Inclusion of transmissible higher capabilities of sustainability in the didactic planning of higher education
DOI:
https://doi.org/10.46932/sfjdv4n1-042Keywords:
sustainability, capacity building, higher education, critical thinking, problem solving, communications skill, teamwork, creativity, digital skillsAbstract
The lack of knowledge about the application of Transmissible Higher Capabilities of Sustainability (THCS) in Higher Education in the Centro Universitario de Ciencias Económico Administrativas (CUCEA), a university in western Mexico, thus, it leads us to investigate whether teachers incorporate them as a first attempt in their didactic planning and then enforce them in the teaching-learning process (TLP). The objective was to analyze the THCS and its levels of consideration in the teacher’s didactic planning at the above-mentioned university center. An assessment rubric was applied with a four-point Likert-type scale, composed of 18 items. 276 teacher projects were analyzed. To appraise the significance of the THCS, ANOVA was used, and multiple comparison tests were performed. The outcomes of the comparisons of the averages showed that the highest scores were for Digital Skills, Communication Skills and Teamwork, while the lowest were for Critical Thinking, Problem Solving and Creativity. The results of the ANOVAs reported that the THCS levels have a significant impact on the average of the items in each capacity.
References
Agoglia, O., Arcos, C. y Sosa, M. (2014). El debate sobre la sostenibilidad desde la posición del pensamiento ambiental crítico. Revista Interacções, 10(31). https://doi.org/10.25755/int.6379
Ángulo-Rángel, F. A., Rodríguez-Márquez, R. L. y Figueroa-Royero, L. (2021). Trazabilidad del componente étnico como eslabón de la educación superior colombiana: Aristas de cumplimiento del ods4. (2021). Revista de Filosofía, 38, 330–338. https://doi.org/10.5281/zenodo.5149633
Cabero-Almenara, J., Fernández-Batanero, J. M. y Córdoba-Pérez, M. (2016). Conocimiento de las TIC aplicadas a las personas con discapacidades. Construcción de un instrumento de diagnóstico. Magis. Revista Internacional de Investigación en Educación, 8(17), 157–176. https://doi.org/10.11144/Javeriana.m8-17.ctap
Cabero-Almenara, J. y Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEduCheck-In». EDMETIC, 9(1), 213-234. https://doi.org/10.21071/edmetic.v9i1.12462
Cicaré, A. (2019). ¿Hacia dónde van las políticas públicas en educación? Una mirada internacional y mercosureña. Revista de la Secretaría del Tribunal Permanente de Revisión, 7(14), 295-312. https://doi.org/10.16890/rstpr.a7.n14.p295
Claro, P., Borin, E. & Ramajo, N. (2021). Teaching sustainability-oriented capabilities using active learning approach. International Journal of Sustainability in Higher Education, 22(6), 1246-1265. https://cutt.ly/UP5CJvY
Cossetin, M., Domiciano, C. A. & Figueiredo, I. M. Z. (2021). A UNESCO e a declaração de incheon: O protagonismo do setor privado na agenda mundial para educação 2030. Educere et Educare, 15(37). doi: https://doi.org/10.17648/educare.v15i37.24389
Creswell, J. W. & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson New York.
DesRoches, T. (2021). The concept of sustainability. En B. Williston (Ed.), Environmental ethics for canadians (3rd ed.). Oxford University Press.
Domingo-Coscollola, M., Bosco-Paniagua, A., Carrasco-Segovia, S. y Sánchez-Valero, J.-A. (2019). Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes. Revista de Investigación Educativa, 38(1), 167–182. https://doi.org/10.6018/rie.340551
Furu, A. C. & Heilala, C. (2021). Sustainability education in progress: Practices and pedagogies in finnish early childhood education and care teaching practice settings. The International Journal of Early Childhood Environmental Education, 8(2), 16-29. https://naturalstart.org/research/ijecee/volume-8-number-2
García, C. A. (2022). Basic Thinking Skills in Tutorial Normalistas. South Florida Journal of Development, 3(1), 1166–1175. https://doi.org/10.46932/sfjdv3n1-089
Gordon, N. & Dixon, J. (2021). The united nations sustainable development goals: A setting for professional and research skills. New Directions in the Teaching of Physical Sciences, 16(1). https://doi.org/10.29311/ndtps.v0i16.3660.
Greco, S. & De Cock, B. (2021). Argumentative misalignments in the controversy surrounding fashion sustainability. Journal of Pragmatics, 174, 55-67. https://doi.org/10.1016/j.pragma.2020.12.019
Guerra, M., Rodríguez, J. y Artiles, J. (2019). Aprendizaje colaborativo: Experiencia innovadora en el alumnado universitario. Revista de Estudios y Experiencias en Educación, 18(36), 269-281. https://cutt.ly/RP5CZU4
Gutiérrez-Castillo, J. J., Cabero-Almenara, J. y Estrada-Vidal, L. (2017). Diseño y validación de un instrumento de evaluación de la competencia digital del estudiante universitario. Revista Espacios, 38(10), 16-43. https://www.revistaespacios.com/a17v38n10/17381018.html
Hernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, M. (2014). Metodología de la Investigación. (6.a ed.). McGraw-Hill.
