Education for Sustainable Development in Spanish Higher Education: An Assessment of Sustainability Competencies in Engineering and Education Degrees

Autor/inn/en	Sánchez-Carracedo, Fermín; Romero-Portillo, Daniel; Sureda Carbonell, Bàrbara; Moreno-Pino, Francisco Manuel
Titel	Education for Sustainable Development in Spanish Higher Education: An Assessment of Sustainability Competencies in Engineering and Education Degrees
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 4, S.940-959 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2021-0060
Schlagwörter	Sustainable Development; Engineering Education; Comparative Analysis; Undergraduate Students; Foreign Countries; Learning Processes; Universities; Ethics; College Faculty; Teaching Methods; Teacher Education Programs; Spain + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Ingenieurausbildung; Ausland; Learning process; Lernprozess; University; Universität; Ethik; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01