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S. Albareda-Tiana et al.
to ethics and values” (Barth et al. 2007; Rieckmann 2012; Sleurs et al. 2008; Wiek
et al. 2011) and “interpersonal competencies” (Wiek et al. 2011). The implementation
of the SDGs does not only require knowledge creation. It also requires a change in
teaching methods, and in the methodological strategies linked to ESD (Albareda et al.
2018), including learning from real problems, anticipating and preparing for future
sustainability challenges (Ryan and Tilbury 2013; Wiek et al. 2011), core methodologies, integrative thinking and practice including different disciplines, cultures and
perspectives (UNECE 2011).
HEIs play a key role in the implementation of the 2030 Agenda of the United
Nations, and developing competencies in sustainability at university level is a way
to promote it. The challenge is to train university graduates to become competent in
sustainability. In order to measure the students’ level of sustainability and to verify
the efficiency of the methodological scenarios allowing their implementation, an
instrument like a competency map on sustainability is needed.
This paper presents, as the first part of the EDISNOST project, the process of
drawing up the competency map on sustainability for education degrees. This competency map will be operative, that is, implementable in the different degrees in
education and adopts an integral and holistic view of sustainability.
2 The EDINSOST Project
The EDINSOST project (Education and Social Innovation for Sustainability, in Spanish) is entitled: “Training professionals as change agents to meet the challenges of
society in Spanish universities” and is funded by the “Programa Estatal de I + D+i
Orientada a los Retos de la Sociedad” (RDI Government Programme directed towards
societal challenges) from 1 January, 2016 to 31 December, 2018.
The overall objective of the project is to advance in education innovation for SD in
universities, providing future graduates with the necessary competencies to initiate
the change towards a more sustainable society.
To achieve the goal of the project, frameworks and processes that facilitate the
holistic integration of ESD into the University curriculum will be developed. This
will be done by mapping the existing pedagogical practices and frameworks in ESD,
by making a diagnosis of the conditions of ESD in Spanish Universities and by
creating and evaluating teaching and learning materials for students. Competencies
in ESD will be developed for teachers by designing support materials and professional
development courses.
The four specific objectives of the EDINSOST project are the following:
1. Define the sustainability map of the courses involved in the project and establish the framework that facilitates their holistic integration into the different
degree programmes
2. Validate teaching strategies for the acquisition of sustainability from a pedagogical, constructivist and community approach
S. Albareda-Tiana et al.
to ethics and values” (Barth et al. 2007; Rieckmann 2012; Sleurs et al. 2008; Wiek
et al. 2011) and “interpersonal competencies” (Wiek et al. 2011). The implementation
of the SDGs does not only require knowledge creation. It also requires a change in
teaching methods, and in the methodological strategies linked to ESD (Albareda et al.
2018), including learning from real problems, anticipating and preparing for future
sustainability challenges (Ryan and Tilbury 2013; Wiek et al. 2011), core methodologies, integrative thinking and practice including different disciplines, cultures and
perspectives (UNECE 2011).
HEIs play a key role in the implementation of the 2030 Agenda of the United
Nations, and developing competencies in sustainability at university level is a way
to promote it. The challenge is to train university graduates to become competent in
sustainability. In order to measure the students’ level of sustainability and to verify
the efficiency of the methodological scenarios allowing their implementation, an
instrument like a competency map on sustainability is needed.
This paper presents, as the first part of the EDISNOST project, the process of
drawing up the competency map on sustainability for education degrees. This competency map will be operative, that is, implementable in the different degrees in
education and adopts an integral and holistic view of sustainability.
2 The EDINSOST Project
The EDINSOST project (Education and Social Innovation for Sustainability, in Spanish) is entitled: “Training professionals as change agents to meet the challenges of
society in Spanish universities” and is funded by the “Programa Estatal de I + D+i
Orientada a los Retos de la Sociedad” (RDI Government Programme directed towards
societal challenges) from 1 January, 2016 to 31 December, 2018.
The overall objective of the project is to advance in education innovation for SD in
universities, providing future graduates with the necessary competencies to initiate
the change towards a more sustainable society.
To achieve the goal of the project, frameworks and processes that facilitate the
holistic integration of ESD into the University curriculum will be developed. This
will be done by mapping the existing pedagogical practices and frameworks in ESD,
by making a diagnosis of the conditions of ESD in Spanish Universities and by
creating and evaluating teaching and learning materials for students. Competencies
in ESD will be developed for teachers by designing support materials and professional
development courses.
The four specific objectives of the EDINSOST project are the following:
1. Define the sustainability map of the courses involved in the project and establish the framework that facilitates their holistic integration into the different
degree programmes
2. Validate teaching strategies for the acquisition of sustainability from a pedagogical, constructivist and community approach