Sá Patrícia, Lourenço Mónica, Carlos Vânia
Research Centre for Didactics and Technology in the Education of Trainers (CIDTFF), Campus Universitário de Santiago, University of Aveiro, 3810-193 Aveiro, Portugal.
Eur J Investig Health Psychol Educ. 2022 Mar 28;12(4):387-399. doi: 10.3390/ejihpe12040028.
Educational research has been highlighting the importance of defining key competencies and learning outcomes related to education for sustainability as a reference for the transparent evaluation of students' learning in this domain. Drawing on a reference framework that identifies five key competencies in sustainability (i.e., systems-thinking competency, anticipatory competency, normative competency, strategic competency, and interpersonal competency), the study reported in this paper aims to understand whether, how, and to what extent these competencies are present in doctoral theses in Higher Education published in Portugal in the past ten years. To address this objective, a qualitative study framed in an interpretative paradigm was conducted, and a literature review was used as a preferential research method to elicit meaning, gain understanding, and develop empirical knowledge. The retrieved documents were treated using deductive content analysis, which was performed using WebQDA software. Results of the analysis show that the competencies considered in the reference framework are present in research on education for sustainability carried out in recent years in Portugal, with a greater emphasis on strategic and anticipatory competencies. Findings suggest that it is important to continue to conduct research on these competencies to successfully integrate them into educational curricula and teacher education programs.
教育研究一直强调明确与可持续发展教育相关的关键能力和学习成果的重要性，以此作为透明评估该领域学生学习情况的参考依据。本文所报告的研究借鉴了一个确定可持续发展方面五项关键能力（即系统思维能力、预期能力、规范能力、战略能力和人际能力）的参考框架，旨在了解在过去十年葡萄牙发表的高等教育博士论文中，这些能力是否存在、如何存在以及存在的程度如何。为实现这一目标，开展了一项以解释性范式为框架的定性研究，并将文献综述作为优先采用的研究方法来引出意义、增进理解并积累实证知识。对检索到的文献使用演绎性内容分析法进行处理，该分析借助WebQDA软件完成。分析结果表明，参考框架中所考虑的能力存在于葡萄牙近年来开展的可持续发展教育研究中，其中对战略能力和预期能力的强调更为突出。研究结果表明，继续对这些能力进行研究，以便将其成功融入教育课程和教师教育项目非常重要。
