scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

scholarly journals Pedagogical professions. In support of a green and human transition

2021 ◽  
Vol 21 (2) ◽  
pp. 6-20
Author(s):  
Simona Sandrini
Keyword(s):  
Sustainable Development ◽  
Young People ◽  
University Students ◽  
Human Dignity ◽  
Sustainable Development Goals ◽  
Planetary Boundaries ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Climate Crisis

An increasing number of initiatives related to Agenda 2030 are being launched. Educators, trainers and teachers are dedicated themselves to interpret the approach to sustainability in light of the climate crisis and within the planetary boundaries. Looking toward the future, the pedagogical professions in their core can help the younger generation to recompose the prospective of “global human”, avoiding the risk of flattening sustainability on purely functional devices that forget the value and relational texture of human dignity. Coordinating experiences is crucial to support a transition both green and human. This means preparing fraternal training environments in which young people experience the culture of relation and proximity, with the intent of realising the sustainable development goals. This contribution presents a laboratory of dialogue on the paradigmatic union between sustainable development and fraternity, experience by young university students.   Professioni pedagogiche. A sostegno di una transizione verde e umana Si moltiplicano le iniziative nel solco dell’Agenda 2030. Educatori, formatori, pedagogisti e insegnanti sono impegnati a interpretare l’accostamento alla sostenibilità, tra l’allarme della crisi climatica e dentro i confini planetari. Volgendosi verso orizzonti di senso, le professioni del pedagogico possono aiutare le giovani generazioni a ricomporre un intero umano, evitando il rischio di appiattire la sostenibilità su dispositivi puramente funzionali che dimenticano la valenza e la trama relazionale della dignità umana. Coordinare esperienze in questa chiave di sostegno a una transizione che sia al contempo verde e umana, può significare predisporre ambienti formativi fraterni in cui i giovani sperimentino la cultura dell’incontro e della prossimità, anche per avverare i sustainable development goals. Il contributo presenta un’esperienza di laboratorio vissuta in mezzo a giovani studenti universitari, di dialogo sul connubio paradigmatico tra sviluppo sostenibile e fraternità.

Sustainable Development Goals Online (SDGO)

2020 ◽  
Vol 22 (1) ◽  
pp. 56-59
Author(s):  
Marisa Scigliano
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Teaching And Learning ◽  
Sustainable Development Goals ◽  
Journal Articles ◽  
The Sustainable Development ◽  
Color Wheel ◽  
Development Goals ◽  
Sustainability Practices ◽  
Teaching Learning

Sustainable Development Goals Online (SDGO) is a specialized Taylor & Francis collection curated from the publisher’s book chapters, journal articles complemented by teaching, and learning resources. A one-time purchase with annual updates, it was released in 2019 to meet identified needs to support teaching, learning, and research focusing on sustainability practices related to the 17 United Nations’ Sustainable Development Goals. It leverages the familiar icons and interactive color wheel developed by the United Nations for the promotion of the Sustainable Development Goals.

scholarly journals Ecological awareness of university students about UN sustainable development goals at global, national and regional levels

2020 ◽  
Vol 10 (1) ◽  
pp. 215-219
Author(s):  
O. M. Kazakova ◽  
T. N. Malinovskaia ◽  
B. A. Fedulov ◽  
E. V. Romanova ◽  
E. G. Zavgorodnii ◽  
...  
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
United Nations ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Ecological Awareness ◽  
Global Issues ◽  
Global Problems ◽  
Development Goals ◽  
The United Nations

The article presents a research of the ecological awareness of young people studying at universities. The research was carried out in the framework of global issues, including environmental, presented as goals in the United Nations program of 17 Sustainable Development Goals. The UN SDGs is a comprehensive global framework for the better future of the planet and its people aimed at solving urgent problems in the world and adopted by global community. The authors conducted a sociological survey of university students living mostly in the South-West of Siberia about their knowledge of the Sustainable Development Goals and understanding of global problems that humanity is facing. They questioned the respondents about their opinion on the priority of global issues – what problems must be solved first of all: environmental, social or economic. The problems in the questionnaire were presented in the wording of the UN Sustainable Development Goals. The respondents have chosen the most urgent problems at global, national and regional levels. Their priorities were not the same at different levels. At the same time the research have shown that many university students in the surveyed region do not know about the United Nations program of 17 Sustainable Development Goals, which began in 2015 and has been in progress already for four years. To study young people’s attitude to solving global problems, the university students were asked if they can help and what they can personally do in that respect. The survey revealed active position of many students toward ecological and other problems. The results of the research were analyzed and presented in the form of seven tables.

