scholarly journals Education for Sustainable Development in Spanish University Education Degrees

2021 ◽  
Vol 13 (3) ◽  
pp. 1467
Author(s):  
Fermín Sánchez-Carracedo ◽  
Francisco Manuel Moreno-Pino ◽  
Daniel Romero-Portillo ◽  
Bárbara Sureda
Keyword(s):  
Sustainable Development ◽  
Student Perception ◽  
Sustainable Use ◽  
University Education ◽  
First Year ◽  
Use Of Resources ◽  
Community Processes ◽  
Critical Contextualization ◽  
Spanish Universities ◽  
The University

This work presents an analysis of student perception of Spanish university education degrees regarding their training in sustainable development. A sample of 942 students was used. The methodology consists of analyzing the results of a survey answered by the first- and fourth-year students from nine education degree courses in four Spanish universities. Comparison of the perception of learning by fourth-year students against those of the first year enables improvements in learning regarding sustainability to be ascertained. The questionnaire consists of 18 questions concerning four sustainability competencies: C1-Critical contextualization of knowledge, C2-Sustainable use of resources, C3-Participation in community processes, and C4-Ethics. Two composite indicators are defined to analyze the absolute learning (achieved on completion of their studies) and the relative learning (achieved with respect to what should have been achieved) declared by the students in each competency, degree and university. The results show that students declare an improvement in all their sustainability competencies, although the results of the final learning are far from those expected: they have learned only 27% of what they should have learned. Moreover, the learning achieved in the four competencies depends on the degree and the university.

scholarly journals Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes

2020 ◽  
Vol 12 (23) ◽  
pp. 10203
Author(s):  
Ana-Inés Renta-Davids ◽  
Marta Camarero-Figuerola ◽  
Juana-María Tierno-García
Keyword(s):  
Sustainable Development ◽  
Quality Education ◽  
First Year ◽  
Socially Responsible ◽  
First Year Students ◽  
University Curriculum ◽  
Spanish Universities ◽  
The University ◽  
Sustainability Principles ◽  
High Degree

For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.

THE REFORM OF SPANISH UNIVERSITIES DURING THE SECOND REPUBLIC: INFLUENCES, OBJECTIVES AND ACTIONS

2021 ◽  
Vol 32 (1) ◽  
pp. 227-247
Author(s):  
Álvaro Ribagorda ◽  
Keyword(s):  
University Education ◽  
University Campus ◽  
University Reform ◽  
Second Republic ◽  
Silver Age ◽  
University Teachers ◽  
Science And Culture ◽  
Spanish Universities ◽  
Modernization Process ◽  
The University

At the beginning of XX Century there was a great advance in Spanish science and culture, but not in universities. The Second Republic launched a great university reform inspired by other European and American universities. The introduction of research, new studies plans, and the proliferation of university colleges, were some of the keys to the new Spanish university model. The project of the university reform of the Second Republic was actively developed until the summer of 1936, when many faculties, engineering schools, research laboratories, residences and other institutions of the Madrid Campus were already opened. The experience of Madrid was adopted by other Spanish uni-versities. In some cases, pedagogical and research methodologies have been at the forefront internationally. Access to university education and research for women has become ubiquitous. Among the university teachers were leading representatives of the Silver Age of Spanish sci-ence and culture. However, this project of reforming Spanish universi-ties was thwarted by the mutiny of July 18, 1936, one of the goals of which was to stop the modernization process launched by the Second Republic. The mutiny led to a bloody civil war, during which the new-ly opened faculties of the university campus became a zone of fierce fighting, buildings were destroyed, as was the entire university reform project.

scholarly journals Representing “University Education” in the Horizon of the Concept of Sustainable Development and Security Discourse

2021 ◽  
Vol 295 ◽  
pp. 05003
Author(s):  
Konstantin Maltsev ◽  
Larisa Binkovskaya ◽  
Anni Maltseva
Keyword(s):  
Sustainable Development ◽  
Human Capital ◽  
Sustainable Development Goals ◽  
Global Perspective ◽  
University Education ◽  
Economic Paradigm ◽  
Security Discourse ◽  
Development Goals ◽  
The University

