Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions
Само за регистроване кориснике
2021
Аутори
Lozano, RodrigoBarreiro-Gen, Maria
Pietikäinen, Janna
Gago-Cortes, Carmen
Favi, Claudio
Jimenez Munguia, Maria Teresa
Monus, Ferenc
Simao, Joao
Benayas, Javier
Desha, Cheryl
Bostanci, Sevket
Đekić, Ilija
Moneva, Jose Mariano
Sáenz, Orlando
Awuzie, Bankole
Gladysz, Bartlomiej
Чланак у часопису (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups w...ere categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other's insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable.
Кључне речи:
academic disciplines / competences / education for sustainable development / educators / pedagogical approaches / teachingИзвор:
Sustainable Development, 2021Издавач:
- John Wiley and Sons Ltd
DOI: 10.1002/sd.2253
ISSN: 0968-0802
WoS: 000709195400001
Scopus: 2-s2.0-85117386169
Институција/група
Poljoprivredni fakultetTY - JOUR AU - Lozano, Rodrigo AU - Barreiro-Gen, Maria AU - Pietikäinen, Janna AU - Gago-Cortes, Carmen AU - Favi, Claudio AU - Jimenez Munguia, Maria Teresa AU - Monus, Ferenc AU - Simao, Joao AU - Benayas, Javier AU - Desha, Cheryl AU - Bostanci, Sevket AU - Đekić, Ilija AU - Moneva, Jose Mariano AU - Sáenz, Orlando AU - Awuzie, Bankole AU - Gladysz, Bartlomiej PY - 2021 UR - http://aspace.agrif.bg.ac.rs/handle/123456789/5956 AB - Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other's insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable. PB - John Wiley and Sons Ltd T2 - Sustainable Development T1 - Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions DO - 10.1002/sd.2253 ER -
@article{ author = "Lozano, Rodrigo and Barreiro-Gen, Maria and Pietikäinen, Janna and Gago-Cortes, Carmen and Favi, Claudio and Jimenez Munguia, Maria Teresa and Monus, Ferenc and Simao, Joao and Benayas, Javier and Desha, Cheryl and Bostanci, Sevket and Đekić, Ilija and Moneva, Jose Mariano and Sáenz, Orlando and Awuzie, Bankole and Gladysz, Bartlomiej", year = "2021", abstract = "Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other's insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable.", publisher = "John Wiley and Sons Ltd", journal = "Sustainable Development", title = "Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions", doi = "10.1002/sd.2253" }
Lozano, R., Barreiro-Gen, M., Pietikäinen, J., Gago-Cortes, C., Favi, C., Jimenez Munguia, M. T., Monus, F., Simao, J., Benayas, J., Desha, C., Bostanci, S., Đekić, I., Moneva, J. M., Sáenz, O., Awuzie, B.,& Gladysz, B.. (2021). Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions. in Sustainable Development John Wiley and Sons Ltd.. https://doi.org/10.1002/sd.2253
Lozano R, Barreiro-Gen M, Pietikäinen J, Gago-Cortes C, Favi C, Jimenez Munguia MT, Monus F, Simao J, Benayas J, Desha C, Bostanci S, Đekić I, Moneva JM, Sáenz O, Awuzie B, Gladysz B. Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions. in Sustainable Development. 2021;. doi:10.1002/sd.2253 .
Lozano, Rodrigo, Barreiro-Gen, Maria, Pietikäinen, Janna, Gago-Cortes, Carmen, Favi, Claudio, Jimenez Munguia, Maria Teresa, Monus, Ferenc, Simao, Joao, Benayas, Javier, Desha, Cheryl, Bostanci, Sevket, Đekić, Ilija, Moneva, Jose Mariano, Sáenz, Orlando, Awuzie, Bankole, Gladysz, Bartlomiej, "Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions" in Sustainable Development (2021), https://doi.org/10.1002/sd.2253 . .