Editorial

5 pages, 218 KiB

Open AccessEditorial

Including Sustainable Development Goals (SDGs) Transversally in Education

by Francisco Zamora-Polo and Jesús Sánchez-Martín

Sustainability 2022, 14(17), 10845; https://0-doi-org.brum.beds.ac.uk/10.3390/su141710845 - 31 Aug 2022

Cited by 1 | Viewed by 1160

Since mid-last century, the international scientific community has been developing a concept that each day presents more and more varied ramifications: sustainability [...] Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

Research

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14 pages, 1285 KiB

Open AccessArticle

Sustainable Economic Development Education: The Use of Artificial Neural Networks for the Profile Estimation of Students from Developing Countries

by Miguel Ángel Solano-Sánchez, Cándida María Domínguez-Valerio, Ana Lendínez-Turón and Minerva Aguilar-Rivero

Sustainability 2022, 14(3), 1192; https://0-doi-org.brum.beds.ac.uk/10.3390/su14031192 - 21 Jan 2022

Viewed by 1362

Abstract

Environmentally friendly behaviour and the equitable and sustainable use of natural resources can contribute to solving various environmental, economic, and social problems in different countries. The analysis of the perception of young students is important because schools are suitable for educating future generations [...] Read more.

Environmentally friendly behaviour and the equitable and sustainable use of natural resources can contribute to solving various environmental, economic, and social problems in different countries. The analysis of the perception of young students is important because schools are suitable for educating future generations and shaping their attitudes to also include a greater concern for the environment. This research aims to determine the degree of influence that a series of Likert-type questions of knowledge, attitudes, and behaviours about sustainable development has on a series of items of the student profile (gender, age, course, and household members) in a developing country. For this, an artificial neural network is used that allows us not only to quantify the degree of influence but also to obtain an estimation of the student’s profile according to the responses obtained on sustainable development. The network developed allows us to obtain, through a determined collection of answers to questions about sustainable development, the estimation of a specific profile of a student from a developing country. This can be useful to educational communities interested in optimising economic resources through sustainable development, allowing them to know which issues they should focus more (or less) on according to the profile of the student they are targeting. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

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24 pages, 364 KiB

Open AccessArticle

Educating for Public Happiness and Global Peace: Contributions from a Portuguese UNESCO Chair towards the Sustainable Development Goals

by Helena Águeda Marujo and Mafalda Casais

Sustainability 2021, 13(16), 9418; https://0-doi-org.brum.beds.ac.uk/10.3390/su13169418 - 22 Aug 2021

Cited by 10 | Viewed by 3410

Abstract

For a positive global future, it is fundamental to tackle the existing web of psychological, economic, sociological, and cultural processes reflected in current education systems. Confronted with complex issues that are essential to the stability of civilizations, we need more voices addressing a [...] Read more.

For a positive global future, it is fundamental to tackle the existing web of psychological, economic, sociological, and cultural processes reflected in current education systems. Confronted with complex issues that are essential to the stability of civilizations, we need more voices addressing a critical analysis of education in its key role. This can result in more people participating as happy, informed, and engaged citizens. This paper introduces the argument for education to promote public happiness (Felicitas Publica) and support global peace, addressing the attainment of the Sustainable Development Goals (SDGs) #3, #4, and #16. It begins by mapping the landscape of promising education-related practices supporting these SDGs and provides recommendations for research and actions. In addition, it presents the work of the UNESCO Chair on Education for Global Peace Sustainability, based at the Universidade de Lisboa, in Portugal, as an illustrative example. With this paper, we hope to convey the input of different branches of psychology that have the common good as their aim and address the positive transformation of our current educational processes. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

36 pages, 2122 KiB

Open AccessArticle

Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals

by Janna Niens, Lisa Richter-Beuschel, Tobias C. Stubbe and Susanne Bögeholz

Sustainability 2021, 13(16), 9036; https://0-doi-org.brum.beds.ac.uk/10.3390/su13169036 - 12 Aug 2021

Cited by 7 | Viewed by 2912

Abstract

Achieving the Sustainable Development Goals (SDGs) requires the empowerment of learners through Education for Sustainable Development (ESD), already at primary level. Teacher education for the SDGs is a focus of ESD. However, many teachers in Madagascar are underqualified and show knowledge gaps regarding [...] Read more.

