Educating preservice teachers in sustainability: Conceptions, values and attitudes of students and lecturers at the university
Keywords:
Type:
textAbstract
The university has the ethical, academic, and peremptory responsibility to train education students and future trainers in sustainability. It is also something that lecturers must be prepared to address. Through a pretest-posttest study, we analyze which sustainability values and attitudes preservice teacher acquire when they work with activities on sustainability. A total of 359 students completed the process. At the same time, we analyze the attitudes and knowledge held by the lecturers who carry out these activities in sustainability education. The findings regarding the difficulty students have in integrating the various aspects of sustainability are discussed, as well as the gaps and resistance of the lecturers who design and develop such processes. Future research could be designed in such a way that causal relationships could be established between the type of instructional design, the results obtained, and the conceptions and beliefs of lecturers regarding sustainability.
Downloads
References
Albareda-Tiana, S., Vidal-Raméntol, S., & Fernández-Morilla, M. (2018). Implementing the sustainable development goals at University level. International Journal of Sustainability in Higher Education, 19(3), 473-497. https://doi.org/10.1108/IJSHE-05-2017-0069
Google Scholar CrossrefAlcántara, L., Limón, D., & García, F. F. (2020). La universidad y la formación del profesorado: dos elementos clave para la ambientalización curricular. Estudio exploratorio en la Facultad de Educación de la Universidad de Sevilla. Revista Espacios, 41(39), 32-49. http://bitly.ws/HC8D
Google Scholar CrossrefAznar, P., Ull, M. A., Piñero, A., & Martínez-Agut, M. P. (2017). La evaluación de la formación de formadores. Un catalizador en el proceso de cambio hacia la sostenibilidad. Revista Iberoamericana de Educación, 73, 225-252. https://doi.org/10.35362/rie730300
Google Scholar CrossrefBautista-Cerro, M.J., Coronado-Marín, A., & Murga-Menoyo, M.A. (2018). Sostenibilidad y práctica docente. Los profesores ante el cambio por la sostenibilización curricular. En S. Longueira (Dir.), CENEAM, XII Seminario en educación ambiental y educación para el desarrollo sostenible: Agenda 2030, educación superior y buenas prácticas para la acción (pp. 127-146). Organismo Autónomo Parques Nacionales. Ministerio de Medio Ambiente.
Google Scholar CrossrefBeery, T., & Jørgensen, K. A. (2018). Children in nature: sensory engagement and the experience of biodiversity. Environmental Education Research, 24(1), 13-25. https://doi.org/10.1080/13504622.2016.1250149
Google Scholar CrossrefBrosch, T. (2021). Affect and emotions as drivers of climate change perception and action: a review. Current Opinion in Behavioral Sciences, 42, 15-21. https://doi.org/10.1016/j.cobeha.2021.02.001
Google Scholar CrossrefBusquets, P., Segalas, J., Gomera, A., Antúnez, M., Ruiz-Morales, J., Albareda-Tiana, S., & Miñano, R. (2021). Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs. Sustainability, 13, 8389. https://doi.org/10.3390/su13158389.
Google Scholar CrossrefCheng, J. C. H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude toward nature. Environment and behavior, 44(1), 31-49. https://doi.org/10.1177/0013916510385082
Google Scholar CrossrefCoelho, D.P., Caramelo, J., & Menezes, I. (2022). Global citizenship and the global citizen/consumer: Perspectives from practitioners in development NGOs in Portugal. Education, Citizenship and Social Justice, 17(2), 155-170. https://doi.org/10.1177/1746197921999639
Google Scholar CrossrefCoronado-Marín A., Bautista-Cerro M.J., & Murga-Menoyo M.A. (2020). Students and University Teachers Facing the Curricular Change for Sustainability. Reporting in Sustainability Literacy and Teaching Methodologies at UNED. In W. Leal Filho, P. Borges de Brito & F. Frankenberger (Eds.), International Business, Trade and Institutional Sustainability. World Sustainability Series. Springer. https://doi.org/10.1007/978-3-030-26759-9_60
Google Scholar CrossrefDahl, T. (2019). Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development. Sustainability, 11(7), 1993. https://doi.org/10.3390/su11071993
Google Scholar CrossrefDebrah, J.K., Vidal, D. G., & Pimenta, M. A. (2021). Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review. Recycling, 6, 6. https://doi.org/10.3390/recycling6010006
Google Scholar CrossrefEdwards, D.B., Sustarsic, M., Chiba, M., McCormick, M., Goo, M., & Perriton, S. (2020). Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature. Sustainability, 12(4), 1383. https://doi.org/10.3390/su1204138
Google Scholar CrossrefEvans, N., & Ferreira, J. (2019). What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education? Environmental Education Research, 26(1), 27-42. https://doi.org/10.1080/13504622.2019.1703908
Google Scholar CrossrefEvans, N. (2020). What Ought to Be Done to Promote Education for Sustainability in Teacher Education? Philosophy of Education, 54(4), 817-824. https://doi.org/10.1111/1467-9752.12482