The relevance of linking the concept of sustainable development and the security discourse reveals the possibility of believing that education is a prerequisite for ensuring that “sustainable development” goals become a reality. The university has a twofold task: first, to produce knowledge that meets the demands of our time, i.e. technical knowledge, and second, to form human capital, to train specialists capable of the practical application of instrumental knowledge. The initial orientation of the concept of “sustainable development” towards a global perspective: the representation of reality in an economic paradigm, i.e., totally determined by the “logic of capital”, “monocausal economic logic”, determines the criteria by which the quality of human capital, its price, and efficiency of production of a standardized product are evaluated, the production of which is undertaken by the university-corporation that has replaced the classical “university of reason”, whose ontic foundations - the “Hegelian science”, the romantic “education of humanity” - are no longer valid in what is called modernity. The article demonstrates how modernity, constituted concerning a certain self-representation of the New European subject and presented in the liberal economic paradigm, predetermines both the goal-setting in determined by its representation of the development and the content and methods of the reform of the university. It is concluded that “sustainable development”, “security” and “university-corporation” are essentially connected with the representation of reality in the liberal version of the economic paradigm.

scholarly journals Multilevel Governance and Sustainable Development: the Case of Biodiversity in the Amazon Rainforest

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
João Paulo Cândia Veiga ◽  
Fausto Makishi ◽  
Murilo Alves Zacareli ◽  
Thiago Augusto Hiromitsu Terada
Keyword(s):  
Sustainable Development ◽  
Local Development ◽  
Local Level ◽  
Sustainable Use ◽  
Main Hypothesis ◽  
Production Chain ◽  
The Sustainable Development ◽  
Whole Process ◽  
The University ◽  
The Impact

This article is aimed at summarizing the results of the fieldwork research conducted by a group of researchers from the University of São Paulo within local communities in the municipalities of Salvaterra, Bragança and Breves, which are located in the state of Pará in the Northern part of Brazil. The object of analysis is the production chain of oleaginous seeds obtained through the extraction activity that are used as inputs in the processing food and cosmetics industries.This article seeks to answer the following questions: what role do non-state actors play in sustainable development and biodiversity regulation at the local level?Which are the social and environmental impacts? In order to answer it, this research focuses on the impact of the extractive activity on income generation, local development and local environmental externalities caused by market incentives. The main hypothesis is that it is possible to go beyond the trade-off between welfare gains and the preservation of the environment, and thus contribute to the rational use of Common-Pool Resources (CPRs).The motivation of this article is intimately related to the Sustainable Development Goal (SDG) 15 and the sustainable use of biodiversity. It is argued that the whole process is subjected to a multilevel context in which actors and arenas interact with each other through ‘authoritative mechanisms’. Both quantitative and qualitative data have been collected through surveys conducted among local families.

scholarly journals Project Management Competences and Sustainable Development in Higher Education: Case Studies from Two Spanish Public Universities

2018 ◽  
Author(s):  
Alberto Cerezo-Narváez ◽  
Ignacio de los Ríos Carmenado ◽  
Andrés Pastor-Fernández ◽  
José Luis Yagüe Blanco ◽  
Manuel Otero-Mateo
Keyword(s):  
Sustainable Development ◽  
Project Management ◽  
Flexible Structures ◽  
Delphi Panel ◽  
Management Association ◽  
Spanish Universities ◽  
Sustained Success ◽  
Spanish Public Universities ◽  
The University ◽  
Sustainable Universities

The paradigm that assumes the autonomous management of universities involves them in the redefinition of their policies and processes and the training of their staff, designing new formulas that allow them to adapt to a changing environment. In this context, research and sustainable universities can link with society to solve its problems and influence a responsible and sustainable development. Through a Delphi panel, importance to acquire and improve project management (PM) competences by teaching and research staff (TRS) into innovating education and research projects is measured, from the standard of individual competences (ICB4) of the International Project Management Association (IPMA). Also, internal data sources from the flexible structures of two Spanish universities (the University of Cadiz (UCA) and the Technical University of Madrid (UPM)), are investigated, in order to analyze how they are organized. Thanks to the study of cases, an increasing tendency to work by projects is observed, empowering teams, managing properly stakeholders and facilitating their functions towards society. Likewise, after two rounds of experts’ consultation, consensus is reached with an acceptable and stable level of responses, resulting in confirmation that there is alignment between IPMA competences and TRS’ needs for sustained success in education and research, contributing to universities’ development, improvement and sustainability.

scholarly journals Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de Educación

