Idoiaga Mondragon Nahia, Yarritu Ion, Saez de Cámara Estibaliz, Beloki Nekane, Vozmediano Laura
Department of Developmental and Educational Psychology, Faculty of Education of Bilbao, University of the Basque Country, Bilbao, Spain.
Department of Chemical and Environmental Engineering, School of Engineering of Bilbao, University of the Basque Country, Bilbao, Spain.
Front Psychol. 2023 Jul 3;14:1158636. doi: 10.3389/fpsyg.2023.1158636. eCollection 2023.
One of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. Education for Sustainability (ES) can help prepare students to meet the challenges of making societies more sustainable. However, as a first step toward this goal, teachers need to incorporate ES into their teaching. In this regard, this research aimed to analyze if members of the teaching staff have started this integration and, if so, which sustainability-related topics have been introduced and which skills do they consider contribute to the development of future graduates.
A questionnaire was administered to teaching staff at the University of the Basque Country in 2022. A total of 403 teachers completed the questionnaire, expressing their perceptions through open-ended questions.
In general terms teachers incorporate ES into their teaching (71.22%). However, they do this mainly within the framework of two general themes: "Environmental awareness and energy" - most used by teachers of experimental sciences and engineering - and "Social commitment," most used by teachers of social sciences and those who are familiar with the UN 2030 Agenda for Sustainable Development. Regarding the key competences that ES provides for future graduates, those most frequently mentioned were "training of professionals committed to society" and "critical thinking and ethics." These competences were particularly notable in the discourse of teachers who were aware of the 2030 Agenda and who use active methodologies in their classrooms. Finally, the opinion that sustainability has little to do with their teaching (28.78%) was notably expressed by teachers less familiar with the 2030 Agenda.
Thus, it can be concluded that, aside from knowledge of the 2030 Agenda, factors such as the sustainability policy of the institution, area of teaching expertise, and the use of active methodologies all play a significant role in determining whether competences for sustainable development are integrated into higher education teaching.
在过去十年中，高等教育机构面临的主要挑战之一（并将持续存在）是将可持续性融入其课程，并培养学生的可持续发展能力。可持续发展教育（ES）有助于培养学生应对使社会更具可持续性的挑战。然而，作为朝着这一目标迈出的第一步，教师需要将ES融入他们的教学中。在这方面，本研究旨在分析教学人员是否已开始这种融合，如果是，已引入了哪些与可持续性相关的主题，以及他们认为哪些技能有助于培养未来毕业生。
2022年，对巴斯克地区大学的教学人员进行了问卷调查。共有403名教师完成了问卷，通过开放式问题表达了他们的看法。
总体而言，教师将ES融入他们的教学中（71.22%）。然而，他们主要在两个总体主题的框架内这样做：“环境意识与能源”——实验科学和工程学科的教师最常使用——以及“社会承诺”，社会科学教师和熟悉联合国《2030年可持续发展议程》的教师最常使用。关于ES为未来毕业生提供的关键能力，最常提到的是“培养致力于社会的专业人员”和“批判性思维与道德”。这些能力在了解《2030年议程》并在课堂上使用积极教学方法的教师的论述中尤为显著。最后，不太熟悉《2030年议程》的教师明显表达了认为可持续性与他们的教学几乎无关的观点（28.78%）。
因此，可以得出结论，除了对《2030年议程》的了解之外，机构的可持续性政策、教学专业领域以及积极教学方法的使用等因素，在决定可持续发展能力是否融入高等教育教学方面都发挥着重要作用。
