Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university
Author
Fernandez-Borsot, Gabriel
Regadera González, Elisa
Manresa, Alba
Fernández-Morilla, Mónica
Fuertes-Camacho, M. Teresa
Gutiérrez-Sierra, Andreu
Guardiola, Josep M.
Publication date
2024ISSN
1467-6370
Abstract
Purpose: This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration. Design/methodology/approach: A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved. Findings: Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university. Research limitations/implications: Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research. Practical implications: Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions. Social implications: This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees. Originality/value: Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.
Document Type
Article
Document version
Published version
Language
English
Subject (CDU)
37 - Education
Keywords
Sustainable development goals
Education for sustainable development
Sustainability competencies
Research competencies
Teaching innovation
Objectius de desenvolupament sostenible
Educació per al desenvolupament sostenible
Competències de sostenibilitat
Competències de recerca
Educació transformadora
Innovació docent
Objetivos de desarrollo sostenible
Educación para el desarrollo sostenible
Competencias en sostenibilidad
Competencias en investigación
Educación transformadora
Innovación docente
Pages
Ahead of print
Publisher
Emerald Publishing Limited
Is part of
International Journal of Sustainability in Higher Education
Citation
Albareda-Tiana, Silvia; Fernandez-Borsot, Gabriel; Berbegal-Mirabent, Jasmina [et al.]. Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university. International Journal of Sustainability in Higher Education, 2024. Disponible en: <https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0299/full/html>. Fecha de acceso: 18 ene. 2024. DOI: 10.1108/IJSHE-07-2023-0299
This item appears in the following Collection(s)
- Educació [109]
Rights
© 2023, Emerald Publishing Limited