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Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 27113

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Special Issue Editors

Dr. Cristina Marieta

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Guest Editor

Department of Chemical and Environmental Engineering. University of the Basque Country, UPV/EHU EIG, Plaza de Europa nº1, 20018 Donostia-San Sebastián, Spain
Interests: composite materials; cements; limes and other hydraulic binders; life cycle assessment (LCA); spectroscopic techniques and microscopies: OM, SEM and AFM; education for sustainable development (ESD)

Dr. Alexander Martín Garín

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Guest Editor

Department of Architecture, University of the Basque Country UPV/EHU, Plaza Oñati 2, 20018 Donostia-San Sebastián, Spain
Interests: energy efficiency in buildings; energy monitoring of buildings; energy simulation of buildings; thermographic and air tightness analysis in buildings; diagnosis and energy optimisation of heritage buildings; development of instrumentation based on open source platforms (OSP) and the internet of things (IoT)
Special Issues, Collections and Topics in MDPI journals

Dr. Iñigo Leon

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Guest Editor

Department of Arquitecture, UPV/EHU, Engineering School of Gipuzkoa, Plaza Europa 1, 20018 Donostia-San Sebastián, Spain
Interests: Education for Sustainable Development (ESD)

Special Issue Information

Dear Colleagues,

One of the targets for the Sustainable Development Goals announced by the United Nations in 2015 aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development. In this context, with universities being a subsystem of society and oriented by its needs, values, and norms, a slow and laborious process of change is foreseen. It is time for key changes in methods, form, and instruments—perhaps it is the most propitious moment to not return to stereotypical and routine study that is market-driven without connection to the community, human beings, and nature. Education for sustainable development, ESD, prepares learners to understand and respond to the changing world and drives sustainable development. It produces learning outcomes that include core competences, which can be summarized as twelve competences: systems thinking; interdisciplinary work; anticipatory thinking; justice, responsibility, and ethics; critical thinking and analysis; interpersonal relations and collaboration; empathy and change of perspective; communication and use of media; strategic action; personal involvement; assessment and evaluation; and tolerance for ambiguity and uncertainty. Thus, to develop these new competences, new pedagogical approaches have been incorporated. Therefore, the purpose of the Special Issue is that university professors who are working in this regard present their contributions, focusing especially on technical studies, engineering, and architecture. Techniques such as brainstorming, peer assessment, problem-based learning, collaborative learning, online discussion forums, games and systems simulations, among others [1–4] can be found in literature. With this proposal, this area, so interesting and fundamental for the future of universities, would be notably enriched.

Lambrechts, W.; Mulà, I.; Ceulemans, K.; Molderez, I.; Gaeremynck, V. The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Clean. Prod. 2013, 48, 65–73, doi:10.1016/j.jclepro.2011.12.034.
Cotton and J. Winter, “It´s not just bits of paper and light bulbs: A review of sustainability pedagogies and their potential for use in higher education” in Sustainability Education: Perspectives and Practice across Higher Education. Jones, P., Selby, D., Sterling, S., Eds., Earthscan: London, UK; New York, NY, USA, 2010.
Murga-Menoyo, M. Ángeles Learning for a Sustainable Economy: Teaching of Green Competencies in the University. 2014, 6, 2974–2992, doi:10.3390/su6052974.
Segalàs, J.; Balas, D.F.; Mulder, K.F. What do engineering students learn in sustainability courses? The effect of the pedagogical approach. J. Clean. Prod. 2010, 18, 275–284, doi:10.1016/j.jclepro.2009.09.012.

Dr. Cristina Marieta
Dr. Alexander Martín Garín
Dr. Iñigo Leon
Guest Editors

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Keywords

sustainable development
pedagogical approach
higher studies

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Published Papers (8 papers)

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Research

22 pages, 1484 KiB

Open AccessArticle

A Fuzzy Multi-Criteria Approach for Selecting Sustainable Power Systems Simulation Software in Undergraduate Education

by Olubayo Babatunde, Michael Emezirinwune, John Adebisi, Khadeejah A. Abdulsalam, Busola Akintayo and Oludolapo Olanrewaju

Sustainability 2024, 16(20), 8994; https://doi.org/10.3390/su16208994 - 17 Oct 2024

