Desarrollar competencias para la evaluación participativa de la sostenibilidad y la emergencia climática mediante el diseño de itinerarios educativos
DOI
10.22550/2174-0909.4132
Abstract
In the context of the international climate emergency, it is essential to develop and research active and participatory learning initiatives in the university context that provide solutions based on environmental education for sustainability. This can be achieved through pedagogical approaches that integrate sustainability into the educational curriculum, with the aim of promoting the development of active, committed citizens. The main objective of this research is to promote the design of socio-educational pathways by groups of university students to help them learn to evaluate sustainability and climate emergencies in diverse contexts. The design of these paths should lead to active, participatory learning and the acquisition of competencies by the students. A mixed QUAL(quan) design was applied through a qualitative research workshop and a content analysis of the student-designed paths. The descriptive results show the profile and main characteristics of the paths designed. The qualitative analyses enabled the construction of comprehensive category systems and diagrams capable of explaining the relationships between the competencies developed and the proposals for improving sustainability on the university campus. The main conclusion is that designing environmental education paths plays a key role in helping groups of university students to learn about sustainability, to evaluate it and to come up with proposals for tackling the climate emergency on university campuses.
Financiación | Funding
Funded by the project entitled “Competences Assessment for Social Entrepreneurship and Sustainability-Blue (CASES-B)” (National Research Plan, Ref. No PID2020-114963RB-I00) and by the project entitled “Evaluación de la sostenibilidad social a través de itinerarios educativos en las ciudades [Evaluation of social sustainability through educational pathways in cities]” (University of Malaga Scientific Research, Transfer and Dissemination Plan. Code: B2-2023-14).
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Citación recomendada | Recommended citation
Velasco-Martínez, L. C., Martín-Jaime, J. J., & Tójar-Hurtado, J. C. (2025). Development of competencies for participatory evaluation of sustainability and climate emergencies through the design of educational pathways [Desarrollar competencias para la evaluación participativa de la sostenibilidad y la emergencia climática mediant el diseño de itinerarios educativos]. Revista Española de Pedagogía, 83(290), 63-82. https://doi.org/10.22550/2174-0909.4132
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Palabras clave | Keywords
Environmental education, transversal competencies, educational paths, active learning, urban sustainability, climate emergency, competency assessment, higher education.