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Dr. Gisela Cebrián
Universitat Rovira i Virgili

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0 Action Research
0 Assessment for Learning
0 Higher Education
0 Professional Development
0 Education For Sustainable Development

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Higher Education
Action Research
sustainability competencies
Professional Development

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Short Biography

Gisela Cebrián works as a Serra Hunter Fellow in the Department of Pedagogy at Universitat Rovira i Virgili. Her research interests include Education for Sustainability, organisational learning and change, action research, teacher education and sustainability competencies. Her current project relates to 'teaching and learning practices, processes and tools to develop and assess sustainability competencies'.

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Editorial
Published: 05 August 2021 in Sustainability
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The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

ACS Style

Gisela Cebrián; Mercè Junyent; Ingrid Mulà. Current Practices and Future Pathways towards Competencies in Education for Sustainable Development. Sustainability 2021, 13, 8733 .

AMA Style

Gisela Cebrián, Mercè Junyent, Ingrid Mulà. Current Practices and Future Pathways towards Competencies in Education for Sustainable Development. Sustainability. 2021; 13 (16):8733.

Chicago/Turabian Style

Gisela Cebrián; Mercè Junyent; Ingrid Mulà. 2021. "Current Practices and Future Pathways towards Competencies in Education for Sustainable Development." Sustainability 13, no. 16: 8733.

Article
Published: 01 January 2021 in Technology, Pedagogy and Education
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Most countries around the world have temporarily closed educational institutions with the aim of containing the spread of the Covid-19 pandemic. How have schools overcome these challenges and delivered education during the confinement period? The purpose of this research was to analyse how primary and secondary schools in Catalonia (Spain) implemented the teaching and learning process during the lockdown, based on 48 semi-structured interviews with school principals from different types of schools, located in urban and rural environments, and from diverse socioeconomic statuses. This article shows that there is a digital divide in students and teachers, emotional accompaniment as a need for online learning, older students are more autonomous and self-regulate better their own learning process, each school used their own strategy because there was no programme prepared for emergency situations, teachers had difficulties in self-regulating their work and communication with families became essential.

ACS Style

Ramon Palau; Marta Fuentes; Jordi Mogas; Gisela Cebrián. Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education 2021, 30, 183 -199.

AMA Style

Ramon Palau, Marta Fuentes, Jordi Mogas, Gisela Cebrián. Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education. 2021; 30 (1):183-199.

Chicago/Turabian Style

Ramon Palau; Marta Fuentes; Jordi Mogas; Gisela Cebrián. 2021. "Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown." Technology, Pedagogy and Education 30, no. 1: 183-199.

Journal article
Published: 27 November 2020 in International Journal of Environmental Research and Public Health
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In the last decade, universities worldwide have adopted various measures intended to promote sustainability in higher education and include it in the curriculum. However, although this paradigm shift appears to be contributing to students’ acquisition of the knowledge, skills and values necessary to fight for a more sustainable world, serious global crises such as the present SARS-CoV-2 pandemic oblige us to rethink our behaviour and spur us to accelerate the move towards a deep-seated commitment to the environment and people. Therefore, the aims of this study were (a) to explore consumption habits in students at four Spanish universities by analysing their individual ecological footprint (EF); (b) to develop indices of connection with nature and a pro-environmental attitude and to determine relationships between these indices and students’ consumption. Among other factors, our results showed that private university students have a higher EF than public university students; that food consumption has the greatest impact on individuals’ EF; and that those who consume more sustainably do not show a more pro-environmental attitude or feel a greater connection with nature. Therefore, we conclude that there was no apparent direct relationship between study participants’ convictions and their daily behaviour. There is a pressing need in education to demonstrate the connection between our actions and their environmental impact.

ACS Style

Mónica Fernández; Gisela Cebrián; Elisa Regadera; M. Yolanda Fernández. Analysing the Relationship between University Students’ Ecological Footprint and Their Connection with Nature and Pro-Environmental Attitude. International Journal of Environmental Research and Public Health 2020, 17, 8826 .

AMA Style

Mónica Fernández, Gisela Cebrián, Elisa Regadera, M. Yolanda Fernández. Analysing the Relationship between University Students’ Ecological Footprint and Their Connection with Nature and Pro-Environmental Attitude. International Journal of Environmental Research and Public Health. 2020; 17 (23):8826.

Chicago/Turabian Style

Mónica Fernández; Gisela Cebrián; Elisa Regadera; M. Yolanda Fernández. 2020. "Analysing the Relationship between University Students’ Ecological Footprint and Their Connection with Nature and Pro-Environmental Attitude." International Journal of Environmental Research and Public Health 17, no. 23: 8826.