Viewed by 695

Abstract

Selecting the most preferred software for teaching power systems engineering at the undergraduate level is a complex problem in developing countries, and it requires making an informed decision by compromising on various criteria. This study proposes a multi-criteria framework to determine the most preferred software solution for instructing undergraduate power system modules using the Fuzzy-ARAS (additive ratio assessment) method and expert opinions. Twelve evaluation criteria were used to evaluate eight widely used software packages. A questionnaire was designed to capture views from professionals in academia and industry on the criteria weights and ranking of software options. Linguistic terms were used to represent the experts’ judgment, and weights were assigned to each criterion. The Fuzzy-ARAS multi-criteria decision approach was applied to obtain ratings for each software alternative. Based on the result, MATLAB emerged as the most preferred software for instructing power systems analysis, whereas MATPOWER (V 8.0) was rated as the least preferred choice. In addition, the Fuzzy-TOPSIS (Technique for Order Preference by Similarity to Ideal Solution) approach was used, producing a separate ranking; the most preferred software was MATPOWER, while the least preferred software was NEPLAN (V 360 10.5.1). A new coefficient that combines the findings of the two approaches was suggested to reconcile the ranks. The combined ranking aligns with the result of the Fuzzy-TOPSIS method by returning MATLAB as the most preferred, while the least preferred software was NEPLAN. This study significantly contributes to the choice of software for undergraduate power systems analysis instruction by providing direction to educators and institutions looking for software solutions to improve undergraduate power systems analysis education. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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20 pages, 1107 KiB

Open AccessArticle

Environmental, Social and Economic Attitudes and Sustainable Knowledge on the Sustainable Behaviour of Engineering Students: An Analysis Based on Attitudes towards Teachers

by Nirda de Jesús Colón-Flores, Maira Rafaela Vargas-Martínez, Joselina Caridad Tavarez-De Henríquez and Cándida María Domínguez-Valerio

Sustainability 2023, 15(18), 13537; https://doi.org/10.3390/su151813537 - 11 Sep 2023

Cited by 3 | Viewed by 2015

Abstract

Education for Sustainable Development (ESD) is crucial in higher education, providing students with the knowledge, skills, and values necessary for a sustainable future. ESD seeks a holistic understanding of sustainability and promotes critical thinking and innovative approaches. Specifically, ESD is very important to address in engineering careers, as engineers will need to establish sustainable solutions in the future. For this reason, the integration of sustainability into university curricula has been studied for some time. In this way, this research analyses the perceptions (attitudes towards teachers; knowledge about sustainable development; environmental, economic, and social attitudes; sustainable behaviours) that engineering students in the Dominican Republic have towards sustainable development. A number of 626 questionnaires completed by engineering students were obtained. Subsequently, the data were analysed in SPSS and PLS-SEM. The results showed that attitudes towards teachers have an impact on engineering students’ knowledge of sustainable development. In turn, the results also showed that knowledge about sustainable development influences both attitudes (economic, social, and environmental) and sustainable behaviours of engineering students. Contrary to other research, this study suggested that economic attitudes are not identified as an antecedent of sustainable behaviours among engineering students. From these results, implications and future lines of research are generated. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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26 pages, 696 KiB

Open AccessArticle

Integration of Service-Learning Theory and Social Capital Theory in Volunteering Work for Sustainable Development: A Study of the Role of Education Curricula in Saudi Arabia

by Ali Essa A. Alshammari, Murad Thomran and Ali Saleh Alshebami

Sustainability 2023, 15(18), 13312; https://doi.org/10.3390/su151813312 - 5 Sep 2023