2018 ◽  
Vol 37 (1) ◽  
pp. 57-73 ◽  
Author(s):  
Pilar Martínez Clares ◽  
Cristina González Lorente ◽  
Nuria Rebollo Quintela
Keyword(s):  
Structural Equation ◽  
Industrial Revolution ◽  
Equation Model ◽  
University Education ◽  
Fourth Industrial Revolution ◽  
Fit Indexes ◽  
Spanish Universities ◽  
Development Of Competencies ◽  
Faculty Of Education ◽  
The University

Ante la nueva Revolución 4.0, donde la concepción de la empleabilidad de los estudiantes va más allá de la adquisición de un empleo en particular, este trabajo profundiza en la valoración del universitario acerca del desarrollo de competencias para la empleabilidad que se produce durante su formación universitaria. Además, incluye una validación de constructo de la escala de competencias presentada mediante el AFC y se analizan posibles diferencias en función de las tres universidades españolas analizadas: Universidad de Murcia, Universidad de Granada y Universidade da Coruña. Con este objetivo, participan 830 estudiantes de último curso de Grado de la Facultad de Educación de dichas universidades mediante la cumplimentación del Cuestionario de Orientación e Inserción Laboral (COIL). Para el análisis de los datos se recurre a la estadística descriptiva e inferencial a través del programa estadístico SPSS v23 y al programa AMOS para realizar el Modelo de Ecuaciones Estructurales. Los resultados muestran unos índices de bondad de ajuste óptimos, que garantizan la adecuación del mismo a los datos empíricos; además, se comprueba que existe una tendencia común entre los estudiantes de la facultad de educación, la relativa al desarrollo medio-bajo de competencias para la empleabilidad, con diferencias significativas entre universidades. A partir de estos resultados, es preciso buscar sinergias de comunicación y cooperación entre el contexto productivo, los agentes sociales y la universidad, y hacerlo tanto local como nacionalmente, para encontrar el equilibrio y transferencia que exige el EEES en la nueva Revolución 4.0. In the face of the fourth industrial revolution, where the conception of the employability of students goes beyond the acquisition of a particular job, this research deepens the assessment of the university student about the development of skills for employability that occurs during their university education. In addition, it includes a construct validation of the competencies scale presented by the CFA and possible differences are analyzed according to the three Spanish universities analyzed: University of Murcia, University of Granada and University of A Coruña. With this objective, 830 final year students in the faculty of education of theseuniversities participated by completing the Cuestionario de Orientación e Inserción Laboral (COIL). For the analysis of the data, descriptive and inferential statistics were used through the statistical program SPSS v23 and the AMOS program to carry out the Structural Equation Model. The results show optimal model fit indexes, which guarantee the suitability of this model with the empirical data. In addition, it is verified that there exists a common tendency among all students of the faculty of education relative to the medium-low development of competencies for employability, but with significant competency differences varying amongeach university. Based on these results, it is necessary to seek synergies of communication and cooperation among the job markets, the social agents, and the university, and to do it both locally and nationally in order to find the balance and transfer required by the EHEA in the fourth industrial revolution.

Acercamientos a la comprensión de la vocación pedagógica en la experiencia de cursar el primer año de estudio en educación superior

2014 ◽  
pp. 31
Author(s):  
Antonio Freire Hermosilla ◽  
Nelson Rodríguez Arratia ◽  
Pablo Solórzano Marchant
Keyword(s):  
Focus Group ◽  
Social Representations ◽  
Personal Narratives ◽  
Teaching Profession ◽  
University Education ◽  
First Year ◽  
Education Experience ◽  
Palabras Clave ◽  
University Experience ◽  
The University