scholarly journals Analysis of the Local Agenda 21 in Madrid Compared with Other Global Actions in Sustainable Development

2019 ◽  
Vol 16 (19) ◽  
pp. 3685 ◽  
Author(s):  
Jose Manuel Diaz-Sarachaga
Keyword(s):  
Sustainable Development ◽  
Social Engagement ◽  
Ad Hoc ◽  
Lessons Learned ◽  
Action Plans ◽  
Agenda 21 ◽  
The Sustainable Development ◽  
Institutional Economic ◽  
Local Agenda 21 ◽  
Development Goals

Over the last two decades, numerous towns have been involved in the Local Agenda 21 program in Spain, which is founded on social participation. In the wake of this initiative, the recent promotion of the new Spanish Urban Agenda by the national government seeks to implement the 2030 Agenda in municipalities nationwide. This research aims to examine the Local Agenda 21 process by using Madrid as a case study to determine the lessons learned to enable the effective application of the new Spanish Urban Agenda. A total of 3712 activities included in the action plans of the 21 districts of Madrid were analyzed to identify linkages with the Sustainable Development Goals and the targets of Sustainable Development Goal # 11 (“Sustainable cities and communities”). Methodologies used were solely oriented to develop an ad hoc Local Agenda 21 plan for each district, hindering the comparison of schemes and findings. Social, institutional, economic, and environmental dimensions of sustainable development were not equally considered by the plans, being the first two aspects the most predominant. Social engagement hardly reached 0.44% of the registered population. The contribution of all action plans to the sustainable development of Madrid was not assessed due to the absence of indicators in the program.

scholarly journals Relationship between Adolescent Students' Motivation in Respect to the Use of Tablets in the Classroom and Sustainable Development Goals 4, 5 and 9

2021 ◽  
Author(s):  
David Mendez ◽  
Miriam Mendez ◽  
Juana María Anguita
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
New Technologies ◽  
Self Determination Theory ◽  
The Sustainable Development ◽  
Adolescent Students ◽  
Development Goals ◽  
Teaching Learning ◽  
Science Classes

The Sustainable Development Goals (SDGs) 4, 5 and 9 are related to the quality of education, gender equality and the use of new technologies. It is important to bear in mind that a major part of the success of education has to do with students' motivation, which is closely connected to the use of technologies in the classroom. For this reason, a study was carried out with 131 students aged 12 and 13, 58 girls and 73 boys, who use a tablet in their Science classes. The purpose of the study was to determine, based on the Self Determination Theory, the level of intrinsic motivation of those adolescents towards the use of tablets in the classroom. The study measured the interest they have in the tasks and the value they assign to said tasks, as well as their perception of their competence in using tablets. The results reveal that students' motivation is high without significant differences between girls and boys when technological resources are included in teaching-learning processes. This is reflected by the improvement of their academic performance. It is thus possible to state that SDGs 4, 5 and 9 can be achieved.

scholarly journals Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education

2020 ◽  
Vol 12 (24) ◽  
pp. 10296
Author(s):  
Rosa Pilar Esteve-Faubel ◽  
Alba Oller-Benitez ◽  
María Pilar Aparicio-Flores
Keyword(s):  
Sustainable Development ◽  
Ad Hoc ◽  
Future Teachers ◽  
The Sustainable Development ◽  
Audiovisual Education ◽  
Ex Post ◽  
Ex Post Facto ◽  
Communication Challenges ◽  
Development Goals ◽  
The Subject

The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals—SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students’ interests and needs.

Sign in / Sign up

Export Citation Format

Share Document