Cited by 2 | Viewed by 2136

Abstract

Based on the ideas of service-learning theory and social capital theory, the study examines the role that educational programmes play in encouraging students to engage in volunteer work for sustainable development in Saudi Arabia. A total of 251 usable responses were gathered through an online survey. The conceptual framework for the study was established to analyse direct and indirect impacts. The study used partial-least-squares–structural equation modelling to estimate the inter-construct correlations that exist among the postulated variables and ran bootstrapping to examine the potential for causality in the research hypotheses. The impact of service work for sustainable development is broken down into two categories: service learning and social capital. The study has demonstrated that the antecedents of social capital theory, such as norms and values (β = 0.0293) and social support (β = 0.0001), exert a strong and positive influence on volunteering work in Saudi Arabia, whereas the antecedents of service-learning theory, such as service activities (β = 0.2288), learning outcomes (β = 0.9879), social ties/connections (β = 0.1167) and community engagement (β = 0.1601), have little or nothing to do with influencing volunteering work. This indicates that for volunteering to become accepted by society, policymakers need to give volunteers work that is rewarding by nature and focused on norms and values (NV) and social support (SS). The authors of this article propose a new strategy for managing knowledge in future volunteer activities due to the dearth of empirical research on the integration of service-learning theory and social capital theory in volunteering for sustainable development. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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25 pages, 17166 KiB

Open AccessArticle

Regenerative Design of Archaeological Sites: A Pedagogical Approach to Boost Environmental Sustainability and Social Engagement

by Elena Lucchi

Sustainability 2023, 15(4), 3783; https://doi.org/10.3390/su15043783 - 18 Feb 2023

Cited by 13 | Viewed by 4549

Abstract

Sustainable pedagogical approaches and practices have changed during the years, generating a set of philosophical, theoretical, and scientific concepts. Inside them, regenerative design is a proactive method based on systemic frameworks and developmental processes for maintaining the integrity of natural ecosystems, also enhancing human life, environmental awareness, social equity, and economic sustainability through the support of codesign techniques. This approach is widely used in architectural design, both for existing and heritage buildings, to address negative impacts of global warming, climate change, urban sprawl, touristic pressure, and other contemporary challenging phenomena. Specific workflows for archaeological sites have been never proposed, despite the fact that these sites face problems and risks completely different from other cultural heritage settings (e.g., physical development, pollution, tourism pressure, vandalism, looting, inappropriate excavations or interventions, lack of maintenance, funding, and legislation). This study presents a multicriteria decision analysis workflow for preserving and regenerating archaeological sites in a sustainable way through a deep understanding of current problems, values, features, and risks at urban and building levels. This method is tested with a pedagogical experiment at the UNESCO Site of Casterseprio (Italy), to investigate the interaction between heritage, environmental, social, and economic dynamics as well as to define its feasibility, applicability, limitations, and opportunities for further developments. The didactic process is supported by a participatory program among the key players of the site (owners, heritage and public authorities, and local associations), to create strong public support and a shared vision of the sustainable regeneration of the area. Differences between traditional and regenerative design processes, key design principles, shared criteria, replicability, novelty, and limitations of the pedagogic approach are also identified. Key findings of the present study are: (i) students need clear and shared design workflows for supporting their design projects; (ii) “regenerative design” involves multilevel dynamic training methodologies that motivate and involve the student while also improving their consciousness; (iii) the cooperation and the involvement of the stakeholders is important to favor a human-centered approach based also on social and economic interactions; (iv) digital technologies are fundamental for quantifying the key performance indicators in each design stage; (v) “regenerative design” boosts long-term planning and financial self-sustainability of the intervention; and (vi) multicultural design teams producing more innovative design ideas. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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23 pages, 18477 KiB

Open AccessArticle

Approaching Extracurricular Activities for Teaching and Learning on Sustainable Rehabilitation of Mass Housing: Reporting from the Arena of Architectural Higher Education

by Anica Dragutinovic, Aleksandra Milovanovic, Mihajlo Stojanovski, Tea Damjanovska, Aleksandra Đorđevic, Ana Nikezic, Uta Pottgiesser, Ana Ivanovska Deskova and Jovan Ivanovski

Sustainability 2023, 15(3), 2476; https://doi.org/10.3390/su15032476 - 30 Jan 2023

Cited by 4 | Viewed by 2176

Abstract

The article presents the potentials and capacities of extracurricular activities such as student workshops for strengthening existing curricula and introducing emerging specialised areas, topics, and challenges into architectural higher education. The specific objective of this study is to enhance and test different pedagogical models for learning on the sustainable rehabilitation of mass housing neighbourhoods (MHN), as a specific type of modern heritage, through innovative extracurricular teaching practices based on interdisciplinarity, flexibility, and adaptability. This research presents three student workshops focusing on the rehabilitation of mass housing neighbourhoods (MHN), involving students, academics, and professionals from the field, organised in Germany, Serbia, and North Macedonia in 2022. Moreover, it engages a comparative analysis of the learning formats and approaches developed within this discipline-specific cross-border collaboration. The study provides (1) an insight into the comparative analysis of learning capabilities and (2) the formulation of workshop models supported by diagramming of the workshop structure. The conclusion of the article summarises the findings and highlights the essential aspects for engaging student workshops, as an instrument for generating operational knowledge in the field of mass housing rehabilitation. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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20 pages, 1258 KiB