Google Scholar CrossrefFives, H., & Buehl, M. M. (2016). Teachers’ Beliefs, in the Context of Policy Reform. Policy Insights from the Behavioral and Brain Sciences, 3(1), 114–121. https://doi.org/10.1177/2372732215623554
Google Scholar CrossrefGarcía-González, E., Jiménez-Fontana, R., & Azcárate, P. (2020). Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge. Sustainability 12(18), 7741. https://doi.org/10.3390/su12187741
Google Scholar CrossrefGeorgiou, Y., Hadjichambis, A. C. & Hadjichambi, D. (2021). Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability, 13(15), 2622. https://doi.org/10.3390/su13052622
Google Scholar CrossrefGil, P., & Vilches, P. (2017). Education for Sustainability and Education for Human Rights: two domains that must be linked. Teoría de la Educación, 29(1), 79-100. http://dx.doi.org/10.14201/teoredu201729179100
Google Scholar CrossrefGould, R. K, Ardoin, N. M., Thomsen, J. M., & Roth, N. W. (2018). Exploring connections between environmental learning and behavior through four everyday-life case studies. Environmental Education Research, 25(2), 313-340. https://doi.org/10.1080/13504622.2018.1510903
Google Scholar CrossrefHudler, K., Dennis, L., DiNella, M., Ford, Mendez N., & Long, J. (2019). Intersectional sustainability and student activism: A framework for achieving social sustainability on university campuses. Education, Citizenship and Social Justice, 16(1), 78-96. https://doi.org/10.1177/1746197919886860
Google Scholar CrossrefKagawa, F. (2007). Dissonance in students’ perceptions of sustainable development and sustainability. International Journal of Sustainability in Higher Education, 8(3), 317-338. https://doi.org/10.1108/14676370710817174
Google Scholar CrossrefKhoo, S. & Jørgensen, N. (2021). Intersections and collaborative potentials between global citizenship education and education for sustainable development. Globalisation, Societies and Education, 19(4), 470-481. https://doi.org/10.1080/14767724.2021.1889361
Google Scholar CrossrefKieu, T.K., Singer, J. & Gannon, T.J. (2016). Education for sustainable development in Vietnam: lessons learned from teacher education. International Journal of Sustainability in Higher Education, 17(6), 853-874. https://doi.org/10.1108/IJSHE-05-2015-0098
Google Scholar CrossrefKukkonen, J., Kärkkäinen, S. & Keinonen, T. (2018). Examining the Relationships between Factors Influencing Environmental Behaviour among University Students. Sustainability, 10(11), 4294. https://doi.org/10.3390/su10114294
Google Scholar CrossrefLeal Filho, W., Levesque, V. R., Salvia, A. L., Paço, A., Fritzen, B., Frankenberger, F.,Damke, L, Brandli, L.L., Veiga L; Mifsud, M.; Will, M., Pace, P., Azeiteiro, U.M.& Lovren, V. O. (2021). University teaching staff and sustainable development: an assessment of competences. Sustainability Science, 16(1), 101-116. https://doi.org/10.1007/s11625-020-00868-w
Google Scholar CrossrefLotz-Sisitka, H., Wals, A.E.J., Kronlid, D., & McGarr, D. (2015). Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73–80 http://dx.doi.org/10.1016/j.cosust.2015.07.018
Google Scholar CrossrefLozano, R., Barreiro-Gen, M., Lozano, F., & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. Sustainability, 11(6), 1602. https://doi.org/10.3390/su11061602
Google Scholar CrossrefLozano, A., & Figueredo, V. (2021). Los Objetivos de Desarrollo Sostenible en la formación de los futuros maestros: uso de metodologías activas. Campo Abierto, 40(2), 245-257. https://doi.org/10.17398/0213-9529.40.2.245
Google Scholar CrossrefLozano-Díaz, A., & Fernández-Prados, J. S. (2020). Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals. Sustainability, 12, 7260. https://doi.org/10.3390/su12187260
Google Scholar CrossrefLozano-Díaz, A., & Fernández-Prados, J. S. (2022). Young digital citizenship in #FridaysForFuture. Review of Education, Pedagogy, and Cultural Studies, 44(5), 447-468. https://doi.org/10.1080/10714413.2021.1929012
Google Scholar CrossrefMarcos-Merino, J. M., Corbacho-Cuello, I., & Hernández-Barco, M. (2020). Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample. Sustainability, 12, 7445. https://doi.org/10.3390/su12187445
Google Scholar CrossrefMichael, F.L., Sumilan, H., Bandar, N.F.A., Hamidi, H., Jonathan & Nor, N.N. (2020). Sustainable development concept awareness among students in Higher Education: A preliminary study. Journal of Sustainability Science and Management, 15(7), 113-122. https://doi.org/10.46754/jssm.2020.10.011
Google Scholar CrossrefMisiaszek, G.W. (2019). Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’, Educational Philosophy and Theory, 52(7), 747-758. https://doi.org/10.1080/00131857.2019.1680362
Google Scholar CrossrefMisiaszek, G. W. (2020). Ecopedagogy: teaching critical literacies of ‘development’, ‘sustainability’, and ‘sustainable development’, Teaching in Higher Education, 25(5), 615-632. https://doi.org/10.1080/13562517.2019.1586668
Google Scholar CrossrefMurga, M. Á. (2008). Percepciones, valores y actitudes ante el desarrollo sostenible. Detección de necesidades educativas en estudiantes universitarios. Revista española de pedagogía, 240, 327-343.