Original article
Published: 28 July 2020 in Sustainability Science
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Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.

ACS Style

Katja Brundiers; Matthias Barth; Gisela Cebrián; Matthew Cohen; Liliana Diaz; Sonya Doucette-Remington; Weston Dripps; Geoffrey Habron; Niki Harré; Meghann Jarchow; Kealalokahi Losch; Jessica Michel; Yoko Mochizuki; Marco Rieckmann; Roderic Parnell; Peter Walker; Michaela Zint. Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science 2020, 16, 13 -29.

AMA Style

Katja Brundiers, Matthias Barth, Gisela Cebrián, Matthew Cohen, Liliana Diaz, Sonya Doucette-Remington, Weston Dripps, Geoffrey Habron, Niki Harré, Meghann Jarchow, Kealalokahi Losch, Jessica Michel, Yoko Mochizuki, Marco Rieckmann, Roderic Parnell, Peter Walker, Michaela Zint. Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science. 2020; 16 (1):13-29.

Chicago/Turabian Style

Katja Brundiers; Matthias Barth; Gisela Cebrián; Matthew Cohen; Liliana Diaz; Sonya Doucette-Remington; Weston Dripps; Geoffrey Habron; Niki Harré; Meghann Jarchow; Kealalokahi Losch; Jessica Michel; Yoko Mochizuki; Marco Rieckmann; Roderic Parnell; Peter Walker; Michaela Zint. 2020. "Key competencies in sustainability in higher education—toward an agreed-upon reference framework." Sustainability Science 16, no. 1: 13-29.

Journal article
Published: 09 April 2020 in Sustainability
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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms’ transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students’ and teachers’ needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

ACS Style

Gisela Cebrián; Ramon Palau; Jordi Mogas. The Smart Classroom as a Means to the Development of ESD Methodologies. Sustainability 2020, 12, 3010 .

AMA Style

Gisela Cebrián, Ramon Palau, Jordi Mogas. The Smart Classroom as a Means to the Development of ESD Methodologies. Sustainability. 2020; 12 (7):3010.

Chicago/Turabian Style

Gisela Cebrián; Ramon Palau; Jordi Mogas. 2020. "The Smart Classroom as a Means to the Development of ESD Methodologies." Sustainability 12, no. 7: 3010.

Editorial
Published: 13 January 2020 in Sustainability
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The 2030 Agenda for Sustainable Development clearly reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and all educational institutions, from preschool to higher education and in nonformal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development” responds to this urgency and the papers presented deliver recent developments in the field of ESD competencies. They focus on various perspectives: systematic literature reviews; curriculum developments; meta-analysis of the interrelation between sustainability content, competencies developed and pedagogical approaches used; testing and validation of evaluation tools and processes for sustainability competencies; and the development of conceptual models focused on different subject areas and educational levels (higher education, primary education, rural schools, external support services to schools, and extracurricular activities). The contributions indicate how the field of ESD competencies in the area of sustainability has become a major focus in recent years. Further research efforts need to be put into operationalizing sustainability competencies and developing tools to measure and evaluate students’ and educators’ competencies development.

ACS Style

Gisela Cebrián; Mercè Junyent; Ingrid Mulà. Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability 2020, 12, 579 .

AMA Style

Gisela Cebrián, Mercè Junyent, Ingrid Mulà. Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability. 2020; 12 (2):579.

Chicago/Turabian Style

Gisela Cebrián; Mercè Junyent; Ingrid Mulà. 2020. "Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments." Sustainability 12, no. 2: 579.