Open AccessArticle

Systems Thinking for Sustainability Education in Building and Business Administration and Management Degrees

by Rafael Marcos-Sánchez, Daniel Ferrández and Carlos Morón

Sustainability 2022, 14(19), 11812; https://doi.org/10.3390/su141911812 - 20 Sep 2022

Cited by 7 | Viewed by 3217

Abstract

In 2015, the United Nations set the 2030 Agenda, which established 17 Sustainable Development Goals (SDGs) including different areas—among them, Education—which determine the reality and the future of new generations. The data of SDG24 2021 establish that, by 2030, the reference values will be below those expressed in SDG 4. Education for sustainable development poses a series of competencies to achieve it; the challenge for teachers is to develop strategies, tools and methodologies that enable meaningful learning for the required complexity. Managing and solving sustainability problems requires people with systemic competences who are able to see the whole in the individuality, presenting a breadth of vision for a complex world. It is important that training takes place in universities so that students are equipped with a holistic understanding of systems. The aim of this research is to propose a didactic proposal for students of the double degree in Building and Business Administration and Management to acquire the competences of systems thinking, interdisciplinary work, personal and inter-collaborative relationships and tolerance to ambiguity and uncertainty using project-based learning and systems simulation. To achieve this, a classroom intervention proposal has been designed for the subjects Strategic Management and Sustainable Building in the fourth year of the double degree using the project-based learning and systems thinking. This practical proposal allows participants to develop a holistic view of the problems, enhancing the capacity for systemic and sustainable resolution in the design of more sustainable building systems, as well as promoting training in strategic decision making in environmental management in the medium and long term. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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25 pages, 805 KiB

Open AccessArticle

Soft Skills of American University Teachers: Self-Concept

by Pablo Fernández-Arias, Álvaro Antón-Sancho, Diego Vergara and Amelia Barrientos

Sustainability 2021, 13(22), 12397; https://doi.org/10.3390/su132212397 - 10 Nov 2021

Cited by 30 | Viewed by 4791

Abstract

Today, soft skills (transversal competencies) are increasingly appreciated by employers as essential skills for professional success. Likewise, these competencies are necessary to be able to operate as individuals in today’s society. In view of this situation, in the future post-COVID-19 educational model it is necessary to design training programs that promote both hard skills (specific competencies) and soft skills. This fact brings to the table the need for university teachers to have an optimal level of soft skills so that their students can acquire them. Given this situation, this paper aims to analyze the degree of acquisition of this type of competencies in American university teachers from different regions: (i) North America; (ii) Central America, and (iii) Southern Cone. To achieve this objective, it has been necessary to develop a questionnaire on the self-concept of soft skills, based on several variables: (i) gender, (ii) age range, (iii) geographic area, (iv) area of knowledge, (v) years of teaching experience, and (vi) university tenure (public-private). The questionnaire developed was based on the soft skills included in the Bochum Inventory of Personality and Competences (BIP). Results, obtained by descriptive and inferential statistical analysis of the means and deviations of the data collected from a sample of 473 participants, reflect that, in general, the American university teachers have a high self-concept about their degree of soft skills development. Although results show significant differences depending on each variable considered in this study, it can be suggested that the American university teachers are prepared to face a mixed university educational model, which promotes equally both hard skills and soft skills. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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22 pages, 3091 KiB

Open AccessArticle

Pedagogical Approaches for Sustainable Development in Building in Higher Education

by Alexander Martín-Garin, José Antonio Millán-García, Iñigo Leon, Xabat Oregi, Julian Estevez and Cristina Marieta

Sustainability 2021, 13(18), 10203; https://doi.org/10.3390/su131810203 - 13 Sep 2021

Cited by 16 | Viewed by 4559

Abstract

Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Transversal Skills in Sustainability in Higher Education)

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