There has been considerable progress in the incorporation of sustainability into Higher Eeducation Iinstitutions' curricula. Incorporating sustainability into diverse academic curricula has been recognised to be essential for providing students with the skills and insights to help societies become more sustainable. During the last 15 years, there has been a growing body of literature addressing and discussing the use of pedagogical approaches and the development of sustainability competences. Most research has focussed either on the pedagogical approaches or the competences. The research connecting these has focussed mainly on educators, with limited research focussing on the students’ perspective. This book is based on Lozano et al. (2017) framework connecting 12 pedagogical approaches and 12 sustainability competences. A survey was developed to investigate teaching sustainability competences in the 17 case studies from 13 countries in 3 continents. The survey was translated to the local languages of each of the case studies. The survey was answered by 3712 students. The responses were analysed using descriptive statistics, Friedman test, and Spearman correlations. Three groups of sustainability competences being developed were detected: (1) Highest rank (two from the Extrospective-social category and two from the Cogitative processual); (2) Medium rank (all from the Introspective-personal category); and, (3) Lowest rank (a combination of all three competence categories). Three groups of pedagogical approaches were detected: (1) Highest rank (all from the Universal category); (2) Medium rank (a combination of all three pedagogical approaches categories); and, (3) Lowest rank (two from the Community and social justice category and two from the Environmental education one). A correlation analysis was carried out between the competences and the pedagogical approaches. The analysis showed that the Environmental education pedagogical approaches (Eco-justice and community, Place-based environmental education, Supply chain/Life cycle analysis, and Traditional ecological knowledge) are the most likely to develop the most competences, followed by Project- or Problem-based learning. The competences most likely to be developed by the pedagogical approaches are: Tolerance for ambiguity and uncertainty; Strategic action; and, Assessment and evaluation, followed by Inter-disciplinary work and Personal involvement. Students can become change agents in addressing sustainability issues, especially if they are helped in developing the sustainability competences using a combination of pedagogical approaches. Educators must ensure that they make their students aware of the complexities of sustainability issues and how they inter-relate, and thus better educate the future decision-makers, leaders, academics, and professionals of the world.

Conclusions

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发表日期：

2025年

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Rodrigo Lozano,
Maria Barreiro-Gen

摘要

There has been considerable progress in the incorporation of sustainability into Higher Eeducation Iinstitutions' curricula. Incorporating sustainability into diverse academic curricula has been recognised to be essential for providing students with the skills and insights to help societies become more sustainable. During the last 15 years, there has been a growing body of literature addressing and discussing the use of pedagogical approaches and the development of sustainability competences. Most research has focussed either on the pedagogical approaches or the competences. The research connecting these has focussed mainly on educators, with limited research focussing on the students’ perspective. This book is based on Lozano et al. (2017) framework connecting 12 pedagogical approaches and 12 sustainability competences. A survey was developed to investigate teaching sustainability competences in the 17 case studies from 13 countries in 3 continents. The survey was translated to the local languages of each of the case studies. The survey was answered by 3712 students. The responses were analysed using descriptive statistics, Friedman test, and Spearman correlations. Three groups of sustainability competences being developed were detected: (1) Highest rank (two from the Extrospective-social category and two from the Cogitative processual); (2) Medium rank (all from the Introspective-personal category); and, (3) Lowest rank (a combination of all three competence categories). Three groups of pedagogical approaches were detected: (1) Highest rank (all from the Universal category); (2) Medium rank (a combination of all three pedagogical approaches categories); and, (3) Lowest rank (two from the Community and social justice category and two from the Environmental education one). A correlation analysis was carried out between the competences and the pedagogical approaches. The analysis showed that the Environmental education pedagogical approaches (Eco-justice and community, Place-based environmental education, Supply chain/Life cycle analysis, and Traditional ecological knowledge) are the most likely to develop the most competences, followed by Project- or Problem-based learning. The competences most likely to be developed by the pedagogical approaches are: Tolerance for ambiguity and uncertainty; Strategic action; and, Assessment and evaluation, followed by Inter-disciplinary work and Personal involvement. Students can become change agents in addressing sustainability issues, especially if they are helped in developing the sustainability competences using a combination of pedagogical approaches. Educators must ensure that they make their students aware of the complexities of sustainability issues and how they inter-relate, and thus better educate the future decision-makers, leaders, academics, and professionals of the world.