Education for Sustainable Development: Challenges for Postgraduate Programmes

Vista sencilla de ítem
dc.contributor.authorAcevedo-Duque, Ángel
dc.contributor.authorJiménez-Bucarey, Carmen
dc.contributor.authorPrado-Sabido, Tohtli
dc.contributor.authorFernández-Mantilla, Mirtha Mercedes
dc.contributor.authorMerino-Flores, Irene
dc.contributor.authorIzquierdo-Marín, Sandra Sofía
dc.contributor.authorValle-Palomino, Nicolás
dc.date.accessioned2024-09-05T20:08:23Z
dc.date.available2024-09-05T20:08:23Z
dc.date.issued2023-02
dc.descriptionIndexación: Scopus
dc.description.abstractAs the world faces progressive and interconnected global crises and conflicts, the educational expectations set out in the 2030 Agenda for Sustainable Development are in jeopardy. With the COVID-19 pandemic in its third year, the war in Ukraine has exacerbated the food, energy, humanitarian, and refugee crises, all against the backdrop of an unfolding climate emergency. The aim of this research is to analyse the challenges faced by postgraduate programmes in training human talent for sustainable development on the basis of Grounded Theory. To do so, we have used a dialogical intervention through the complementary experiences of authorities of higher-education institutions that live day by day for a fair, quality, and sustainable education. With a naturalistic qualitative method, where the hermeneutic analysis procedure is structured in five phases, and with data from key informants from 9 countries, 20 interviews are obtained with key informants in Latin American and Spanish universities during 2021, according to inclusion criteria such as: belonging to a higher-education institution, with a doctorate degree, with more than 10 years of experience in management, and training in postgraduate programmes. The data are processed through ATLAS.ti9, which allows for the analysis of the key informants’ discourses. The findings show that the university institutions that currently offer postgraduate programmes are considering improving the quality of education; the first challenge is to redesign the curricula according to the demands of the current and future world, incorporating technological resources and knowledge of the environment; inter- and transdisciplinary curricula that form enterprising postgraduates with a solid ethical life project; critical, complex, and systemic thinking. © 2023 by the authors.
dc.description.urihttps://www.mdpi.com/1660-4601/20/3/1759
dc.identifier.citationInternational Journal of Environmental Research and Public Health. Volume 20, Issue 3. February 2023. Article number 1759
dc.identifier.doi10.3390/ijerph20031759
dc.identifier.issn1661-7827
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/59875
dc.language.isoen
dc.publisherMDPI
dc.rights.licenseCC BY 4.0 Attribution 4.0 International Deed
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEducation For Sustainability
dc.subjectHigher Education
dc.subjectSDG Challenges
dc.subjectSDG targets 4.7
dc.subjectSustainable Education
dc.subjectSsustainable Training
dc.titleEducation for Sustainable Development: Challenges for Postgraduate Programmes
dc.typeArtículo
Archivos
Bloque original
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
Acevedo-Duque_Education_for_Sustainable_Development_Challenges_2023.pdf
Tamaño:
2.13 MB
Formato:
Adobe Portable Document Format
Descripción:
TEXTO COMPLETO EN INGLES
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
FEd - Artículos de Revista