Developing Sustainability Competencies Through Healthy and Sustainable Nutrition Workshops in Initial Teacher Training
Bibliographic Data
| ID | 22042443 |
|---|---|
| Authors | Mónica Fernández-Morilla (0000-0003-4176-1714, Universitat Internacional de Catalunya, corresponding author), Sílvia Albareda-Tiana (0000-0001-5643-8667, Universitat Internacional de Catalunya) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 321 |
| Publication date | 2025-03-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030321 |
| OpenAlex | W4408150718 |
| Language | EN |
| References cited | 33 |
Education is key in promoting sustainable development across various sectors, including nutrition. Teachers play a critical role in shaping the mindset and skills of future generations, enabling them to effectively address global challenges. By integrating sustainability into their initial training, future teachers will have a greater understanding of the complexity of issues such as food security, environmental conservation, and social equity. It will also enable them to design teaching proposals that are in line with this complexity for their professional future. The objectives of this study are to show a curricular proposal that integrates healthy and sustainable nutrition contents into a degree in early childhood education and to assess university students’ competencies in sustainability issues. This is a pre-experimental quantitative study with a sample of second-year students enrolled in a subject called “Childhood, Health, and Nutrition” that lasted for one semester in three consecutive academic years. The results showed the effective integration of the project-oriented learning strategy as a teaching–learning methodology for the design of healthy and sustainable nutrition workshops for children aged 4–5. The workshops were presented in a simulated school context at the SDG Student Congress held at the university, and the sustainability competencies of these future early childhood teachers were assessed by a multidisciplinary team of experts using a specific rubric. The data obtained revealed a medium–high level of competency development in all three academic years analysed. This is a preliminary study that offers an example of how to integrate sustainability in a holistic manner linked to healthy nutrition contents aimed at training future teachers
Biology · Geography · Medical education · Pedagogy · Sustainability · Environmental Education and Sustainability · Medicine · Psychology · Sustainability in Higher Education · Ecology
Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability
The assessment of clinical skills/competence/performance
Envisioning sustainability three-dimensionally
Implementing the sustainable development goals at University level
Transdisciplinary learning trajectories
Development of Food Competence in Early Childhood Education
Health Education Intervention Programs in Early Childhood Education
Enhancing curricular integration of the SDGs
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
Living within a One Planet reality
Sustainability via Active Garden Education
Education for sustainability in early childhood education
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
The influence of consumers’ interest in healthy eating, definitions of healthy eating, and personal values on perceived dietary quality
Education for sustainability in university studies
| Highly cited | No |
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