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Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University

Author

Listed:
  • Francisco Zamora-Polo

    (Departamento de Ingeniería del Diseño, Escuela Politécnica Superior, Universidad de Sevilla, C/Virgen de África, 7, 41011 Sevilla, Spain)

  • Jesús Sánchez-Martín

    (Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, Avda. de Elvas s/n, 06006 Badajoz, Spain)

Abstract
Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.

Suggested Citation

  • Francisco Zamora-Polo & Jesús Sánchez-Martín, 2019. "Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University," Sustainability, MDPI, vol. 11(15), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:15:p:4224-:d:254817
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    References listed on IDEAS

    as
    1. Moacir Gadotti, 2008. "What We Need to Learn to Save the Planet," Journal of Education for Sustainable Development, , vol. 2(1), pages 21-30, March.
    2. Rashad Brugmann & Nicolas Côté & Nathan Postma & Emily A. Shaw & Danielle Pal & John B. Robinson, 2019. "Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto," Sustainability, MDPI, vol. 11(2), pages 1-20, January.
    3. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    4. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    5. Bárbara Crespo & Carla Míguez-Álvarez & María Elena Arce & Miguel Cuevas & José Luis Míguez, 2017. "The Sustainable Development Goals: An Experience on Higher Education," Sustainability, MDPI, vol. 9(8), pages 1-15, August.
    6. Carlie D. Trott & Andrea E. Weinberg & Laura B. Sample McMeeking, 2018. "Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development," Sustainability, MDPI, vol. 10(9), pages 1-21, September.
    7. Francisco Zamora-Polo & Jesús Sánchez-Martín & Mario Corrales-Serrano & Luis Espejo-Antúnez, 2019. "What Do University Students Know about Sustainable Development Goals? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population," Sustainability, MDPI, vol. 11(13), pages 1-19, June.
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