Ideland, M. (2019). The eco-certified child: Citizenship and education for sustainability and environment. Palgrave Pivot.
Infante-Moro, A., Infante-Moro, J. C. y Gallardo-Pérez, J. (2021). Análisis de las competencias digitales en el Máster de Turismo de la Universidad de Huelva. Campus Virtuales, 10(2), 141-151. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/929
McAuliffe, M. (2016). The potential benefits of divergent thinking and metacognitive skills in STEAM learning: A discussion paper. International Journal of Innovation, Creativity and Change, 2(3), 71–82. https://www.ijicc.net/images/Vol2iss3/McAuliffe_May_2016.pdf
Marzano, R. J. y Pickering, D. J. (2005). Dimensiones para el aprendizaje. Manual para el maestro (2 ed.). ITESO.
Morales Salas, R. E. y Rodríguez Pavón, P. R. (2020). Las competencias digitales en TIC aplicadas en las organizaciones. International Journal of Information Systems and Software Engineering for Big Companies (IJISEBC), 7(1), 25-35. http://uajournals.com/ojs/index.php/ijisebc/article/view/764
Murga-Menoyo, M. (2015). Competencias para el desarrollo sostenible: Las capacidades, actitudes y valores meta de la educación en el marco de la Agenda global post-2015. Foro de Educación, 13(19), 55-83. https://doi.org/10.14516/fde.2015.013.019.004
ONU. (2010). Asamblea General de las Naciones Unidas. Desarrollo Sostenible. Antecedentes. https://cutt.ly/fP5CC58
Padilla-Hernández, A., Gámiz-Sánchez, V. y Romero-López, A. (2020). Evolución de la competencia digital docente del profesorado universitario: incidentes críticos a partir de relatos de vida. Educar, 56(1), 109-127. https://educar.uab.cat/article/view/v56-n1-padilla-gamiz-romero
Peyro, M. E. (2021). Competencias de sostenibilidad ambiental para los alumnos del CUCEA. Expresión económica. Revista de análisis, (46), 29-35. https://doi.org/10.32870/eera.v1i46.1034
Prieto, Y. & Loor, B. (2021). Didactic strategy for the improvement of the teaching-learning process of the students of the Ecotec Technological University-Faculty of Marketing and Communication with a constructivist approach. South Florida Journal of Development, 2(5), 6575-6584.
Puspita, M., Rahmatunnisa, M., Sumaryana, A. & Kristiadi, J. B. (2018). Ensuring service quality in education for indonesia’s sustainable education. Journal of Social Studies Education Research, 9(4), 65-81. https://jsser.org/index.php/jsser/article/download/338/330
Rahardjanto, A., Husamah & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://files.eric.ed.gov/fulltext/EJ1211050.pdf
Recio, F., Silva, J. y Abricot, N. (2020). Análisis de la Competencia Digital en la formación inicial de estudiantes universitarios: Un estudio de meta-análisis en la Web of Science. Pixel Bit, Revista de Medios y Educación, 59. 125-146. https://doi.org/10.12795/pixelbit.77759
Silva-Quiroz, J. E., Abricot-Marchant, N., Aranda-Faúndez, G. y Rioseco-País, M. (2022). Diseño y Validación de un instrumento para evaluar competencia digital en estudiantes de primer año de las carreras de educación de tres universidades públicas de Chile. Edutec. Revista Electrónica de Tecnología Educativa, (79), 319-335. https://doi.org/10.21556/edutec.2022.79.2333
Srikongchan, W., Kaewkuekool, S. & Mejaleurn, S. (2021). Backward Instructional Design based Learning Activities to Developing Students’ Creative Thinking with Lateral Thinking Technique. International Journal of Instruction, 14(2), 233-252. https://www.e-iji.net/dosyalar/iji_2021_2_14.pdf
UNESCO. (2016). Desglosar el objetivo de desarrollo sostenible 4. Educación 2030. Guía. https://unesdoc.unesco.org/ark:/48223/pf0000246300_spa
UNESCO. (2020). ODS4: Educación. https://es.unesco.org/gem-report/node/1346
Unión Europea. (2012). Plan de acción de educación digital (2021-2027). European Commission. https://education.ec.europa.eu/es/plan-de-accion-de-educacion-digital-2021-2027
Universidad de Guadalajara [UdeG]. (2021). Informe de actividades 2020-2021. Centro Universitario de Ciencias Económico Adminstrativas. https://informe-2020-2021.cucea.udg.mx/
Weiss, M., Barth, M., Wiek, A. & Von Wehrden, H. (2021). Drivers and barriers of implementing sustainability curricula in higher education. Assumptions and evidence. Higher Education Studies, 11(2), 42-64. https://doi.org/10.5539/hes.v11n2p42
Wolff, L. A., Sjöblom, P., Hofman-Bergholm, M. & Palmberg, I. (2017). High performance education fails in sustainability? A reflection on finnish primary teacher education. Education Sciences, 7(1), 1-22. https://doi.org/10.3390/educsci7010032
Downloads
Published
How to Cite
Issue
Section
