Greening of the Syllabus in Faculties of Education Sciences through Sustainable Development Goals: The Case of Public Andalusian Universities (Spain)

Autor/inn/en	Poza-Vilches, Fátima; García-González, Esther; Solís-Espallargas, Carmen; Velasco-Martínez, Leticia C.; López-Alcarria, Abigail; Estrada-Vidal, Ligia Isabel; Jiménez-Fontana, Rocío; Rodríguez-Marín, Fátima; Puig-Gutiérrez, María; Tójar Hurtado, Juan Carlos; Gutiérrez-Pérez, José
Titel	Greening of the Syllabus in Faculties of Education Sciences through Sustainable Development Goals: The Case of Public Andalusian Universities (Spain)
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 5, S.1019-1044 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2021-0046
Schlagwörter	Conservation (Environment); State Universities; Course Descriptions; Sustainability; Sustainable Development; Educational Objectives; Foreign Countries; Scoring Rubrics; Humanities; Teacher Education Programs; Educational Change; Spain + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Staatliche Universität; Kursstrukturplan; Nachhaltigkeit; Nachhaltige Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Scoring formulas; Auswertungsbogen; Geisteswissenschaften; Humanwissenschaften; Bildungsreform; Spanien
Abstract	Purpose: The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach: This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings: The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value: This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01