Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquisition need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability and research in Higher Education (HE). The participants taking part in the study are students in pre-service teacher training. The experimental educational model used for the development of competencies in sustainability and research consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that POL is an excellent methodology for developing competencies in sustainability and facilitates the relationship between sustainability and research competencies.

This article addresses the need for student teachers to experience how to engage ecocritically with children’s literature to be able to support and develop the sustainability competencies of their future students. In order to respond to this need, we designed a research project examining how Norwegian and Catalan student teachers express and negotiate their ideas about an Italian–French picturebook in a teacher–researcher designed ecocritical literature conversation (ELC). The collected material, consisting of students’ notes and sound recorded and transcribed group discussions, was analysed following the steps of content analysis with an emphasis on finding evidence of dialogic competencies and ecocritical competencies. Although the students did not explicitly integrate ecocritical terminology in their discussions, we found that when structured in line with ideas of dialogic teaching, ecocritical thinking, and literature didactics, literature conversations proved to be a useful tool for these students to critically engage with and negotiate about representations of nature and ecological wisdom from the selected picturebook.

Este estudio se contextualiza en el campo de cómo la literatura infantil puede ayudar a difundir concienciación sobre los derechos de los niños. Se pretende determinar los valores éticos más presentes en un corpus específico y su relación con los derechos del niño y la educación ciudadana. Para lograr este objetivo, los resultados y discusión abren nuevos caminos en los campos literario y social porque brindan respuestas para ayudar a conocer el rol de la literatura infantil en un mundo que necesita la participación de ciudadanos jóvenes. El método adoptado es mixto paralelo convergente, ya que recoge y fusiona datos cuantitativos, obtenidos de la lectura de 264 libros de ficción y no ficción para niños de 0 a 12 años, y datos cualitativos asignando 39 valores a los libros. Estos datos se interpretan utilizando un instrumento validado de recopilación de datos. La introducción y el marco teórico se basan en la crítica cognitiva literaria y la educación democrática para alentar a los niños a participar en la sociedad y convertirse en ciudadanos críticos.

Climate Literacy in Education is a pocket journal publishing short, practical, teacher-oriented content on all aspects of climate literacy education at all grade levels and across all subject areas (primarily K-16, but including teacher education and professional development).

L’anàlisi ecocrítica de les diferents edicions dels bestiaris de Josep Carner Museu zoològic (1963 i 1998) i Bestiari (1964 i 1998) serveix per conèixer el missatge que el text i les il·lustracions transmeten. La conscienciació de les últimes dècades per un planeta més sostenible fa pensar que les imatges de les edicions més recents ajudaran els joves lectors a prendre consciència de la relació que els humans han d’establir amb el medi ambient. Així, es podrà detectar si la poesia infantil actual transmet un concepte de natura respectuós amb l’ecosistema, i també la influència que els paratextos poden exercir sobre el text. L’eina emprada en l’estudi és la matriu NatCult, dissenyada pel grup de recerca Nature in Children’s Literature and Culture de la Western Norway University of Applied Sciences. Aquesta matriu té en compte l’antropocentrisme i el biocentrisme des dels quals es concep la literatura infantil, així com la celebració o problematització de la natura que transmet. El corpus seleccionat se cenyeix en els poemes sobre ases i mussols perquè són animals molt representats en bestiaris infantils catalans i la seva simbologia és fàcil d’identificar.

The article examines two sets of illustrations of the children’s novel Tonje Glimmerdal (2009) by Norwegian author Maria Parr. The original version in Norwegian, illustrated by Åshild Irgens, and the translation into Spanish, illustrated by Zuzanna Celej, are examined. The aim is to show how the concepts of nature and landscape are modified in the translated version. This analysis illuminates how illustrations have an impact on texts, and how illustrations create new meanings. While the original novel is considered a winter pastoral as young protagonist Tonje lives in the mountains and finds her purpose in life in her homeland valley, Irgens’ illustrations foreground Tonje’s actions, whereas Celej’s work is more focused on the landscape. The different ways in which these two versions of the book depict the winter pastoral, and the image of nature, are analysed from an ecocritical perspective, especially following Carol Glotfelty’s and Greg Garrard’s approaches.