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dc.contributor.authorTejedor, Gemma
dc.contributor.authorSegalàs, Jordi
dc.contributor.authorFernández Morilla, Mónica
dc.contributor.authorFuertes Camacho, M. Teresa
dc.contributor.authorRuiz-Morales, Jorge
dc.contributor.authorGutiérrez, Ibón
dc.contributor.authorGarcía-González, Esther
dc.contributor.authorAramburuzabala, Pilar
dc.contributor.authorHernández, Àngels
dc.date.accessioned2019-07-10T12:48:10Z
dc.date.available2019-07-10T12:48:10Z
dc.date.issued2019-04-08
dc.identifier.citationTejedor, Gemma; Segalàs, Jordi; Fernández Morilla, Mónica; Fuertes Camacho, M. Teresa; Ruiz-Morales, Jorge; Gutiérrez, Ibón; García-González, Esther; Aramburuzabala, Pilar; Hernández, Àngels. «Didactic strategies to promote competencies in sustainability». Sustainability, 2019, vol. 11, núm. 7, art. 2086. Disponible en: <https://www.mdpi.com/2071-1050/11/7/2086>. Fecha de acceso: 10 jul. 2019. https://doi.org/10.3390/su11072086ca
dc.identifier.issn2071-1050ca
dc.identifier.urihttp://hdl.handle.net/20.500.12328/1161
dc.description.abstractHigher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.ca
dc.format.extent24ca
dc.language.isoengca
dc.publisherMDPIca
dc.relation.ispartofSustainabilityca
dc.relation.ispartofseries11;7
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/ca
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subject.otherEnsenyament universitarica
dc.subject.otherEducation, Higherca
dc.subject.otherEnseñanza superiorca
dc.subject.otherAprenentatge serveica
dc.subject.otherService learningca
dc.subject.otherAprenentatge basat en problemesca
dc.subject.otherProblem-based learningca
dc.subject.otherAprendizaje basado en problemasca
dc.subject.otherJocs de simulacióca
dc.subject.otherSimulation gamesca
dc.subject.otherJuegos de simulación en la enseñanzaca
dc.titleDidactic strategies to promote competencies in sustainabilityca
dc.typeinfo:eu-repo/semantics/articleca
dc.description.versioninfo:eu-repo/semantics/acceptedVersionca
dc.embargo.termscapca
dc.subject.udc37ca
dc.identifier.doihttps://doi.org/10.3390/su11072086ca


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