Institutional Teaching Choreographies in Education for Sustainability in Times of Pandemic: The "Ocean i[superscript 3]" Project

Autor/inn/en	Rekalde-Rodríguez, Itziar; Gil-Molina, Pilar; Cruz Iglesias, Esther
Titel	Institutional Teaching Choreographies in Education for Sustainability in Times of Pandemic: The "Ocean i[superscript 3]" Project
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-02-2022-0039
Schlagwörter	College Students; Active Learning; Sustainability; Student Attitudes; Teacher Attitudes; Multilingualism; Language Usage; Online Courses; Competence; Higher Education; International Programs; Oceanography; Pollution; Conservation (Environment); Workshops; Sustainable Development + Suchen Sie Ihr Suchwort? Collegestudent; Aktives Lernen; Nachhaltigkeit; Schülerverhalten; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Online course; Online-Kurs; Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ozeanografie; Schadstoffbelastung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lernwerkstatt; Schulung; Nachhaltige Entwicklung
Abstract	Purpose: The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in "Ocean i[superscript 3]" pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in "Ocean i[superscript 3]" within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis. Design/methodology/approach: An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability. Findings: The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in "Ocean i[superscript 3]", although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted. Originality/value: This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01