Read more
There has been considerable progress in the incorporation of sustainable development into the curricula of higher education institutions. Study on these developments has included research on competences for sustainable development and pedagogical approaches to develop such competences. However, there has been limited research on the connection between how courses are delivered (i.e. pedagogical approaches) and how they may affect sustainability competences. This book examines pedagogical approaches for developing sustainability competences through comparing 17 higher education institutions from 13 countries, analysing how students perception of how sustainability competences are being developed and which pedagogical approaches are being used for this purpose. This book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used.
List of contents
Chapter 1: Introduction.- Chapter 2: Literature review and methods.- Chapter 3: Sustainability Competences and Pedagogical Approaches at Tecnologico de Monterrey.- Chapter 4: Sustainability competences and pedagogical approaches at Universidade Aberta.- Chapter 5: Sustainability competences and pedagogical approaches at the University of Parma.- Chapter 6: Sustainability competences and pedagogical approaches at the Warsaw University of Technology.- Chapter 7: Sustainability competences and pedagogical approaches at the Universidade da Coruña.- Chapter 8: Sustainability competences and pedagogical approaches at Pontifícia Universidade Católica do Paraná Business School.- Chapter 9: Sustainability competences and pedagogical approaches at the University of Debrecen.- Chapter 10: Sustainability competences and pedagogical approaches at the University of Helsinki.- Chapter 11: Sustainability competences and pedagogical approaches at the European University of Lefke.- Chapter 12: Sustainability competences and pedagogical approaches at the University of Nyíregyháza.- Chapter 13: Sustainability competences and pedagogical approaches at the Universidad Autonoma de Madrid.- Chapter 14: Sustainability competences and pedagogical approaches at the Universidad de las Américas Puebla.- Chapter 15: Sustainability competences and pedagogical approaches at Griffith University.- Chapter 16: Sustainability competences and pedagogical approaches at the Faculty of Agriculture - University of Belgrade.- Chapter 17: Sustainability competences and pedagogical approaches at University of the Sunshine Coast.- Chapter 18: Sustainability competences and pedagogical approaches at the Universidad de Ciencias Aplicadas y Ambientales.- Chapter 19: Sustainability competences and pedagogical approaches at Dresden University of Technology.- Chapter 20: Conclusions.
Summary
There has been considerable progress in the incorporation of sustainable development into the curricula of higher education institutions. Study on these developments has included research on competences for sustainable development and pedagogical approaches to develop such competences. However, there has been limited research on the connection between how courses are delivered (i.e. pedagogical approaches) and how they may affect sustainability competences. This book examines pedagogical approaches for developing sustainability competences through comparing 17 higher education institutions from 13 countries, analysing how students’ perception of how sustainability competences are being developed and which pedagogical approaches are being used for this purpose. This book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used.