Resumen El artículo trata sobre la articulación de sentido en los estudiantes de las carreras de pedagogía que cursan su primer año. El propósito fue conocer cómo ellos fueron otorgando significados y sentidos en la interacción, asumiendo sus interpretaciones y pre-comprensión social sobre la profesión docente. Los fundamentos teóricos nacen desde el análisis actancial (A. Greimas) y el análisis segundo hermenéutico (P. Ricoeur). Estudio de tipo cualitativo, exploratorio, su recolección de datos fue producto de Entrevistas en profundidad y Focus Group. Pese de emerger 5 ejes relevantes, uno de éstos, la ‘vocación’ arrojó una serie de resultados, distinguiéndose como una actitud interpretativa de disposición personal para enfrentarse a cualquier dificultad en la profesión, salvando las dificultades y oportunidades en las  narrativas personales. Palabras clave: Representaciones sociales, narrativas, experiencia universitaria, vocación, profesión docente. APPROACHES TO UNDERSTAND THE TEACHING VOCATION IN THE FIRST YEAR COURSE OF STUDY IN the university EDUCATION EXPERIENCE Abstract This article is about the articulation of sense in students of pedagogic programs who are in their first year. The purpose was to know how they were giving meanings and senses in the interaction, incorporating their interpretations and social pre-understanding about the Teaching profession. The theoretical foundations grow from the actantial analysis (A. Greimas) and the hermeneutic second analysis (P. Ricoeur). Study of a qualitative and exploratory kind; its data collection was product of deep interviews and focus group. Even though 5 relevant cores emerge, one of them, the “vocation” showed several results, distinguishing as an interpretative attitude of personal disposition to face any difficulty in the profession, wading the complexities and opportunities in the personal narratives. Key Words: Social representations, narratives, university experience, vocation, teaching profession.

Trauma and Coping among University Students

2014 ◽  
Vol 5 (2) ◽  
pp. 29-35
Author(s):  
Asanka Bulathwatta
Keyword(s):  
University Students ◽  
Social Life ◽  
Traumatic Events ◽  
University Education ◽  
Academic Life ◽  
First Year ◽  
First Year Students ◽  
Students First ◽  
And Coping ◽  
The University

University education is an important stage of students’ academic life. Therefore, all students need to develop their competencies to attain the goal of passing examinations and also to developing their wisdom related to scientific knowledge they gathered through their academic life. Life in universities is a critical period for individuals as it is a foot step to acquiring the emotional and social qualities in their social life. There are many adolescents who have been affected by traumatic events during their life span but have not been identified or treated. More specifically, there are numerous burning issues within first year university students, namely, ragging done by seniors to juniors, bullying, invalidation and issues related to attitudes changes and orientation. Those factors can be traumatic for both their academic and day to day life style. Identifying the students who are with emotional damages and their resiliency afterwards the traumas and effective rehabilitation from the traumatic events is immensely needed in order to facilitate university students for their academic achievements and social life within the University education. This study tries to figure out the role of Emotional Intelligence for developing coping strategies among adolescents who face traumatic events. Late adolescence students recently enrolled at University (Bachelor students/ first year students) will be selected as sample. The study is to be conducted in a cross cultural manner comparing 100 students each from Germany and Sri Lanka.

Forecasting research on priority directions to achieve sdg № 14 “Conservation and rational use of oceans, seafoods and seafood”

2021 ◽  
pp. 42-51
Author(s):  
T. V. Pisarenko ◽  
T. K. Kvasha ◽  
O. F. Paladchenko ◽  
I. V. Molchanova
Keyword(s):  
Sustainable Development ◽  
Sustainable Use ◽  
Ecological Status ◽  
Field Research ◽  
Marine Conservation ◽  
Natural Ecosystems ◽  
Nature Protection ◽  
The Sustainable Development ◽  
Research Technology ◽  
Use Of Resources

The article is devoted to the results of forecasting research to identify priority areas of research and technology in the field of marine conservation to achieve the Sustainable Development Goal (SDG) No. 14 “Conservation and sustainable use of oceans, seas and marine resources for sustainable development”. The research was performed in terms of national objectives of this goal in the following stages: 1) survey of experts from scientific organizations and institutions of higher education on research and technology that can offer domestic science, and which are necessary for the implementation of the tasks of SDG No. 14; 2) survey of expert practitioners on the research and technologies proposed at the first stage, which are needed by the real sector; 3) determining the competitiveness of the proposed research/technology based on bibliometric/ patent analysis. The generalized estimation of all offered directions of scientific researches and technologies on these stages and their clustering according to the received estimation is carried out. According to the results of the work of 13 proposals on the national tasks of the SDG No. 14 priority technologies are identified: integrated assessment of the ecological status of natural ecosystems of the sea on the basis of field research and methods of remote sensing of the earth; express water toxicity indicator; ecological management of coastal-marine waters of estuaries and estuaries in the conditions of development of nature protection activity; adapted for Ukraine international methods for determining the number of fish and estimating the total allowable catches in the Black and Azov Seas; new approaches to managing the use of aquatic biological resources of the Black and Azov Seas aimed at sustainable use of resources.

scholarly journals Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 127
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Practice ◽  
University Education ◽  
Visual Aids ◽  
Spanish Universities ◽  
The University

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

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