Google Scholar CrossrefMurga, M. A. (2009). Sobre las diferencias de género en la percepción social del desarrollo sostenible. Estudio empírico en estudiantes universitarios de alto rendimiento. Revista de Investigación Educativa, 27(1), 169-183
Google Scholar CrossrefMyers, J. P., & Rivero, K. (2020). Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education. The Journal of Social Studies Research, 44(4), 383-396. https://doi.org/10.1016/j.jssr.2020.05.004
Google Scholar CrossrefOlmos-Gómez, M. D. C., Estrada-Vidal, L. I., Ruiz-Garzón, F., López-Cordero, R., & Mohamed-Mohand, L. (2019). Making future teachers more aware of issues related to sustainability: An assessment of best practices. Sustainability, 11(24), 7222. https://doi.org/ 10.3390/su11247222
Google Scholar CrossrefOlsson, D., Gericke, N., & Rundgren, S. N. C. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools–assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176-202. https://doi.org/10.1080/13504622.2015.1005057
Google Scholar CrossrefOlsson, D., Gericke, N., Boeve-de Pauw, J., Berglund, T., & Chang, T. (2019). Green schools in Taiwan–Effects on student sustainability consciousness. Global Environmental Change, 54, 184-194. https://doi.org/10.1016/j.gloenvcha.2018.11.011
Google Scholar CrossrefOlsson, D., Gericke, N., Sass, W. y Pauw, J. B. (2020). Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Educational Research, 26, 742-760. https://doi.org/10.1080/13504622.2020.1736991
Google Scholar CrossrefPashby, K., da Costa, M., Stein, S., & Andreotti, V. (2020). A metareview of typologies of global citizenship education. Comparative Education, 56(2), 144-164. https://doi.org/10.1080/03050068.2020.1723352
Google Scholar CrossrefPauw, J. B. D., & van Petegem, P. (2013). The effect of eco-schools on children’s environmental values and behaviour. Journal of Biological Education, 47(2), 96-103. https://doi.org/10.1080/00219266.2013.764342
Google Scholar CrossrefPauw, J. B., & Van Petegem, P. (2017). Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes. Environmental Education Research, 24(9), 1250-1267. http://dx.doi.org/10.1080/13504622.2017.1307327
Google Scholar CrossrefQuan, T., Bracho, C. A., Wilkerson, M., Clark, M. (2019). Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy and Cultural Studies, 41(4-5), 218-251. https://doi.org/10.1080/10714413.2019.1684162
Google Scholar CrossrefRieckmann, M. (2018). Learning to transform the world: key competencies in ESD. In A. Leicht, J. Heissi, & W. J. Byun (Eds.), Issues and trends in education for sustainable development (pp. 39-60). UNESCO. http://bitly.ws/HFRa
Google Scholar CrossrefRousell, D. & Cutter-Mackenzie-Knowles, A. (2019). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies, 18(2), 191-208. https://doi.org/10.1080/14733285.2019.1614532
Google Scholar CrossrefRuggerio, C. A. (2021). Sustainability and sustainable development: A review of principles and definitions. Science of the Total Environment, 786, 1-11. https://doi.org/10.1016/j.scitotenv.2021.147481
Google Scholar CrossrefSánchez-Contreras, M. F., & Murga-Menoyo, M. A. (2019). El profesorado ante el proceso de ambientalización curricular. Sensibilización ambiental y práctica docente innovadora. Revista Mexicana de Investigación Educativa, 24(82), 765-787. http://bitly.ws/HFQm
Google Scholar CrossrefSaura, P., & Hernández, M. A. (2008). La evolución del concepto de sostenibilidad y su incidencia en la Educación Ambiental. Teoría de la Educación, 20, 179–204. https://doi.org/10.14201/989
