Education for sustainable development in Spanish higher education
An assessment of sustainability competencies in engineering and education degrees
Bibliographic Data
| ID | 21721045 |
|---|---|
| Authors | Fermín Sánchez-Carracedo (0000-0001-6954-7643, Universitat Politècnica de Catalunya), Daniel Romero Portillo (0000-0002-2852-9323, Universidad Pablo de Olavide), Daniel Romero-Portillo, Bàrbara Sureda Carbonell (0000-0001-8691-3721, Universitat Politècnica de Catalunya), Francisco M Moreno-Pino (0000-0001-6310-7700, Universidad de Cádiz) |
| Year | 2022 |
| Volume | 23 |
| Issue | 4 |
| Pages | 940-959 |
| Publication date | 2022-04-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-02-2021-0060 |
| OpenAlex | W3202090563 |
| Language | EN |
| Citations received | 6 |
| References cited | 30 |
Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach
Creativity · Education for sustainable development · Engineering education · Engineering management · Higher education · Mathematics education · Originality · Pedagogy · Perception · Political science · Sustainability · Sustainable development · Computer Science · Engineering · Environmental Education and Sustainability · Psychology · Social Psychology · Sustainability in Higher Education · Sustainable Building Design and Assessment
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| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |