Programa Doctorado Ciencias Sociales, Universidad Autónoma de Chile, Santiago 7500912, Chile.
Vice-Rectorate of Quality Assurance, Universidad Andrés Bello, Santiago 7550000, Chile.
Int J Environ Res Public Health. 2023 Jan 18;20(3):1759. doi: 10.3390/ijerph20031759.
As the world faces progressive and interconnected global crises and conflicts, the educational expectations set out in the 2030 Agenda for Sustainable Development are in jeopardy. With the COVID-19 pandemic in its third year, the war in Ukraine has exacerbated the food, energy, humanitarian, and refugee crises, all against the backdrop of an unfolding climate emergency. The aim of this research is to analyse the challenges faced by postgraduate programmes in training human talent for sustainable development on the basis of Grounded Theory. To do so, we have used a dialogical intervention through the complementary experiences of authorities of higher-education institutions that live day by day for a fair, quality, and sustainable education. With a naturalistic qualitative method, where the hermeneutic analysis procedure is structured in five phases, and with data from key informants from 9 countries, 20 interviews are obtained with key informants in Latin American and Spanish universities during 2021, according to inclusion criteria such as: belonging to a higher-education institution, with a doctorate degree, with more than 10 years of experience in management, and training in postgraduate programmes. The data are processed through ATLAS.ti9, which allows for the analysis of the key informants' discourses. The findings show that the university institutions that currently offer postgraduate programmes are considering improving the quality of education; the first challenge is to redesign the curricula according to the demands of the current and future world, incorporating technological resources and knowledge of the environment; inter- and transdisciplinary curricula that form enterprising postgraduates with a solid ethical life project; critical, complex, and systemic thinking.
随着世界面临着日益复杂的全球性危机和冲突，可持续发展议程 2030 年提出的教育期望正处于危险之中。在新冠疫情进入第三年之际，乌克兰战争使粮食、能源、人道主义和难民危机恶化，而所有这些都发生在气候紧急情况不断加剧的背景下。本研究旨在基于扎根理论分析研究生课程在培养可持续发展人才方面所面临的挑战。为此，我们通过高等教育机构权威人士的对话式干预，利用他们对公平、高质量和可持续教育的日常经验。采用自然主义定性方法，其中解释学分析程序分为五个阶段，并从来自 9 个国家的主要信息来源处获得数据，根据纳入标准，于 2021 年在拉丁美洲和西班牙大学对 20 名主要信息来源进行了 20 次访谈，这些标准包括：属于高等教育机构、拥有博士学位、具有 10 年以上管理经验和研究生培训经验。数据通过 ATLAS.ti9 进行处理，允许分析主要信息来源的话语。研究结果表明，目前提供研究生课程的大学机构正在考虑提高教育质量；第一个挑战是根据当前和未来世界的需求重新设计课程，纳入技术资源和环境知识；跨学科和跨学科课程，培养具有坚实道德生活项目的创业型研究生；批判性、复杂性和系统性思维。
