thirty-six primary and secondary school principals from the Catalan region in Spain responded to an open-ended questionnaire. In gen…
School climate assemblies: An Educational Tool for Empowering Pupils and Youth to Take Climate and Sustainability Action
This paper presents school climate assemblies , conceived as an innovative educational tool for the co-creation of climate change and sustainability solutions in educational institutions and communities. It describes an intervention research project that builds on previous processes and experiences of climate citizen assemblies which have been organised in different countries across the world. School climate assemblies are conceived of as a tool …
The I3E model for embedding education for sustainability within higher education institutions
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within…
An action research approach for embedding education for sustainability in a university undergraduate curriculum
Research on sustainability in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainability. Although the value and contribution of university initiatives has been articulated, little holistic and st…
Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views
In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date…
An action research approach for embedding education for sustainability in a university undergraduate curriculum
Research on sustainability in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainability. Although the value and contribution of university initiatives has been articulated, little holistic and st…
The I3E model for embedding education for sustainability within higher education institutions
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within…
Analysing the Relationship between University Students’ Ecological Footprint and Their Connection with Nature and Pro-Environmental Attitude
In the last decade, universities worldwide have adopted various measures intended to promote sustainability in higher education and include it in the curriculum. However, although this paradigm shift appears to be contributing to students' acquisition of the knowledge, skills and values necessary to fight for a more sustainable world, serious global crises such as the present SARS-CoV-2 pandemic oblige us to rethink our behaviour and spur us to a…
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural grou…
School leadership practices, challenges and opportunities in Spain from key agents’ perspective
Research on school improvement and effectiveness has marked the development of educational reforms to decentralise educational systems, professionalise the management function, increase training programmes for leaders, and develop skills profiles and standards across the globe. This preliminary study explores the practices, challenges and opportunities for school governance and educational leadership in Spain. A qualitative exploratory approach w…
Sustainability and the 2030 Agenda within schools: A study of school principals’ engagement and perceptions
This study explores school principals’ perceptions and sustainability actions held in schools, the perceived role of the management team and the role of technology in facilitating change processes towards embedding sustainability and 2030 Agenda. This study was conceived as an exploratory qualitative research, where thirty-six primary and secondary school principals from the Catalan region in Spain responded to an open-ended questionnaire. In gen…
Early adolescents’ visions of the future: Towards hopeful and sustainable futures
Education for Sustainable Development (ESD) particularly emphasises developing future-thinking competencies. Nevertheless, this line of thinking still represents a challenge for younger students, who tend to be left behind when deciding and visualising the future within educational spaces. Through a qualitative approach, our research attempts to explore early adolescents’ views concerning probable and preferable futures and how they are related t…
School climate assemblies: An Educational Tool for Empowering Pupils and Youth to Take Climate and Sustainability Action
This paper presents school climate assemblies , conceived as an innovative educational tool for the co-creation of climate change and sustainability solutions in educational institutions and communities. It describes an intervention research project that builds on previous processes and experiences of climate citizen assemblies which have been organised in different countries across the world. School climate assemblies are conceived of as a tool …
Assessment of sustainability competencies in primary education: A systematic review
Development and validation of the sustainability competence vignette questionnaire (SC-VQ) for early adolescents
Sustainability Competence Vignette Questionnaire for Secondary Education Students: Design and Validation
This study presents the design and validation of a vignette questionnaire for assessing sustainability competences in secondary school students, using the GreenComp competence framework as a theoretical basis. The questionnaire was administered to 389 students from seven secondary schools in the province of Tarragona, Spain. This article describes the processes of content validation by a group of experts, the assessment of questionnaire item qual…
Sustainability competencies of primary education students: The gender dimension and the correlation between knowledge, attitudes and skills
This study examines sustainability competencies among primary education students in Spain, focusing on gender differences and the relationships between knowledge, attitudes, and skills. Using an ex post facto design, data were collected through a questionnaire administered to 649 students aged 10–13 from 10 public schools. The results show no significant gender differences in sustainability competencies, aligning with research on primary students…
Sustainability in Higher Education (12 works) · Sustainability (11 works) · Environmental Education and Sustainability (9 works) · Pedagogy (8 works) · Political science (8 works) · Psychology (7 works) · Sociology (7 works) · Curriculum (5 works) · Ecology (5 works) · Engineering (5 works)