Journal article
Published: 05 November 2019 in Bordón. Revista de Pedagogía
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INTRODUCCIÓN. El objetivo de esta investigación ha sido indagar sobre la influencia de la metodología de aprendizaje-servicio en el desarrollo de competencias en sostenibilidad de los estudiantes de las titulaciones de Educación (Primaria, Infantil y Social) de tres universidades espa- ñolas (UIC, UAM y USAL). MÉTODO. Se utilizó una muestra de 129 alumnos universitarios del curso académico 2017-2018. Se llevó a cabo un estudio preexperimental mediante pretest-postest con grupos naturales, sin grupo control, con la finalidad de valorar el desarrollo de competencias en sostenibilidad de los estudiantes que cursaron cinco asignaturas impartidas mediante la estrategia didáctica aprendizaje-servicio. RESULTADOS. Los resultados de este estudio indican que el aprendizaje-servicio ha contribuido a mejorar la comprensión y conocimiento de la sostenibilidad, así como las interrelaciones entre las dimensiones social, ambiental y económica en los cinco casos de estudio. También, se demuestra cómo el uso del aprendizaje-servicio promueve el desarrollo del saber cómo, habilidades prácticas asociadas a la acción. DISCUSIÓN. Se pone en evidencia que el aprendizaje-servicio incide significativamente en el aprendizaje de la competencia en sostenibilidad asociada a la contextualización del conocimiento y el establecimiento de relaciones entre las dimensiones social, ambiental y económica de la sostenibilidad. De los tres niveles de dominio-adquisición de competencias: saber, saber cómo y saber hacer, se observa que el aprendizaje-servicio tiene un impacto mayor en el saber cómo, hecho que se atribuye a la propia metodología que ahonda en la praxis y aplicación del conocimiento teórico en contextos reales. Las asignaturas específicas en sostenibilidad son las que más contribuyen al aprendizaje de competencias en sostenibilidad. Además de integrar las competencias en el currículum de manera holística, es necesario incluir asignaturas específicas en sostenibilidad.

ACS Style

Gisela Cebrián; Mónica Fernández; Maria Teresa Fuertes; Álvaro Moraleda; Jordi Segalàs. La influencia del aprendizaje-servicio en el desarrollo de competencias en sostenibilidad en estudiantes universitarios. Bordón. Revista de Pedagogía 2019, 71, 151 -167.

AMA Style

Gisela Cebrián, Mónica Fernández, Maria Teresa Fuertes, Álvaro Moraleda, Jordi Segalàs. La influencia del aprendizaje-servicio en el desarrollo de competencias en sostenibilidad en estudiantes universitarios. Bordón. Revista de Pedagogía. 2019; 71 (3):151-167.

Chicago/Turabian Style

Gisela Cebrián; Mónica Fernández; Maria Teresa Fuertes; Álvaro Moraleda; Jordi Segalàs. 2019. "La influencia del aprendizaje-servicio en el desarrollo de competencias en sostenibilidad en estudiantes universitarios." Bordón. Revista de Pedagogía 71, no. 3: 151-167.

Journal article
Published: 01 August 2019 in Educational Action Research
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ACS Style

Gisela Cebrián. Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development. Educational Action Research 2019, 28, 668 -685.

AMA Style

Gisela Cebrián. Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development. Educational Action Research. 2019; 28 (4):668-685.

Chicago/Turabian Style

Gisela Cebrián. 2019. "Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development." Educational Action Research 28, no. 4: 668-685.

Earlycite article
Published: 15 July 2019 in International Journal of Sustainability in Higher Education
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Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.

ACS Style

Gisela Cebrián; David Pascual; Álvaro Moraleda. Perception of sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education 2019, 20, 1171 -1190.

AMA Style

Gisela Cebrián, David Pascual, Álvaro Moraleda. Perception of sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education. 2019; 20 (7):1171-1190.

Chicago/Turabian Style

Gisela Cebrián; David Pascual; Álvaro Moraleda. 2019. "Perception of sustainability competencies amongst Spanish pre-service secondary school teachers." International Journal of Sustainability in Higher Education 20, no. 7: 1171-1190.

Correction
Published: 11 January 2019 in Sustainability Science
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In the original publication of the article, the co-author Dr. Gisela Cebrián Bernat has not been included in the article.

ACS Style

G. Tejedor; J. Segalas; G. Cebrián. Correction to: Action research workshop for transdisciplinary sustainability science. Sustainability Science 2019, 14, 859 -859.

AMA Style

G. Tejedor, J. Segalas, G. Cebrián. Correction to: Action research workshop for transdisciplinary sustainability science. Sustainability Science. 2019; 14 (3):859-859.

Chicago/Turabian Style

G. Tejedor; J. Segalas; G. Cebrián. 2019. "Correction to: Action research workshop for transdisciplinary sustainability science." Sustainability Science 14, no. 3: 859-859.

Journal article
Published: 05 November 2018 in Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas
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Este estudio de caso sobre el colegio Claret de Madrid pretende estudiar la percepción del profesorado de Educación Secundaria sobre la educación para la sostenibilidad (ES), así como las diferencias demográficas al respecto (edad, género, experiencia y especialidad). Se ha adaptado un cuestionario con 50 posibles respuestas a una pregunta abierta, que debían ser puntuadas por los docentes según su conformidad con estas. Tras la obtención de las puntuaciones y testar el efecto de las variables demográficas, los resultados revelan una percepción general –pero no homogénea– positiva de la ES. Los docentes con menos edad y experiencia muestran puntos de vista más favorables, a pesar de no dominar dicha disciplina. Este estudio pone de manifiesto la necesidad de mejorar la formación inicial y continua en ES del profesorado.

