Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)
Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach T...
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| Veröffentlicht in: | International journal of sustainability in higher education 2022-05, Vol.23 (5), p.1019-1044 |
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| creator | Poza-Vilches, Fátima García-González, Esther Solís-Espallargas, Carmen Velasco-Martínez, Leticia C López-Alcarria, Abigail Estrada-Vidal, Ligia Isabel Jiménez-Fontana, Rocío Rodríguez-Marín, Fátima Puig-Gutiérrez, María Tójar Hurtado, Juan Carlos Gutiérrez-Pérez, José |
| description | Purpose
The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).
Design/methodology/approach
This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.
Findings
The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.
Originality/value
This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal. |
| doi_str_mv | 10.1108/IJSHE-02-2021-0046 |
| format | Article |
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The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).
Design/methodology/approach
This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.
Findings
The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.
Originality/value
This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.</description><identifier>ISSN: 1467-6370</identifier><identifier>EISSN: 1758-6739</identifier><identifier>DOI: 10.1108/IJSHE-02-2021-0046</identifier><language>eng</language><publisher>Bradford: Emerald Publishing Limited</publisher><subject>Case studies ; Colleges & universities ; Conservation (Environment) ; Course Descriptions ; COVID-19 ; Cultural heritage ; Education ; Educational Change ; Educational Objectives ; Educational Quality ; Empirical analysis ; Environmental science ; Foreign Countries ; Humanities ; Primary Education ; Science education ; Scoring Rubrics ; Social factors ; State Universities ; Sustainability ; Sustainable Development ; Teacher Education Programs ; Teaching ; Universities ; University students</subject><ispartof>International journal of sustainability in higher education, 2022-05, Vol.23 (5), p.1019-1044</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c383t-2b36746351de34b00c44900eb02f03f94c818eb55c06074d278dd5adb4686cbc3</citedby><cites>FETCH-LOGICAL-c383t-2b36746351de34b00c44900eb02f03f94c818eb55c06074d278dd5adb4686cbc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-02-2021-0046/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,21695,27924,27925,53244</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1337890$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Poza-Vilches, Fátima</creatorcontrib><creatorcontrib>García-González, Esther</creatorcontrib><creatorcontrib>Solís-Espallargas, Carmen</creatorcontrib><creatorcontrib>Velasco-Martínez, Leticia C</creatorcontrib><creatorcontrib>López-Alcarria, Abigail</creatorcontrib><creatorcontrib>Estrada-Vidal, Ligia Isabel</creatorcontrib><creatorcontrib>Jiménez-Fontana, Rocío</creatorcontrib><creatorcontrib>Rodríguez-Marín, Fátima</creatorcontrib><creatorcontrib>Puig-Gutiérrez, María</creatorcontrib><creatorcontrib>Tójar Hurtado, Juan Carlos</creatorcontrib><creatorcontrib>Gutiérrez-Pérez, José</creatorcontrib><title>Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)</title><title>International journal of sustainability in higher education</title><description>Purpose
The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).
Design/methodology/approach
This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.
Findings
The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.
Originality/value
This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.</description><subject>Case studies</subject><subject>Colleges & universities</subject><subject>Conservation (Environment)</subject><subject>Course Descriptions</subject><subject>COVID-19</subject><subject>Cultural heritage</subject><subject>Education</subject><subject>Educational Change</subject><subject>Educational Objectives</subject><subject>Educational Quality</subject><subject>Empirical analysis</subject><subject>Environmental science</subject><subject>Foreign Countries</subject><subject>Humanities</subject><subject>Primary Education</subject><subject>Science education</subject><subject>Scoring Rubrics</subject><subject>Social factors</subject><subject>State Universities</subject><subject>Sustainability</subject><subject>Sustainable Development</subject><subject>Teacher Education Programs</subject><subject>Teaching</subject><subject>Universities</subject><subject>University students</subject><issn>1467-6370</issn><issn>1758-6739</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkc1q3DAUhU1poWnSFygUBN20CydXP5Y83YUwzQ-BLpKshSRfzyhoZFeyAnmQvG_tmVAoZHXFPed8F46q6guFU0qhPbu-ubta18BqBozWAEK-q46oatpaKr56P7-FVLXkCj5Wn3J-BKANcH5UvVwmxOjjhgw9mbZI8nMIxpZMfCS9cSVMHvMiYlecmfwQSXYeo5u30zYNZbMlueTJ-GhsQNLhE4Zh3GGcyGYwIf_cY53JuFDGYoN35Dx2JpTsTSQl-idM2e_vfL8bZ9CPk-pDP0fx8-s8rh5-re8vrurb35fXF-e3teMtn2pmuVRC8oZ2yIUFcEKsANAC64H3K-Fa2qJtGgcSlOiYaruuMZ0VspXOOn5cfTtwxzT8KZgn_TiUFOeTmkm5NMuYml3s4HJpyDlhr8fkdyY9awp6Mel9_RqYXurXS_1z6OshhMm7f4H1DeVctSuYdfqq7zCZ0L3N_O9L-V8p_5K7</recordid><startdate>20220510</startdate><enddate>20220510</enddate><creator>Poza-Vilches, Fátima</creator><creator>García-González, Esther</creator><creator>Solís-Espallargas, Carmen</creator><creator>Velasco-Martínez, Leticia