Sustainable Development Competencies and Student-Centered Teaching Strategies in Higher Education Institutions: The Role of Professors as Gatekeepers

Autor/inn/en	Rögele, Stefan; Rilling, Benedikt; Apfel, Dorothee; Fuchs, Johannes
Titel	Sustainable Development Competencies and Student-Centered Teaching Strategies in Higher Education Institutions: The Role of Professors as Gatekeepers
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 6, S.1366-1385 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2021-0069
Schlagwörter	College Faculty; Teacher Role; Sustainable Development; Competence; Student Centered Learning; Faculty Development; Access to Education; Psychological Characteristics; Teacher Motivation + Suchen Sie Ihr Suchwort? Fakultät; Lehrerrolle; Nachhaltige Entwicklung; Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Purpose: This study aims to investigate the role of professors as gatekeepers for sustainable development competencies (SDC) in disciplinary study programs. It aims to understand which factors are crucial for professors to integrate SDC into their teaching, their basic understanding of SDC, the actual degree of SDC integration and how suitable they perceive student-centered teaching strategies for teaching SDC. Design/methodology/approach: The results are based on the qualitative content analysis of interviews with 16 professors after they participated in a didactic training program focused on combining student-centered teaching strategies with SDC. Findings: Psychological factors, like the attribution of responsibility, value orientations and cost-benefit considerations, are not the only reasons for integrating SDC into a course, as disciplinary requirements play their role. When teaching SDC, professors focus on systems-thinking, strategic and normative competencies. They consider student-centered teaching strategies especially suitable to teach systems-thinking and interpersonal competencies. Social implications: Promoting changes toward teaching SDC may best be done by supporting professors' intrinsic motivations--by fulfilling the need for growth in teaching skills, activating values and creating an environment in which everybody feels responsible for teaching SDC. Originality/value: Teaching SDC with student-centered teaching strategies is relevant even in study programs that show little relation to sustainability issues. Professors are experts in their field, but not necessarily in the field of sustainability. Understanding how such professors might include sustainable development competency development in their syllabi can widen the influence of SDC on higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01