ACS Style

Miguel Risco Torres; Gisela Cebrián. Analysis of the perception of Secondary School Teachers in education for sustainable development. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 2018, 36, 141 -162.

AMA Style

Miguel Risco Torres, Gisela Cebrián. Analysis of the perception of Secondary School Teachers in education for sustainable development. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas. 2018; 36 (3):141-162.

Chicago/Turabian Style

Miguel Risco Torres; Gisela Cebrián. 2018. "Analysis of the perception of Secondary School Teachers in education for sustainable development." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 36, no. 3: 141-162.

Journal article
Published: 04 September 2017 in International Journal of Sustainability in Higher Education
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Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

ACS Style

Gisela Cebrián. A collaborative action research project towards embedding ESD within the higher education curriculum. International Journal of Sustainability in Higher Education 2017, 18, 857 -876.

AMA Style

Gisela Cebrián. A collaborative action research project towards embedding ESD within the higher education curriculum. International Journal of Sustainability in Higher Education. 2017; 18 (6):857-876.

Chicago/Turabian Style

Gisela Cebrián. 2017. "A collaborative action research project towards embedding ESD within the higher education curriculum." International Journal of Sustainability in Higher Education 18, no. 6: 857-876.

Articles
Published: 19 August 2016 in Environmental Education Research
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This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures.

ACS Style

Gisela Cebrián. The I3E model for embedding education for sustainability within higher education institutions. Environmental Education Research 2016, 24, 153 -171.

AMA Style

Gisela Cebrián. The I3E model for embedding education for sustainability within higher education institutions. Environmental Education Research. 2016; 24 (2):153-171.

Chicago/Turabian Style

Gisela Cebrián. 2016. "The I3E model for embedding education for sustainability within higher education institutions." Environmental Education Research 24, no. 2: 153-171.

Thesis summary
Published: 17 December 2015 in Environmental Education Research
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ACS Style

Gisela Cebrián. An action research approach for embedding education for sustainability in a university undergraduate curriculum. Environmental Education Research 2015, 22, 442 -443.

AMA Style

Gisela Cebrián. An action research approach for embedding education for sustainability in a university undergraduate curriculum. Environmental Education Research. 2015; 22 (3):442-443.

Chicago/Turabian Style

Gisela Cebrián. 2015. "An action research approach for embedding education for sustainability in a university undergraduate curriculum." Environmental Education Research 22, no. 3: 442-443.

Journal article
Published: 01 November 2015 in Journal of Cleaner Production
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ACS Style

Gisela Cebrián; Marcus Grace; Debra Humphris. Academic staff engagement in education for sustainable development. Journal of Cleaner Production 2015, 106, 79 -86.

AMA Style

Gisela Cebrián, Marcus Grace, Debra Humphris. Academic staff engagement in education for sustainable development. Journal of Cleaner Production. 2015; 106 ():79-86.

Chicago/Turabian Style

Gisela Cebrián; Marcus Grace; Debra Humphris. 2015. "Academic staff engagement in education for sustainable development." Journal of Cleaner Production 106, no. : 79-86.

Journal article
Published: 06 March 2015 in Sustainability
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In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.

ACS Style

Gisela Cebrián; Mercè Junyent. Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability 2015, 7, 2768 -2786.

AMA Style

Gisela Cebrián, Mercè Junyent. Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability. 2015; 7 (3):2768-2786.

Chicago/Turabian Style

Gisela Cebrián; Mercè Junyent. 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views." Sustainability 7, no. 3: 2768-2786.

Book chapter
Published: 10 October 2014 in World Sustainability Series
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Research on sustainable development in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainable development. Although the value and contribution of university initiatives has been articulated, little holistic and structural transformation of universities has been achieved so far. This paper presents an action research project undertaken at the University of Southampton to develop an organisational learning model to embed Education for Sustainable Development (ESD) within the undergraduate curriculum. An action research approach guided by participatory and emancipatory approaches was used. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in ESD within an interdisciplinary group of academic staff members. A critical friend position was acquired within a community of practice to implement a programme that attempted to embed sustainable development within the student experience. This paper presents the qualitative methodology used in this project, providing a detailed overview of its research methods, processes and future prospects, which can inform other higher education institutions in their journey to embed ESD holistically.

ACS Style

Gisela Cebrián; Marcus Grace; Debra Humphris. An Action Research Project for Embedding Education for Sustainable Development in a University Curriculum: Processes and Prospects. World Sustainability Series 2014, 707 -720.

