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Para acceder a los documentos con el texto completo, por favor, siga el siguiente enlace: http://hdl.handle.net/20.500.12328/1161
| dc.contributor.author | Tejedor, Gemma |
|---|---|
| dc.contributor.author | Segalàs, Jordi |
| dc.contributor.author | Fernández Morilla, Mónica |
| dc.contributor.author | Fuertes Camacho, María Teresa |
| dc.contributor.author | Ruiz-Morales, Jorge |
| dc.contributor.author | Gutiérrez, Ibón |
| dc.contributor.author | García-González, Esther |
| dc.contributor.author | Aramburuzabala, Pilar |
| dc.contributor.author | Hernández, Àngels |
| dc.date | 2019-07-10T12:48:10Z |
| dc.date | 2019-07-10T12:48:10Z |
| dc.date | 2019-04-08 |
| dc.identifier | Tejedor, Gemma; Segalàs, Jordi; Fernández Morilla, Mónica; Fuertes Camacho, M. Teresa; Ruiz-Morales, Jorge; Gutiérrez, Ibón; García-González, Esther; Aramburuzabala, Pilar; Hernández, Àngels. «Didactic strategies to promote competencies in sustainability». Sustainability, 2019, vol. 11, núm. 7, art. 2086. Disponible en: <https://www.mdpi.com/2071-1050/11/7/2086>. Fecha de acceso: 10 jul. 2019. https://doi.org/10.3390/su11072086 |
| dc.identifier | 2071-1050 |
| dc.identifier | https://doi.org/10.3390/su11072086 |
| dc.identifier.uri | http://hdl.handle.net/20.500.12328/1161 |
| dc.description | Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers. |
| dc.format | 24 |
| dc.format | application/pdf |
| dc.language | eng |
| dc.publisher | MDPI |
| dc.relation | Sustainability |
| dc.relation | 11;7 |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.subject | Ensenyament universitari |
| dc.subject | Education, Higher |
| dc.subject | Enseñanza superior |
| dc.subject | Aprenentatge servei |
| dc.subject | Service learning |
| dc.subject | Aprenentatge basat en problemes |
| dc.subject | Problem-based learning |
| dc.subject | Aprendizaje basado en problemas |
| dc.subject | Jocs de simulació |
| dc.subject | Simulation games |
| dc.subject | Juegos de simulación en la enseñanza |
| dc.subject | 37 |
| dc.title | Didactic strategies to promote competencies in sustainability |
| dc.type | info:eu-repo/semantics/article |
| dc.type | info:eu-repo/semantics/acceptedVersion |
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