The EDINSOST Project: Implementing the Sustainable …
205
With regard to critical thinking, designing and developing actions that take into
account the environmental, economic, social, cultural and educational impacts (Barth
et al. 2007; Wiek et al. 2011). In the same way, the competency map shows the importance of teachers promoting values oriented towards the formation of responsible,
active and democratic citizens.
The challenge is to train future university graduates to be competent in sustainability, even knowing that the implementation of sustainability at universities has
encountered several barriers (Albareda et al. 2017; De Kraker et al. 2007; Thomas
2016; Weik et al. 2011). The competency map intends to be an instrument for implementing the SDGs at University level and to help educators be competent in sustainability.
5 Conclusions
The conclusions are derived from the objective to elaborate a map of sustainability
competencies to analyse the level of inclusion of these competencies in different
degrees in education.
Defining competencies allows us to create the appropriate work framework to
later be able to validate teaching strategies, to detect teacher training needs and to
analyse the conditions and forms of the students’ learning process that promotes the
inclusion of general competencies in sustainability.
This project has allowed us to see the relevance of defining units and domain levels
of competency in sustainability in order to evaluate the integration of these competencies into the curriculum. It also shows the relationship between competencies,
objectives and teaching methodologies.
The map is directly adaptable to each of the degrees involved. It takes a holistic
view and contains three domain levels for each competency.
The map of competencies presented is designed in such a way that it allows
integrating knowledge, attitudes and values, in harmony with a sustainable future.
Participation in community processes, critical thinking, understanding of the functioning of society, educational actions, etc. are some of the indicators that allow us to
organise the competencies in sustainability into units. All of them reveal education in
values is necessary in order to form a responsible and committed citizenship. It is the
only way students will understand the nature of their behaviour, so as to improve and
reorient their future professional achievement towards valuable options for them, for
the people around them and for the environment.
Future graduates will not be competent in sustainability only because some knowledge related to the serious problems the planet suffers and its socioeconomic consequences has been transmitted to them. They will because they have been able to
design new work frameworks in which they find the real-life problems they intend to
solve. Therefore, in addition to designing a competency map on sustainability that can
serve as a rubric in the evaluation process, it is advisable to develop methodological
strategies that enable the development of these competencies.
205
With regard to critical thinking, designing and developing actions that take into
account the environmental, economic, social, cultural and educational impacts (Barth
et al. 2007; Wiek et al. 2011). In the same way, the competency map shows the importance of teachers promoting values oriented towards the formation of responsible,
active and democratic citizens.
The challenge is to train future university graduates to be competent in sustainability, even knowing that the implementation of sustainability at universities has
encountered several barriers (Albareda et al. 2017; De Kraker et al. 2007; Thomas
2016; Weik et al. 2011). The competency map intends to be an instrument for implementing the SDGs at University level and to help educators be competent in sustainability.
5 Conclusions
The conclusions are derived from the objective to elaborate a map of sustainability
competencies to analyse the level of inclusion of these competencies in different
degrees in education.
Defining competencies allows us to create the appropriate work framework to
later be able to validate teaching strategies, to detect teacher training needs and to
analyse the conditions and forms of the students’ learning process that promotes the
inclusion of general competencies in sustainability.
This project has allowed us to see the relevance of defining units and domain levels
of competency in sustainability in order to evaluate the integration of these competencies into the curriculum. It also shows the relationship between competencies,
objectives and teaching methodologies.
The map is directly adaptable to each of the degrees involved. It takes a holistic
view and contains three domain levels for each competency.
The map of competencies presented is designed in such a way that it allows
integrating knowledge, attitudes and values, in harmony with a sustainable future.
Participation in community processes, critical thinking, understanding of the functioning of society, educational actions, etc. are some of the indicators that allow us to
organise the competencies in sustainability into units. All of them reveal education in
values is necessary in order to form a responsible and committed citizenship. It is the
only way students will understand the nature of their behaviour, so as to improve and
reorient their future professional achievement towards valuable options for them, for
the people around them and for the environment.
Future graduates will not be competent in sustainability only because some knowledge related to the serious problems the planet suffers and its socioeconomic consequences has been transmitted to them. They will because they have been able to
design new work frameworks in which they find the real-life problems they intend to
solve. Therefore, in addition to designing a competency map on sustainability that can
serve as a rubric in the evaluation process, it is advisable to develop methodological
strategies that enable the development of these competencies.