Developing Sustainability Competences Through Pedagogical Approaches

1. Front Matter

   Pages i-xiv

   PDF

2. Introduction

   • Rodrigo Lozano, Maria Barreiro-Gen

   Pages 1-5

3. Literature Review and Methods

   • Rodrigo Lozano, Maria Barreiro-Gen, Melis Temel

   Pages 7-31

4. Sustainability Competences and Pedagogical Approaches at the University of Gävle

   • Rodrigo Lozano, Maria Barreiro-Gen, Gunilla Mårtenson

   Pages 33-45

5. Sustainability Competences and Pedagogical Approaches at the University of Helsinki

   • Janna Pietikäinen, Dalia D’Amato

   Pages 47-62

6. Sustainability Competences and Pedagogical Approaches at the University of Parma

   • Claudio Favi

   Pages 63-78

7. Sustainability Competences and Pedagogical Approaches at the Universidade da Coruña

   • Carmen Gago-Cortés, Manuel Nieto-Mengotti

   Pages 79-96

8. Sustainability Competences and Pedagogical Approaches at the Universidad de las Américas Puebla

   • María Teresa Jiménez-Munguía, D. Xanat Flores-Cervantes, Ricardo Martins, Enrique Palou, Aurelio López-Malo, Nelly Ramírez-Corona

   Pages 97-111

9. Sustainability Competences and Pedagogical Approaches at the European University of Lefke

   • Sevket Bostanci

   Pages 113-125

10. Sustainability Competences and Pedagogical Approaches at the Universidad de Ciencias Aplicadas y Ambientales

    • Orlando Sáenz

    Pages 127-141

11. Sustainability Competences and Pedagogical Approaches at the University of Nyíregyháza

    • Ferenc Mónus

    Pages 143-157

12. Sustainability Competences and Pedagogical Approaches at Griffith University

    • Cheryl Desha, Savindi Caldera, Rob Hales

    Pages 159-176

13. Sustainability Competences and Pedagogical Approaches at the Universidad Autonoma de Madrid

    • Javier Benayas

    Pages 177-189

14. Sustainability Competences and Pedagogical Approaches at Universidade Aberta

    • Sandra Caeiro, João Simão

    Pages 191-205

15. Sustainability Competences and Pedagogical Approaches at the Central University of Technology (Faculty of Engineering, Built Environment, and Information Technology)

    • Bankole Awuzie

    Pages 207-221

16. Sustainability Competences and Pedagogical Approaches at the Warsaw University of Technology (Faculty of Production Engineering)

    • Bartłomiej Gładysz, Aldona Kluczek

    Pages 223-237

17. Sustainability Competences and Pedagogical Approaches at the University of Belgrade-Faculty of Agriculture

    • Ilija Djekic

    Pages 239-251

18. Sustainability Competences and Pedagogical Approaches at the Universidad de Zaragoza (Faculty of Economics and Business)

    • Jose M. Moneva

    Pages 253-266

19. Conclusions

    • Rodrigo Lozano, Maria Barreiro-Gen

    Pages 267-274

20. Back Matter

    Pages 275-283

    PDF

This book is aimed at developing sustainability competences through pedagogical approaches by comparing 15 case studies from 12 countries in 4 continents (Africa, America, Australia, and Europe) analysing how Sustainable Development (SD) is being taught in their courses, which competences are being developed, and which pedagogical approaches are being used to develop the competences. The book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used, utilizing a framework aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Compared to previous works addressing SD in education, which often mostly cover tools for improving the sustainability of campus operations, this approach uses assessment tools to uniquely focus on how courses and programmes (i.e. curricula) incorporate SD. Through the case studies, readers will learn about how the 3 major groups of pedagogical approaches have been used: (1) Universal, meaning broadly applicable pedagogies that have been used in many disciplines and contexts; (2) Community and social justice, which are pedagogies developed specifically for use in addressing social justice and community-building; and (3) Environmental education, which are pedagogies emerging from environmental sciences and environmental education practices.  

• Sustainable competences
• Pedagogical approaches
• Pragmatism
• Higher education
• Knowledge domains

• Faculty of Engineering and Sustainable Development, University of Gävle, Gävle, Sweden

  Rodrigo Lozano, Maria Barreiro-Gen

Rodrigo Lozano: Rodrigo is Professor of Organisational Sustainability at the University of Gävle, Sweden. For over twenty years Rodrigo has been working towards incorporating and implementing sustainability in Higher Education Institutions, NGO's, corporations, and public sector organisations. 

Maria Barreiro-Gen: Maria is Assistant Professor of Organisational Sustainability at the University of Gävle, Sweden. For the last eight years, she has been working with sustainability, focussing on social sustainability and education for sustainable development. 

Policies and ethics