200
S. Albareda-Tiana et al.
obtained 1 competency map
3rd Phase: Final compilation
competencies and units of competencies from a holistic viewpoint
obtained 5 competency map
2n Phase: Compilation per university and degrees
Synthesis and compilation of 4 undergaduate degrees and 1 master degree
obtained 19 competency map
1st Phase: Compilation of sustainability competencies
SUST CRUE
Professional Standards for
Teachers
5 Degree reports in education from 8 Spanish
universities
Fig. 2 Methodological sequence for the elaboration of a competency map on sustainability Source
Own work
education were obtained, corresponding to 4 undergraduate degrees and 1 master
degree.
First, we discussed and agreed on introducing the specific competencies in accordance with the degree programmes, an idea that was nuanced in the second phase. We
then analysed the contributions of each university in the different degree programmes
to obtain complete findings, not only a sum of specific contributions. Finally, it was
decided to consider only the four general competencies initially established.
3rd phase: Compilation to obtain a single map of competencies.
The purpose was to obtain a simple operational and finished instrument that would
be useful for all education studies. From the map of 5 competencies (4 undergraduate
degrees and a master degree), a synthesis effort was made, which entailed an intense
debate between the coordinators of the different education degrees.
This last phase of compilation meant perfecting the units of competencies. We
decided to consider all of them from a holistic viewpoint, integrating the three dimensions of sustainability, as recommended in the 2030 Agenda (UN 2015). We characterised these units of competency according to the domain levels: knowing, knowing
how, demonstrating and doing, thus adapting the initial scheme of the Miller pyramid.
Figure 2 shows the methodological process used to elaborate a single map of
competencies.
S. Albareda-Tiana et al.
obtained 1 competency map
3rd Phase: Final compilation
competencies and units of competencies from a holistic viewpoint
obtained 5 competency map
2n Phase: Compilation per university and degrees
Synthesis and compilation of 4 undergaduate degrees and 1 master degree
obtained 19 competency map
1st Phase: Compilation of sustainability competencies
SUST CRUE
Professional Standards for
Teachers
5 Degree reports in education from 8 Spanish
universities
Fig. 2 Methodological sequence for the elaboration of a competency map on sustainability Source
Own work
education were obtained, corresponding to 4 undergraduate degrees and 1 master
degree.
First, we discussed and agreed on introducing the specific competencies in accordance with the degree programmes, an idea that was nuanced in the second phase. We
then analysed the contributions of each university in the different degree programmes
to obtain complete findings, not only a sum of specific contributions. Finally, it was
decided to consider only the four general competencies initially established.
3rd phase: Compilation to obtain a single map of competencies.
The purpose was to obtain a simple operational and finished instrument that would
be useful for all education studies. From the map of 5 competencies (4 undergraduate
degrees and a master degree), a synthesis effort was made, which entailed an intense
debate between the coordinators of the different education degrees.
This last phase of compilation meant perfecting the units of competencies. We
decided to consider all of them from a holistic viewpoint, integrating the three dimensions of sustainability, as recommended in the 2030 Agenda (UN 2015). We characterised these units of competency according to the domain levels: knowing, knowing
how, demonstrating and doing, thus adapting the initial scheme of the Miller pyramid.
Figure 2 shows the methodological process used to elaborate a single map of
competencies.