656
I. S. Rampasso et al.
is understood as one that provides citizens with the means to evolve and contribute
to global development in a sustainable manner. These aspects must be debated and
inserted at all educational levels, including higher education (Leal Filho et al. 2019;
UN 2019; UNESCO 2017).
In this line of reasoning, the manner that Higher Education Institutions (HEIs)
should prepare their students towards sustainable development is increasingly
being debated by professors, responsible for structuring pedagogical projects, and
researchers (Guerra 2017; Quelhas et al. 2019; Zorio-Grima et al. 2018). Competences such as critical and systemic thinking, problem-solving skills, transdisciplinarity/interdisciplinarity knowledge, collaboration, self-directed learning, among
others are increasingly required in the qualification of future professionals (Guerra
2017; Quelhas et al. 2019).
Focusing on organizational environment, professionals are increasingly
demanded to have knowledge related to sustainable management systems adoption
(Rampasso et al. 2019a), such as: standards for CSR adoption, standards for sustainable reports publishing, techniques for cleaner production adoption, among others
(Jean et al. 2020; Larrán Jorge et al. 2019; Matos et al. 2018). In Brazil, there are HEIs
preparing future professionals to dominate the competences previously mentioned,
inserting these competences into their curricula (Friman et al. 2018; Rampasso et al.
2019a).
Additionally, Brazilian HEIs are also seeking to develop research to provide a
better qualification for students in the current reality. In order to contribute with
the debates related to this subject, this study aims to establish an overview of the
research developed regarding new professionals training on this conception in Brazil.
Complementarily, it is pointed out exiting research gaps that can be addressed by
future studies.
Besides this introduction, this work is composed of four more sections. Section 2
presents the theoretical background of the theme. Section 3 presents the methodological procedures used to conduct this research, in order to provide traceability of
the steps performed and to allow the replication of this study by other researchers.
Section 4 shows the results of this study, with the overview of the analyzed articles
and the gaps that can be explored in the context of the Brazilian reality. Section 5
presents the main conclusion and final considerations on the subject, followed by the
reference list.
2 Theoretical Background
This theoretical background aims to show the studies related to the mentioned
thematic. These studies can contribute to a better evaluation of higher education
courses to better align students’ qualification with the SDGs.
Quelhas et al. (2019) performed an analysis to identify the skills required to be
inserted and improved in engineering education courses to align students’ training
with sustainability aspects. Through a survey with 30 experts in the area, parameters
I. S. Rampasso et al.
is understood as one that provides citizens with the means to evolve and contribute
to global development in a sustainable manner. These aspects must be debated and
inserted at all educational levels, including higher education (Leal Filho et al. 2019;
UN 2019; UNESCO 2017).
In this line of reasoning, the manner that Higher Education Institutions (HEIs)
should prepare their students towards sustainable development is increasingly
being debated by professors, responsible for structuring pedagogical projects, and
researchers (Guerra 2017; Quelhas et al. 2019; Zorio-Grima et al. 2018). Competences such as critical and systemic thinking, problem-solving skills, transdisciplinarity/interdisciplinarity knowledge, collaboration, self-directed learning, among
others are increasingly required in the qualification of future professionals (Guerra
2017; Quelhas et al. 2019).
Focusing on organizational environment, professionals are increasingly
demanded to have knowledge related to sustainable management systems adoption
(Rampasso et al. 2019a), such as: standards for CSR adoption, standards for sustainable reports publishing, techniques for cleaner production adoption, among others
(Jean et al. 2020; Larrán Jorge et al. 2019; Matos et al. 2018). In Brazil, there are HEIs
preparing future professionals to dominate the competences previously mentioned,
inserting these competences into their curricula (Friman et al. 2018; Rampasso et al.
2019a).
Additionally, Brazilian HEIs are also seeking to develop research to provide a
better qualification for students in the current reality. In order to contribute with
the debates related to this subject, this study aims to establish an overview of the
research developed regarding new professionals training on this conception in Brazil.
Complementarily, it is pointed out exiting research gaps that can be addressed by
future studies.
Besides this introduction, this work is composed of four more sections. Section 2
presents the theoretical background of the theme. Section 3 presents the methodological procedures used to conduct this research, in order to provide traceability of
the steps performed and to allow the replication of this study by other researchers.
Section 4 shows the results of this study, with the overview of the analyzed articles
and the gaps that can be explored in the context of the Brazilian reality. Section 5
presents the main conclusion and final considerations on the subject, followed by the
reference list.
2 Theoretical Background
This theoretical background aims to show the studies related to the mentioned
thematic. These studies can contribute to a better evaluation of higher education
courses to better align students’ qualification with the SDGs.
Quelhas et al. (2019) performed an analysis to identify the skills required to be
inserted and improved in engineering education courses to align students’ training
with sustainability aspects. Through a survey with 30 experts in the area, parameters