Leal Filho Walter, Price Elizabeth, Wall Tony, Shiel Chris, Azeiteiro Ulisses M, Mifsud Mark, Brandli Luciana, Farinha Carla Sofia, Caeiro Sandra, Salvia Amanda Lange, Vasconcelos Claudio Ruy, de Sousa Luiza Olim, Pace Paul, Doni Federica, Veiga Avila Lucas, Fritzen Bárbara, LeVasseur Todd Jared
European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, 21033 Hamburg, Germany.
Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD UK.
Environ Dev Sustain. 2021;23(8):11257-11278. doi: 10.1007/s10668-020-01107-z. Epub 2021 Jan 6.
The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have-as a whole-adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.
新冠疫情引发了一场全球危机，这场危机也影响着大学中可持续发展课程的教学方式。本文分析了新冠疫情整体，特别是其引发的封锁措施在多大程度上导致全球大学基于面授的教学暂停，并影响了与可持续发展相关事项的教学。通过一项涉及各大洲高等教育机构的全球调查，该研究确定了一些模式、趋势和问题。研究结果表明，疫情对教学实践产生了重大影响。封锁导致在线交流工具的使用激增，部分替代了正常课程。此外，许多在高等教育中教授可持续发展的教师具备较强的数字素养能力。抽样的高等教育机构总体上拥有足够的基础设施，能够在封锁期间继续教学。最后，大多数样本表示，他们怀念通过直接面对面的学生互动，而这种互动被认为是有效教授可持续发展内容所必需的。本文的影响是双重的。首先，它描述了封锁对可持续发展教学的影响。其次，它描述了为克服这一问题而采取的一些解决方案。最后，本文概述了这样一个事实，即新冠疫情可能有助于展示未来如何利用现代信息技术更好地开展大学可持续发展教学。