AMA Style

Gisela Cebrián, Marcus Grace, Debra Humphris. An Action Research Project for Embedding Education for Sustainable Development in a University Curriculum: Processes and Prospects. World Sustainability Series. 2014; ():707-720.

Chicago/Turabian Style

Gisela Cebrián; Marcus Grace; Debra Humphris. 2014. "An Action Research Project for Embedding Education for Sustainable Development in a University Curriculum: Processes and Prospects." World Sustainability Series , no. : 707-720.

Journal article
Published: 18 November 2013 in Sustainability Accounting, Management and Policy Journal
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ACS Style

Gisela Cebrián; Marcus Grace; Debra Humphris. Organisational learning towards sustainability in higher education. Sustainability Accounting, Management and Policy Journal 2013, 4, 285 -306.

AMA Style

Gisela Cebrián, Marcus Grace, Debra Humphris. Organisational learning towards sustainability in higher education. Sustainability Accounting, Management and Policy Journal. 2013; 4 (3):285-306.

Chicago/Turabian Style

Gisela Cebrián; Marcus Grace; Debra Humphris. 2013. "Organisational learning towards sustainability in higher education." Sustainability Accounting, Management and Policy Journal 4, no. 3: 285-306.

Articles
Published: 26 June 2013 in Quality in Higher Education
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There is wide agreement that problem-based learning is a key strategy to promote individual abilities for ‘learning how to learn’. This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six reflective journals and semi-structured interviews conducted with law undergraduate students participating in a problem-based learning course are analysed. The findings from this case study suggest that problem-based learning contributes to: improve professionalisation of vocational studies; develop general skills such as communication and teamwork; bridge the gap between theory and practice; and foster self-regulation and autonomous learning amongst students. Reflective journals, peers’ cooperation and collaboration and the supportive role of educators are fundamental aspects of problem-based learning, which empower students in their own learning. Reflection nurtures the quality of learning and needs to be considered as an applicable learning strategy for professional and non-professional disciplines in higher education.

ACS Style

Joan Rué; Antoni Font; Gisela Cebrián. Towards high-quality reflective learning amongst law undergraduate students: analysing students’ reflective journals during a problem-based learning course. Quality in Higher Education 2013, 19, 191 -209.

AMA Style

Joan Rué, Antoni Font, Gisela Cebrián. Towards high-quality reflective learning amongst law undergraduate students: analysing students’ reflective journals during a problem-based learning course. Quality in Higher Education. 2013; 19 (2):191-209.

Chicago/Turabian Style

Joan Rué; Antoni Font; Gisela Cebrián. 2013. "Towards high-quality reflective learning amongst law undergraduate students: analysing students’ reflective journals during a problem-based learning course." Quality in Higher Education 19, no. 2: 191-209.

Journal article
Published: 25 May 2011 in REDU. Revista de Docencia Universitaria
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Se ha generado un amplio consenso según el cual el aprendizaje basado en problemas permite promover mayores capacidades individuales para “aprender cómo aprender”, algo que nuestros estudiantes van a precisar en su aprendizaje futuro a lo largo de su vida profesional. En el análisis de los datos del caso desarrollado hemos pretendido encontrar argumentos sobre este consenso. Hemos analizado el grado de interés y de motivación para implicarse activamente los estudiantes en el desarrollo de una materia de Derecho, en formato de “proyecto”, y hemos visto el tipo de aprendizaje con el que se orientaron en este desarrollo así como el tipo de autorregulación que desempeñaron a lo largo de su proceso de estudio. Finalmente, se ofrecen tres tipos de argumentos que deberían ser considerados para diseminar propuestas como la que comentamos.

ACS Style

Joan Rué; Antoni Font; Gisela Cebrián. El ABP, un enfoque estratégico para la formación en Educación Superior. Aportaciones de un análisis de la formación en Derecho. REDU. Revista de Docencia Universitaria 2011, 9, 25 .

AMA Style

Joan Rué, Antoni Font, Gisela Cebrián. El ABP, un enfoque estratégico para la formación en Educación Superior. Aportaciones de un análisis de la formación en Derecho. REDU. Revista de Docencia Universitaria. 2011; 9 (1):25.

Chicago/Turabian Style

Joan Rué; Antoni Font; Gisela Cebrián. 2011. "El ABP, un enfoque estratégico para la formación en Educación Superior. Aportaciones de un análisis de la formación en Derecho." REDU. Revista de Docencia Universitaria 9, no. 1: 25.