Achieving the Sustainable Development Goals (SDGs) requires the empowerment of learners through Education for Sustainable Development (ESD), already at primary level. Teacher education for the SDGs is a focus of ESD. However, many teachers in Madagascar are underqualified and show knowledge gaps regarding ESD. This paper aims at identifying starting points for an ESD-oriented further development of teacher training, considering regionally relevant issues. Teaching Sustainable Development issues requires procedural knowledge. This paper reports on (i) Malagasy primary school teachers’ (n = 286) teaching and learning prerequisites regarding land-use and health issues compared to expert knowledge, (ii) modeling teachers’ respective procedural knowledge with the Rasch Partial Credit Model and validation studies, and on (iii) comparison of groups of teachers differentiated by diversity dimensions, e.g., teaching at rural or urban schools. The teachers underestimated land-use and health courses of action regarding effectiveness and possibility of implementation, compared to experts. IRT modeling resulted in two distinct knowledge dimensions, i.e., land use and health (latent correlation: 0.31). Rural teachers showed higher procedural land-use knowledge than urban teachers. No differences occurred regarding health knowledge. The paper argues for ESD-focused reorientation of teacher training, considering regional specificities of land-use topics, e.g., regarding vanilla and rice cultivation in North-East Madagascar, and health topics. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

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22 pages, 1220 KiB

Open AccessArticle

Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample

by José María Marcos-Merino, Isaac Corbacho-Cuello and Míriam Hernández-Barco

Sustainability 2020, 12(18), 7445; https://0-doi-org.brum.beds.ac.uk/10.3390/su12187445 - 10 Sep 2020

Cited by 21 | Viewed by 4863

Abstract

In the context of climatic emergency, teaching for sustainability is crucial to transform damaging behavioral social paths into sustainable ones. In this contribution, we focus on the relevance of the Degree in Primary Education to reach this change, assessing through the Sustainability Consciousness [...] Read more.

In the context of climatic emergency, teaching for sustainability is crucial to transform damaging behavioral social paths into sustainable ones. In this contribution, we focus on the relevance of the Degree in Primary Education to reach this change, assessing through the Sustainability Consciousness Questionnaire (SCQ) the sustainability awareness of a sample of 151 students of this bachelor’s degree. SPSS and JASP statistical programs were used for data analyses and graphical representations. The results support that this test is appropriate to estimate the different dimensions of sustainability consciousness of Spanish pre-service primary teachers. Specifically, we found that these students assign higher scores to items of sustainability knowingness and sustainability attitudes above all in the social dimension. Some gender differences are found in sustainability behavior, which is higher in the male subset for the economic dimension. Correlation analysis reveals positive associations between sustainability knowingness and sustainability attitudes, whereas sustainability behavior is positively related to both constructs but only in the social dimension. These results highlight the necessity of teaching sustainability looking for behavioral changes in the Degree of Primary Education. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

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22 pages, 570 KiB

Open AccessArticle

Classroom Learning and the Perception of Social Responsibility Amongst Graduate Students of Management Accounting

by Francisca Castilla-Polo, María Consuelo Ruiz-Rodríguez, Alonso Moreno, Ana Licerán-Gutiérrez, Macario Cámara de la Fuente, Eva Chamorro Rufián and Manuel Cano-Rodríguez

Sustainability 2020, 12(17), 7093; https://0-doi-org.brum.beds.ac.uk/10.3390/su12177093 - 31 Aug 2020

Cited by 10 | Viewed by 3043

Abstract

This study analyzes how learning about social responsibility (SR) can modify the perceptions of university students about the importance of responsible behavior on the part of companies. To this end, a questionnaire was designed and administered to Management Accounting students before (n [...] Read more.

