Journal article
Students' Perspectives on Sustainability Competences and Pedagogical Approaches: Groupings and Interrelations Results From 17 International Case Studies
Sustainable Development, Vol.33(3), pp.4689-4701
2025
Abstract
Higher education institutions (HEIs) have been incorporating sustainability into their curricula, which is crucial for providing students with the skills and knowledge to help societies become more sustainable. During the last 15 years, there has been increasing research on sustainability competences and the pedagogical approaches to develop them. There have been proposals on lists of competences, pedagogical approaches, their groups and their links. However, most research has focused on the perspective of educators, with limited research from the students' perspective. This paper aims to provide the students' perspective of the groups of sustainability competences, groups of pedagogical approaches, and how these connect. A survey was developed for this purpose, which was applied to participants from 17 HEIs worldwide. The responses obtained were analysed in a five‐step process: Descriptive statistics, Spearman correlations, Principal Component analysis (PCA) to detect the competence and pedagogical approaches groups, correlations between the groups and regressions between the groups. The PCA analysis resulted in three competences' groups and confirmed the three pedagogical approach groups. The analyses showed differences in the competences' groups between the students' and educators' perspectives. The regression analysis groups shows how the pedagogical approach groups develop the competences' groups from the students' perspective. Developing sustainability competences requires a change in the higher educational system, where the educators' and students' perspectives need to converge so that the sustainability competence–based education model is more efficient and effective in educating the future leaders, decision‐makers, educators, management and professionals.
Details
- Title
- Students' Perspectives on Sustainability Competences and Pedagogical Approaches: Groupings and Interrelations Results From 17 International Case Studies
- Authors
- Rodrigo Lozano (Corresponding Author) - TU DresdenMaria Barreiro-Gen - Universidade da CoruñaGabriela Ortiz-Martínez - Tecnológico de MonterreyAlberto Mendoza - Tecnológico de MonterreyJordi Segalàs - Universitat Politècnica de CatalunyaSandra Caeiro - Universidade AbertaJoão Simão - Universidade AbertaClaudio Favi - University of ParmaBartłomiej Gładysz - Warsaw University of TechnologyMaría Alló - Universidade da CoruñaCarmen Gago-Cortés - Universidade da CoruñaUbiratã Tortato - Pontifícia Universidade Católica do ParanáFerenc Mónus - University of DebrecenJanna Pietikäinen - University of HelsinkiIlona Södervik - University of HelsinkiRami Ratvio - University of HelsinkiSevket Bostanci - European University of LefkeMárta Dobróné Tóth - University of NyíregyházaJavier Benayas - Universidad Autónoma de MadridMaría Teresa Jiménez Munguía - Universidad de las Américas PueblaDéborah Xanat Flores Cervantes - Universidad de las Américas PueblaRené Alejandro Lara Díaz - Universidad de las Américas PueblaNelly Ramírez Corona - Universidad de las Américas PueblaCheryl Desha - Griffith UniversityRob Hales - Griffith UniversityJennifer Boddy - Griffith UniversityIlija Djekic - University of BelgradeSavindi Caldera - University of the Sunshine Coast, Queensland, School of Science, Technology and EngineeringOrlando Sáenz - University of Applied and Environmental SciencesLeyla Azizi - TU DresdenRemmer Sassen - TU Dresden
- Publication details
- Sustainable Development, Vol.33(3), pp.4689-4701
- Publisher
- John Wiley & Sons Ltd.
- Date published
- 2025
- DOI
- 10.1002/sd.3368
- ISSN
- 1099-1719
- Organisation Unit
- School of Science, Technology and Engineering
- Language
- English
- Record Identifier
- 991103746202621
- Output Type
- Journal article
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- Development Studies
- Green & Sustainable Science & Technology
- Regional & Urban Planning
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