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Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences

2023-02Artigo científico Acesso aberto
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dc.contributor.authorLozano, Rodrigo
dc.contributor.authorBarreiro-Gen, Maria
dc.contributor.authorD'Amato, Dalia
dc.contributor.authorGago-Cortes, Carmen
dc.contributor.authorFavi, Claudio
dc.contributor.authorMartins, Ricardo
dc.contributor.authorMonus, Ferenc
dc.contributor.authorCaeiro, Sandra
dc.contributor.authorBenayas, Javier
dc.contributor.authorCaldera, Savindi
dc.contributor.authorBostanci, Sevket
dc.contributor.authorDjekic, Ilija
dc.contributor.authorMoneva, Jose Mariano
dc.contributor.authorSáenz, Orlando
dc.contributor.authorAwuzie, Bankole
dc.contributor.authorGladysz, Bartlomiej
dc.contributor.institutionCENSE - Centro de Investigação em Ambiente e Sustentabilidade
dc.contributor.institutionDCEA - Departamento de Ciências e Engenharia do Ambiente
dc.contributor.pblJohn Wiley & Sons, Ltd.
dc.date.accessioned2023-07-13T22:16:10Z
dc.date.available2023-07-13T22:16:10Z
dc.date.issued2023-02
dc.descriptionPublisher Copyright: © 2022 The Authors. Sustainable Development published by ERP Environment and John Wiley & Sons Ltd.
dc.description.abstractThere has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent11
dc.format.extent2908051
dc.identifier.doi10.1002/sd.2396
dc.identifier.issn0968-0802
dc.identifier.otherPURE: 65462909
dc.identifier.otherPURE UUID: af98f64e-60c5-43d0-93cf-56cd83eb4e2d
dc.identifier.otherScopus: 85137348653
dc.identifier.otherWOS: 000849324300001
dc.identifier.urihttp://hdl.handle.net/10362/155241
dc.identifier.urlhttps://www.scopus.com/pages/publications/85137348653
dc.language.isoeng
dc.peerreviewedyes
dc.subjecteducation for sustainable development
dc.subjectHigher Education Institutions
dc.subjectholistic thinking
dc.subjectpedagogical approaches
dc.subjectsustainability competences
dc.subjectsystems thinking
dc.subjectRenewable Energy, Sustainability and the Environment
dc.subjectDevelopment
dc.subjectSDG 4 - Quality Education
dc.subjectSDG 7 - Affordable and Clean Energy
dc.subjectSDG 8 - Decent Work and Economic Growth
dc.subjectSDG 12 - Responsible Consumption and Production
dc.titleImproving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competencesen
dc.title.subtitleEvidence from 15 Worldwide Higher Education Institutionsen
dc.typejournal article
degois.publication.firstPage349
degois.publication.issue1
degois.publication.lastPage359
degois.publication.titleSustainable Development
degois.publication.volume31
dspace.entity.typePublication
rcaap.rightsopenAccess

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