This study analyzes how learning about social responsibility (SR) can modify the perceptions of university students about the importance of responsible behavior on the part of companies. To this end, a questionnaire was designed and administered to Management Accounting students before (n = 128) and after (n = 71) receiving two training activities on SR. The descriptive results obtained testify to the importance of SR in the views of the sampled students, both before and after receiving the specific learning in SR. In this latter moment, students demonstrated a vision highly committed to the need for SR to be part of the economic agenda. The results also show that there was a significant change in the perception of SR and its implications in terms of benefits and costs before and after receiving the training. All of this suggests that SR training has partially modified students’ perceptions of SR. This paper provides important insights that could be leveraged by university and business school managers for the purpose of designing or modifying curricula related to SR. At the same time, it evaluates the potential of SR learning as a tool for modifying attitudes. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

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16 pages, 646 KiB

Open AccessArticle

Application of Circular Economy Techniques for Design and Development of Products through Collaborative Project-Based Learning for Industrial Engineer Teaching

by Jaime González-Domínguez, Gonzalo Sánchez-Barroso, Francisco Zamora-Polo and Justo García-Sanz-Calcedo

Sustainability 2020, 12(11), 4368; https://0-doi-org.brum.beds.ac.uk/10.3390/su12114368 - 26 May 2020

Cited by 24 | Viewed by 5857

Abstract

Collaborative project-based learning aims to get students to take responsibility for their knowledge processes. The objective of this research is to analyze the viability of applying circular economy techniques for the design and development of products, through learning based on collaborative projects in [...] Read more.

Collaborative project-based learning aims to get students to take responsibility for their knowledge processes. The objective of this research is to analyze the viability of applying circular economy techniques for the design and development of products, through learning based on collaborative projects in industrial engineering. A survey was carried out between 2015 and 2019 on final year students of industrial engineering in Spain, from five different academic years. The responses obtained were analyzed statistically. The results indicate that the students who had more previous knowledge about the circular economy, valued its relevance for the design and development of products as well as for the practice of the profession more. In addition, it was demonstrated that the implementation of circular economy strategies in the design and development of products through collaborative projects allows the acquisition of different knowledge: eco-design, product planning and distribution, reuse, recycling, etc. Moreover, most of the students considered that the circular economy should be a complementary discipline and a transversal competence. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

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23 pages, 375 KiB

Open AccessArticle

Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development

by Guadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa

Sustainability 2020, 12(6), 2563; https://0-doi-org.brum.beds.ac.uk/10.3390/su12062563 - 24 Mar 2020

Cited by 7 | Viewed by 5171

Abstract

The United Nations General Assembly has pointed out that education is an essential tool for properly instructing society to achieve sustainable development, in terms of values, skills, knowledge or abilities. Within this framework, this research focuses on environmental attitude and awareness as an [...] Read more.

The United Nations General Assembly has pointed out that education is an essential tool for properly instructing society to achieve sustainable development, in terms of values, skills, knowledge or abilities. Within this framework, this research focuses on environmental attitude and awareness as an influential element in the teaching and learning processes. The main objective of the study was to diagnose and evaluate emotional, teaching self-efficacy and environmental awareness variables of teachers in primary and secondary education training within the framework of waste. The sample was made up of 160 teachers in training. As a measurement instrument, a questionnaire was designed, developed and validated consisting of three different parts to measure the variables under investigation. The descriptive and inferential statistical analysis of the data shows attitudinal, emotional and self-efficacy differences according to the categories examined, revealing the need to promote an improvement in the attitude towards certain environmental actions in future teachers. The results suggest that education has a relevant role in sustainability, and its importance and inclusion in the curricula of the different educational stages should be recognized. Full article

(This article belongs to the Special Issue Including Sustainable Development Goals (SDGs) Transversally in Education)

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