Google Scholar CrossrefSegalàs, J., Ferrer-Balas, D., & Mulder, K. F. (2010). What do engineerings students learn in sustainability courses? The effect of the pedagogical approach. Journal of Cleaner Production, 18(3), 275-284. https://doi.org/10.1016/j.jclepro.2009.09.012
Google Scholar CrossrefSinakou, E., Donche, V., Boeve-de Pauw, J., & Van Petegem, P. (2019). Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework. Sustainability 11, 5994. https://doi.org/10.3390/su11215994
Google Scholar CrossrefSolís-Espallargas, C. (2019). The perception of the sustainability in students of the Master in education about sustainable development goals. Espacios, 40, 11-22. http://bitly.ws/HFVD
Google Scholar CrossrefSolís-Espallargas, C., Ruiz-Morales, J., Limón-Domínguez, D., & Valderrama-Hernández, R. (2019). Sustainability in the University: A Study of Its Presence in Curricula, Teachers and Students of Education. Sustainability, 11(23), 6620. https://doi.org/10.3390/su11236620
Google Scholar CrossrefSterling, S. (2011). Transformative Learning and Sustainability: Sketching the Conceptual Ground. Learning and Teaching in Higher Education, 5, 17–33. http://bitly.ws/HFXV
Google Scholar CrossrefSterling, S., Dawson, J., & Warwick, P. (2018). Transforming Sustainability Education at the Creative Edge of the Mainstream: A Case Study of Schumacher College. Journal of Transformative Education, 16(4), 323-343. https://doi.org/10.1177/1541344618784375
Google Scholar CrossrefTelešienė, A., Boeve-de Pauw, J., Goldman, D., & Hansmann, R. (2021). Evaluating an Educational Intervention Designed to Foster Environmental Citizenship among Undergraduate University Students. Sustainability, 13(15), 8219. https://doi.org/10.3390/su13158219
Google Scholar CrossrefUNESCO (2014). Conferencia mundial de la UNESCO sobre Educación para el Desarrollo Sostenible, Aichi-Nagoya, Japan (ED/2014/TLC/ESD/01). UNESCO. http://bitly.ws/HFYR
Google Scholar CrossrefUNESCO (2015). Educación 2030. Declaración de Incheon. Hacia una educación inclusiva y equitativa de calidad y un aprendizaje a lo largo de la vida para todos (ED/WEF2015/MD/3). UNESCO. http://bitly.ws/HFZe
Google Scholar CrossrefUNESCO (Ed.) (2017). Educación para los Objetivos de Desarrollo Sostenible. Objetivos de aprendizaje. UNESCO. https://bit.ly/2YC6w5
Google Scholar CrossrefValderrama-Hernández, R., Alcántara, L., Sánchez-Carracedo, F., Caballero, D., Serrate, S., Gil-Doménech, D., Vidal-Raméntol, S., & Miñano, R. (2020). Does the Spanish university system teach sustainability? Perception of the students of four universities. Educación XX1, 23, 221-245. https://doi.org/10.5944/educXX1
Google Scholar CrossrefVillamandos, F., Gomera, A. & Antúnez, (2019). Conciencia ambiental y sostenibilización curricular, dos herramientas en el camino hacia la sostenibilidad de la Universidad de Córdoba. Revista de Educación Ambiental y Sostenibilidad, 1(1) 1301. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2019.v1.i1.1301
Google Scholar CrossrefWals, A.E.J. (2014). Sustainability in higher education in the context of the UN DESD: A review of learning and institutionalization processes. Journal of Cleaner Production, 62(1), 8-15. https://doi.org/10.1016/j.jclepro.2013.06.007
Google Scholar CrossrefYemini, M., Tibbits, F. & Goren, H. (2019). Trends and caveats: Review of literature on global citizenship education in teacher training. Teaching and Teacher Education, 77, 77-89. https://doi.org/10.1016/j.tate.2018.09.014
Google Scholar CrossrefPublished
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2023 Juan Sebastián Fernández-Prados, Antonia Lozano-Díaz, Cesar Bernal-Bravo, Juan F. Velasco-Muñoz, Juan F. Velasco-Muñoz
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