C</creator><creator>López-Alcarria, Abigail</creator><creator>Estrada-Vidal, Ligia Isabel</creator><creator>Jiménez-Fontana, Rocío</creator><creator>Rodríguez-Marín, Fátima</creator><creator>Puig-Gutiérrez, María</creator><creator>Tójar Hurtado, Juan Carlos</creator><creator>Gutiérrez-Pérez, José</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>7ST</scope><scope>7TA</scope><scope>7U6</scope><scope>7XB</scope><scope>8FD</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>C1K</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>JG9</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20220510</creationdate><title>Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)</title><author>Poza-Vilches, Fátima ; García-González, Esther ; Solís-Espallargas, Carmen ; Velasco-Martínez, Leticia C ; López-Alcarria, Abigail ; Estrada-Vidal, Ligia Isabel ; Jiménez-Fontana, Rocío ; Rodríguez-Marín, Fátima ; Puig-Gutiérrez, María ; Tójar Hurtado, Juan Carlos ; Gutiérrez-Pérez, José</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c383t-2b36746351de34b00c44900eb02f03f94c818eb55c06074d278dd5adb4686cbc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Case studies</topic><topic>Colleges & universities</topic><topic>Conservation (Environment)</topic><topic>Course Descriptions</topic><topic>COVID-19</topic><topic>Cultural heritage</topic><topic>Education</topic><topic>Educational Change</topic><topic>Educational Objectives</topic><topic>Educational Quality</topic><topic>Empirical analysis</topic><topic>Environmental science</topic><topic>Foreign Countries</topic><topic>Humanities</topic><topic>Primary Education</topic><topic>Science education</topic><topic>Scoring Rubrics</topic><topic>Social factors</topic><topic>State Universities</topic><topic>Sustainability</topic><topic>Sustainable Development</topic><topic>Teacher Education Programs</topic><topic>Teaching</topic><topic>Universities</topic><topic>University students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Poza-Vilches, Fátima</creatorcontrib><creatorcontrib>García-González, Esther</creatorcontrib><creatorcontrib>Solís-Espallargas, Carmen</creatorcontrib><creatorcontrib>Velasco-Martínez, Leticia C</creatorcontrib><creatorcontrib>López-Alcarria, Abigail</creatorcontrib><creatorcontrib>Estrada-Vidal, Ligia Isabel</creatorcontrib><creatorcontrib>Jiménez-Fontana, Rocío</creatorcontrib><creatorcontrib>Rodríguez-Marín, Fátima</creatorcontrib><creatorcontrib>Puig-Gutiérrez, María</creatorcontrib><creatorcontrib>Tójar Hurtado, Juan Carlos</creatorcontrib><creatorcontrib>Gutiérrez-Pérez, José</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>Environment Abstracts</collection><collection>Materials Business File</collection><collection>Sustainability Science Abstracts</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Technology Research Database</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Materials Research Database</collection><collection>Education Database (ProQuest)</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>International journal of sustainability in higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Poza-Vilches, Fátima</au><au>García-González, Esther</au><au>Solís-Espallargas, Carmen</au><au>Velasco-Martínez, Leticia C</au><au>López-Alcarria, Abigail</au><au>Estrada-Vidal, Ligia Isabel</au><au>Jiménez-Fontana, Rocío</au><au>Rodríguez-Marín, Fátima</au><au>Puig-Gutiérrez, María</au><au>Tójar Hurtado, Juan Carlos</au><au>Gutiérrez-Pérez, José</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1337890</ericid><atitle>Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)</atitle><jtitle>International journal of sustainability in higher education</jtitle><date>2022-05-10</date><risdate>2022</risdate><volume>23</volume><issue>5</issue><spage>1019</spage><epage>1044</epage><pages>1019-1044</pages><issn>1467-6370</issn><eissn>1758-6739</eissn><abstract>Purpose
The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).
Design/methodology/approach
This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.
Findings
The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.
Originality/value
This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.</abstract><cop>Bradford</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/IJSHE-02-2021-0046</doi><tpages>26</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1467-6370 |
| ispartof | International journal of sustainability in higher education, 2022-05, Vol.23 (5), p.1019-1044 |
| issn | 1467-6370 1758-6739 |
| language | eng |
| recordid | cdi_eric_primary_EJ1337890 |
| source | Standard: Emerald eJournal Premier Collection |
| subjects | Case studies Colleges & universities Conservation (Environment) Course Descriptions COVID-19 Cultural heritage Education Educational Change Educational Objectives Educational Quality Empirical analysis Environmental science Foreign Countries Humanities Primary Education Science education Scoring Rubrics Social factors State Universities Sustainability Sustainable Development Teacher Education Programs Teaching Universities University students |
| title | Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain) |
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