Suchergebnisse

La formación del profesorado universitario en Educación para la Sostenibilidad es una prioridad para dotar de calidad a las universidades y dar respuesta, desde este ámbito, a las problemáticas socioambientales enmarcadas en la Agenda 2030 a través de los Objetivos para el Desarrollo Sostenible. La presente investigación pretende poner en valor una experiencia de formación y desarrollo profesional docente, el programa "Academy Sustainability Latinoamérica" (AcSuLA), llevada a cabo entre varias universidades españolas y varias latinoamericanas de tres países diferentes (universidades colombianas, peruanas y chilenas). La lógica metodológica de la investigación-acciónparticipativa, en un marco de Network Type 4.0 que promueve la co-creación de cambios, y una estrategia de mentorización nos han permitido identificar facilitadores, barreras y retos de futuro en los procesos formativos de las universidades latinoamericanas participantes en el programa en materia de sostenibilidad. Los resultados muestran barreras y facilitadores en 7 dimensiones de análisis (currículo, profesorado, directivas académicas, cultura institucional, directiva institucional, contexto local y contexto global). Se pone de manifiesto cómo la falta de apoyo y compromiso desde el marco político universitario o la falta de asignación y reconocimiento por pertenecer al proyecto pueden ser algunas dificultades significativas para implementar el programa. Al mismo tiempo, se identifican elementos facilitadores del proceso en relación con la generación de sinergias y redes de trabajo interpersonales e interinstitucionales que se sobreponen a esos obstáculos, y que favorecen un cambio en los modelos de gestión y práctica docente. El proyecto supone una iniciativa innovadora con alto nivel de transferencia a otros contextos. ; The professional development of Higher Education teachers in Education for Sustainability is a priority to provide quality to universities and thus responds from this area to socio-environmental issues framed in the 2030 Agenda through the Sustainable Development Goals. This research aims to value an experience of teacher training, professional development and the mentoring program "Academy Sustainability Latin America" (AcSuLA) carried out between several Spanish universities and several Latin American universities from three different countries (Colombian, Peruvian and Chilean universities). The methodological logic of participatory action research, in a framework of Network Type 4.0, and the mentoring strategy have allowed us to identify facilitators, barriers, and future challenges present in the training processes of the Latin American universities participating in the sustainability program. The results show the barriers and facilitators in 7 dimensions of analysis (curriculum, teaching staff, academic leaders, institutional culture, institutional leadership, local context and global context) that show how the lack of support and commitment from the university political framework or the lack of allocation and recognition for belonging to the project can have some significant difficulties when implementing the program. Although, a set of facilitating elements of the process that have to do with the generation of synergies and interpersonal and interinstitutional work networks overcome these obstacles, and favor a change in the management models and teaching practice that make this project, an innovative initiative to exploit and expand to other contexts. ; Este artículo se enmarca en el proyecto: Sostenibilidad en Educación Superior: Evaluación del Alcance de la Agenda 2030 en la Innovación Curricular y del Desarrollo Profesional Docente en las Universidades Andaluzas (Uniformanovel- Sostenible). BSEJ-424-UGR18.

The professional development of Higher Education teachers in Education for Sustainability is a priority to provide quality to universities and thus responds from this area to socio-environmental issues framed in the 2030 Agenda through the Sustainable Development Goals. This research aims to value an experience of teacher training, professional development and the mentoring program 'Academy Sustainability Latin America' (AcSuLA) carried out between several Spanish universities and several Latin American universities from three different countries (Colombian, Peruvian and Chilean universities). The methodological logic of participatory action research, in a framework of Network Type 4.0, and the mentoring strategy have allowed us to identify facilitators, barriers, and future challenges present in the training processes of the Latin American universities participating in the sustainability program. The results show the barriers and facilitators in 7 dimensions of analysis (curriculum, teaching staff, academic leaders, institutional culture, institutional leadership, local context and global context) that show how the lack of support and commitment from the university political framework or the lack of allocation and recognition for belonging to the project can have some significant difficulties when implementing the program. Although, a set of facilitating elements of the process that have to do with the generation of synergies and interpersonal and interinstitutional work networks overcome these obstacles, and favor a change in the management models and teaching practice that make this project, an innovative initiative to exploit and expand to other contexts ; La formación del profesorado universitario en Educación para la Sostenibilidad es una prioridad para dotar de calidad a las universidades y dar respuesta, desde este ámbito, a las problemáticas socioambientales enmarcadas en la Agenda 2030 a través de los Objetivos para el Desarrollo Sostenible. La presente investigación pretende poner en valor una ...

PurposeThe 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/approachThis 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.FindingsThe 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/valueThis 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.