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The University Jaume I of Castellon (Spain) launched the “ImpSDGup” course in 2017. The aim of this training course on professional education for sustainable development (ESD) skills and competences for higher education teachers is to help academics in reorienting their subjects’ curricula in order to contribute to the sustainable development goals of the United Nations’ Agenda 2030. The “ImpSDGup” course is based on the Training Model in Transformative Action for Sustainability (TMTAS) model that is structured in three main areas: the content on sustainability, the theoretical approaches, and the ESD teaching and learning methodologies. In this paper, we describe the design and the contents of the training course and we investigate the changes that participants of the course implemented in the design of their subject programs. The methodology of the study was based on content analysis. The main results show that most of the 55 university teachers that undertook the course in its three editions succeeded in transforming course objectives and that they incorporated some of the SDGs and several ESD active learning methodologies in their teaching. As a consequence of this, we consider that the course helps in enhancing university teachers’ ESD professional competences.
Leslie Collazo Expósito; Jesús Granados Sánchez. Implementation of SDGs in University Teaching: A Course for Professional Development of Teachers in Education for Sustainability for a Transformative Action. Sustainability 2020, 12, 8267 .
AMA StyleLeslie Collazo Expósito, Jesús Granados Sánchez. Implementation of SDGs in University Teaching: A Course for Professional Development of Teachers in Education for Sustainability for a Transformative Action. Sustainability. 2020; 12 (19):8267.
Chicago/Turabian StyleLeslie Collazo Expósito; Jesús Granados Sánchez. 2020. "Implementation of SDGs in University Teaching: A Course for Professional Development of Teachers in Education for Sustainability for a Transformative Action." Sustainability 12, no. 19: 8267.
Jesus Granados Sanchez. La formulación de buenas preguntas en didáctica de la geografía. Documents d'Anàlisi Geogràfica 2017, 63, 545 .
AMA StyleJesus Granados Sanchez. La formulación de buenas preguntas en didáctica de la geografía. Documents d'Anàlisi Geogràfica. 2017; 63 (3):545.
Chicago/Turabian StyleJesus Granados Sanchez. 2017. "La formulación de buenas preguntas en didáctica de la geografía." Documents d'Anàlisi Geogràfica 63, no. 3: 545.
Given that thus far higher education (HE) has contributed to the generation of knowledge and actions that have led to the crisis situation we are currently experiencing, we must start to reconceptualise our understanding of higher education institutions (HEIs) in a way that will bring about sustainable development in society. In short, to stop being part of the problem, and become part of the solution. The need to give sustainable development meaning in a specific context involving multiple stakeholders makes these concepts attractive from an educational perspective as they require joint meaning-making, co-creation of new knowledge, collaborative learning and, indeed, critiquing. The aim of this chapter is to explore the challenges posed by (un)sustainability to HEIs, and to discuss the barriers that prevent them from finding a response, and to suggest ways to overcoming these difficulties.
Jesus Granados Sanchez. Universities in transition: overcoming barriers and creating pathways for sustainability. University engagement and environmental sustainability 2014, 61 -74.
AMA StyleJesus Granados Sanchez. Universities in transition: overcoming barriers and creating pathways for sustainability. University engagement and environmental sustainability. 2014; ():61-74.
Chicago/Turabian StyleJesus Granados Sanchez. 2014. "Universities in transition: overcoming barriers and creating pathways for sustainability." University engagement and environmental sustainability , no. : 61-74.
Jesus Granados Sanchez. A training model for progress in curriculum greening | Un modelo formativo para avanzar en la ambientalización curricular. 2012, 1 .
AMA StyleJesus Granados Sanchez. A training model for progress in curriculum greening | Un modelo formativo para avanzar en la ambientalización curricular. . 2012; ():1.
Chicago/Turabian StyleJesus Granados Sanchez. 2012. "A training model for progress in curriculum greening | Un modelo formativo para avanzar en la ambientalización curricular." , no. : 1.
Jesus Granados Sanchez. La recerca en l’ensenyament de la geografia per al desenvolupament sostenible. 2010, 1 .
AMA StyleJesus Granados Sanchez. La recerca en l’ensenyament de la geografia per al desenvolupament sostenible. . 2010; ():1.
Chicago/Turabian StyleJesus Granados Sanchez. 2010. "La recerca en l’ensenyament de la geografia per al desenvolupament sostenible." , no. : 1.