LA LABOR UNIVERSITARIA COMO GARANTIA DEL DESARROLLO SOSTENIBLE (original) (raw)

University work as a guarantee of sustainable development. Practical experiences

Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0, 2019

The role that higher education can play in the interest of sustainability is an issue of international importance. The objective of the work is to create a space for reflection for the analysis of experiences related to the management of sustainability and the use of renewable energies. The deductive method was applied to address the problem from the general level, managing to interpret the actions that can be taken at the particular level. The work modality responds to a research report. The results reflect on the teaching and research experiences related to sustainability. The results of various research projects carried out within the framework of the degree work and the relationship with society, as substantive activities of the university, are presented. Finally, the conclusions show the importance of the role of the university in the interest of achieving energy sustainability.

Sustainable Energies as an Educational Challenge: Regarding Engineering Studies at the University of Girona

Renewable Energy and Power Quality Journal, 2019

Education is a keyword when environmental sustainability and climate change mitigation are pursued. It is a global objective that affect all the World, so social and technological universities are engaged with the aim of mitigating the change and improving the necessary adaptation. From the technical school of the University of Girona, our educational framework, consisting of a set of degrees with just some subject related with sustainable energies, is introduced. This work overpasses teaching activity within the university walls because contacts with local entities and the research of productive wind energy lands are also reported. Private and public contacts are both described, the problem is a social issue that focuses on the public interest but also a business opportunity for the private companies.

Sustainability Through Higher Education

Journal of Sustainability Perspectives, 2021

The Universidad Nacional Abierta y a Distancia, UNAD, through instruments, the experiences in environmental management and their participation in the UI GreenMetric World University Rankings were systematized. This article shows the implementation of sustainability within the institution, which was achieved through the Participatory Action methodology, which facilitates the integration of knowledge and actions to promote transformations in the thinking of the institutional community. In this way, they are articulated: objectives, strategy (ecological homes), research, technology and ICT as a method to establish relationships between the university, the State and the community. Additionally, the university defines projects and goals in the 2019-2023 development plan, which are articulated to comply with the Sustainable Development Goals, to train the community in values such as solidarity, assertive and true communication, collaboration effective, the attitudes to dialogue comprehens...

Sustainability Competences and Pedagogical Approaches at the Universidad Autonoma de Madrid

2021

Universidad Autonoma de Madrid (UAM) is a public medium size university, based in Madrid, Spain. It was established in 1968. UAM has 33,633 students (23,249 undergraduate, and 10,373 postgraduate) and 2,368 teaching staff. It has a long tradition in contributing to sustainability in its teaching, research, and campus operations. This chapter presents the results from 59 survey respondents. The main focus of the university is on cross-cutting themes, followed by social issues, economic issues, and environmental issues. The contribution is medium and the strength is medium. The ranking of the competences shows that Critical Thinking and Analysis is the highest, followed by Interpersonal Relations and Collaboration. The ranking of the pedagogical approaches resulted in Case Studies and Lecturing were the highest, followed by Projector Problem-Based Learning. The correlation analysis showed that Case studies developed the most competences, followed by Place-based environmental education, Inter-disciplinary team teaching, and Ecojustice and community. The competences most developed were Strategic action, Tolerance for ambiguity and uncertainty, Personal involvement, and Justice, responsibility, and ethics. The results can provide insights into how to improve and complement the online sustainability course and better embed sustainability into UAM's teaching in all its faculties.

HIGHER EDUCATION AND SUSTAINABILITY : UNDERSTANDING OF THE MANAGERS OF A HIGHER EDUCATION INSTITUTION Educação superior e sustentabilidade : entendimentos dos gestores de uma instituição de ensino superior

2018

This article is part of a research in progress which aims at defining a set of sustainability indicators that meets the specificities of a Higher Education Institution (HEI). The objective was to identify what is the responsibility of the HEIs before sustainability and the sustainable development from the managers’ insights. This is a qualitative research with case study design. The collection techniques used were bibliographical and documentary research and semi-structured interviews with ten managers of the institution. It was determined that managers understand sustainability broadly. The managers mention the importance of applying the concepts to management practices in order to be an example to other institutions and to contribute to the sustainable development of the region where it operates. The respondents cited several actions developed in the HEIs. These results provide subsidies for the construction of a sustainability indicator system for monitoring and assessing the eff...

Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs

Sustainability

This article presents the results of the EDINSOST project in relation to the university faculty’s practice concerns and the need to embed sustainability education in the Spanish Higher Education system. Four questions were devised to determine (1) which conceptions the university faculty has about sustainability in the context of the Spanish higher education (2) what sustainability competencies the university faculty holds (3) the ways in which sustainability teaching strategies are implemented and (4) the ways in which practical coursework related to sustainability is undertaken in a Spanish university context. The methodology that was applied was comprised of a discourse analysis of faculty focus groups. To that end, a category system and a focus group implementation protocol were designed and validated, as well as processes of construct elaboration based on the analysis of the focus groups’ discourses. Among the most relevant contributions stemming from the research questions reg...

Education for Sustainable Development in Spanish University Education Degrees

Sustainability

This work presents an analysis of student perception of Spanish university education degrees regarding their training in sustainable development. A sample of 942 students was used. The methodology consists of analyzing the results of a survey answered by the first- and fourth-year students from nine education degree courses in four Spanish universities. Comparison of the perception of learning by fourth-year students against those of the first year enables improvements in learning regarding sustainability to be ascertained. The questionnaire consists of 18 questions concerning four sustainability competencies: C1-Critical contextualization of knowledge, C2-Sustainable use of resources, C3-Participation in community processes, and C4-Ethics. Two composite indicators are defined to analyze the absolute learning (achieved on completion of their studies) and the relative learning (achieved with respect to what should have been achieved) declared by the students in each competency, degre...

Inventory and Analysis of Environmental Sustainability Education in the Degrees of the University of Alcalá (Spain)

Sustainability

In order to promote education in environmental sustainability at higher education institutions and establish action priorities, a detailed analysis of the initial situation is needed, both in terms of courses offered and teaching and assessment strategies implemented. This article presents a methodology that can be used to standardize the evaluation of teaching in environmental sustainability at different universities. We exemplify its application at the University of Alcalá, located in Central Spain. The inventory was conducted using in-house software development for the extraction of environmental sustainability concepts in the degree courses’ syllabi, completed with a survey to faculty members and a manual review to confirm its adjustment to environmental issues. Those finally selected were analyzed in depth. The main results indicate that currently, only a small part of the courses (5.5%) offered at the University explicitly include environmental sustainability content. The grad...

The Universidad Pontificia Bolivariana and its commitment to sustainability education

Education for Sustainability approaching SDG 4 and target 4.7, 2022

The University, from its strategic orientations, considers that the generation, strengthening and consolidation of capacities associated with sustainability should be a determining factor in its organizational culture in its projection challenges, so it should be assumed as a priority that implies facing a model that considers that the relationship between sustainability, innovation and knowledge management does not arise from spontaneous and unsystematic connections, but from deliberate actions that favor the coherence of processes considering cultural, economic and context situations to get results that generate impact and transformations in its employees and other stakeholders.