Work

Evaluating and Developing Transversal and Sustainability Competencies in University Classrooms to Empower New Generations

Year: 2024

Type: article

Abstract: This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges.

Source: Education Sciences

DOI: 10.3390/educsci14080877

Authors: Juan-Carlos Tójar-Hurtado, Clotilde Lechuga-Jiménez, Macarena Esteban-Ibáñez

Institutions: Universidad de Málaga, Universidad Pablo de Olavide

Language: English

Topic: Sustainability in Higher Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,046