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Summary of RSP training programs.
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Over recent decades, education policy has been preoccupied with economic growth while paying insufficient heed to global sustainability challenges. International initiatives to promote education for sustainable development (ESD) have been hampered by a lack of clarity on how to implement this form of education. To address this concern, a Rounder Se...
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Context 1
... soon as a workable draft of the competence framework became available, project partners began testing all aspects of the framework through the facilitation of workshops and training programs involving a wide range of educators, school leaders and/or student teachers in each country across a variety of ISCED levels (ISCED = UNECO's International Standard Classification of Education). The aim was to engage 400 participants across the partnership; the final total exceeded 500 (Table 2). Feedback from these programs was shared by partners and informed periodic reviews of the framework as well as the project evaluation report. ...Similar publications
Background and Objective
Recently, the Advanced Chronic Kidney Disease Units (UERCA) have been developed in Spain to offer a better quality of life to patients with ACKD, improving their survival and reducing morbidity in this phase of the disease. Nowadays, there is not much evidence in the Spanish and international literature regarding the struct...
Citations
... Reflection not only refers to the topic and its various contents, but also to a broad skillset, described as a framework of 12 crucial educator competences in a "rounder sense of purpose" (RSP). The resulting framework comprises 12 competences, each with three learning outcomes and several underpinning components [48,49]. The RSP framework provides structure for educators to practice an action-oriented, transformative pedagogy that engages learners in participative, creative, and critical thinking and acting processes, and the various competences cover reflection (criticality, responsibility, decisiveness), practice (transdisciplinarity, creativity, action), involvement (attentiveness, empathy, values), and integration (systems, futures, participation) [50,51]. ...
Since there is a broad empirical consensus that linear science communication focusing on disaster framing rarely empowers audiences and prompts transformative action, alternative climate communication formats are needed. This paper explores an alternative climate communication format, which integrates the issue into a local context (Munich, Germany) via transdisciplinary cooperation, specifically through collaboration with local climate educators and tapping into the scientific expertise of local stakeholders. The conceptualized format of a City Walk on the subject of climate justice addresses urban citizens and tests the effectiveness of climate justice as an alternative framing. Drawing on an accompanying empirical study with qualitative group discussions (n = 14, October 2023), this article explores how the format and framing are perceived by the participants. Based on these findings, we discuss the potentials and pitfalls of the format for transdisciplinary science communication. In summary, the City Walk deepened participants’ understanding of local climate justice—that is to say, how heat and flooding could amplify existing inequalities, and why adaptation and mitigation measures have not yet been implemented more thoroughly. Here, the crucial point is not whether the shift from climate change being a general topic to a personal one is supported by technical aspects of communication (e.g., virtual simulations). However, perceived local climate justice barriers (like bureaucracy) led participants to prioritize individual action (‘footprint’) over collective action (e.g., addressing local change). With these results, this study underlines the importance of new transdisciplinary formats for climate communication to address local change.
... De igual forma, la planeación pedagógica ha de concebirse como un proceso transversal y contextualizado, que no solo se preocupe por favorecer la construcción de conocimientos sino también el desarrollo creativo e integral de las competencias (Vare et al., 2019;Palsa & Mertala, 2019). En este sentido, es necesario tomar en consideración las situaciones problema propias de los contextos educativos en el diseño de ambientes de aprendizaje holísticos e interdisciplinarios, que estimulen el desarrollo de habilidades del pensamiento crítico y la aplicación de los aprendizajes en actividades prácticas (Perminov, 2019). ...
Objetivo: Identificar las características de la planeación pedagógica y su relación con las prácticas educativas inclusivas desde un enfoque por competencias. Método: El estudio se rigió por métodos propios de la investigación cuantitativa, con un alcance descriptivo y con un enfoque bibliométrico, atendiendo a las orientaciones del método Prisma, revisando la literatura disponible en las bases de datos Scopus, Dialnet y Scielo, para lo cual se realizó la búsqueda de los documentos a través de una ecuación con operadores booleanos, y se definieron criterios de inclusión y exclusión, seleccionándose 48 artículos científicos entre los años 2014 y 2023. Resultados: Evidencian un aumento gradual de las producciones científicas relacionadas con el tema de estudio que coinciden con la implementación de lineamientos y políticas educativas a nivel global en aras de lograr los propósitos establecidos en los Objetivos de Desarrollo Sostenible. Se destaca el uso del paradigma cualitativo en las investigaciones que se vinculan con el objeto de estudio. Conclusiones: El análisis de la información recolectada permitió establecer que el enfoque por competencias constituye la oportunidad de dinamizar planeaciones pedagógicas pertinentes favoreciendo el desarrollo de prácticas educativas inclusivas que garanticen el respeto por la diversidad en el aula.
... Competences are defined as the interaction of knowledge, skills, and attitudes that can be learned and can help an individual cope successfully and responsibly with changing situations [6,7]. A literature review on the frameworks developed for sustainability education competences reveals an abundance of models and frameworks [6,[8][9][10][11][12], with a high degree of convergence on which are the key competences in sustainability. All models coincide in that competences are learnt, and that, to transfer sustainability competences to students, educators should develop these competences too. ...
Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on the living-lab methodology, helped preservice preschool teachers attending a course on sustainability issues develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver, to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they benefited from this project. They further analyzed, through a group interview, how the living-lab methodology raised their professional confidence and self-efficacy and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration.
... It is an informal learning model that promotes the development of skills necessary for sustainability. The students participating in the research described the competencies for sustainability proposed by Wiek, Withycombe, and Redman (2011), authors who are the basis for the elaboration of the Scale of Competencies for Sustainability: -Systems thinking competence: ability to analyze complex systems in different areas (environment, society, economy, among others) at local and global scales, proposing solutions to problems related to sustainability; -Anticipatory competence: ability to analyze, evaluate, and structure the future taking into account sustainability, unintended consequences, and intergenerational equity; -Normative competence: ability to transmit and apply values and goals for sustainability, through the assessment of the problem and the creation of a sustainable vision to solve it; -Strategic competence: designing interventions with the power of transformation towards sustainability based on relationships, policies, power structures, the transmission of purely technical issues in terms of easy understanding and meeting deadlines; -Interpersonal competence: ability to motivate and facilitate the collaboration and cooperation of people in search of sustainability.A study that portrays competencies for educators focused on sustainability is byVare et al. (2019). The authors highlight twelve competencies for those working in sustainability education: understanding systems to understand the global challenges of climate change and uncertainties; creative and innovative thinking about the future to help shape it and meet the challenges it will present; citizen participation in discussions, decision-making and the transformation process in favor of sustainability; attention, knowledge, information, understanding and perception of the world; empathy to create learning environments and build good connections and good emotions; engagement, autonomy, personal growth and community development; transdisciplinarity for collaboration by a diverse group of multidisciplinary teams; ...
Objective: The objective of the study is to propose an instrument to evaluate the Competencies forSustainability in Organizations.Originality/Value: The importance of sustainability is clearly evidenced in the proposition of theSustainable Development Goals (SDGs). The skills for sustainability portray the commitment tosustainability. Understanding and effectively evaluating this set of skills is important to face theproblems of society and the planet in terms of the environment, economy, and culture, among others,through conscious and sustainable decision making. For there to be a more sustainable world, it isnecessary to understand that all obligors are agents of change endowed with skills that drive themto act and to change. What are the competencies needed for sustainability? By making available aninstrument that aims to identify competencies that promote sustainability, it is intended to expand thescientific discussion on relevant issues that can influence society and help in the construction of a moresustainable future.Design/methodology/approach: The items were compiled on the instrument based on the literature.After analyzing the content of the items, analyzing the specialists, semantic analysis, and pretesting thepreliminary version of the instrument was applied to a sample of 509 respondents.Results: A factor analysis was carried out that revealed two factors: strategic planning for sustainabilityand valuing sustainability. Together, the two factors explained 61.15% of the total variance of theconstruct. The 10 items have constitutive and operational consistency, and the results demonstratedthe construct’s validity with good reliability indexes, good factorial load, and good model adjustmentindexes.
... Competences are defined as the interaction of knowledge, skills, and attitudes that can be learned and can help an individual cope successfully and responsibly with changing situations [3,4]. A literature review on the frameworks developed for Sustainability education competences reveals an abundance of models and frameworks [5,3,6,7,8,9], with a high degree of convergence on which are the key competences in sustainability. All models coincide that competences are learnt and that to transfer sustainability competences to students, educators should develop these competences too. ...
... We were the teachers at that moment. When we do a conventional assignment for the university, collaboration could mean, one does one 8 part, the other one does something else… In the case of this project, we distributed work but shared responsibility. We all were engaged in all the stages and processes. ...
Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on living-lab methodology, helped preservice preschool teachers, attending a course on sustainability issues, develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection, based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they, benefited from this project. They further analyzed through a group interview, how the Living Lab methodology raised their professional confidence and self-efficacy, and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability, and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration..
... Cabe destacar que en la última década ha habido un creciente interés académico en definir qué conocimientos, habilidades, actitudes, valores y disposiciones afectivas son necesarias para facilitar la transformación social hacia la sostenibilidad, como la resolución de problemas, la competencia interpersonal y el pensamiento sistémico, el pensamiento de futuro, las competencias estratégicas y las normativas (Brundiers et al., 2021;Wiek et al., 2011). Se han propuesto marcos genéricos de competencias en sostenibilidad (Rieckmann, 2012;Unesco, 2017) junto con marcos más específicos para niños y niñas en edad escolar (de Haan, 2006), estudiantes y grados universitarios (Albareda-Tiana y Gonzalvo-Cirac, 2013; Brundiers et al., 2021;Wiek et al., 2011) o profesores y educadores en formación (Cebrián y Junyent, 2014;UNECE, 2012;Vare et al., 2019). La mayoría de los artículos publicados en esta área se refieren a contextos de educación superior, con solo algunas publicaciones que abordan la educación infantil, la primaria, la secundaria o la de adultos (Olsson et al., 2022;Sterling et al., 2017). ...
En las últimas décadas es plausible un creciente reconocimiento sobre la importancia de integrar las competencias en sostenibilidad en los diferentes niveles educativos, aunque hasta la fecha los estudios sobre la educación secundaria son limitados. El objetivo de este estudio descriptivo es explorar la autopercepción del desarrollo de competencias en sostenibilidad del alumnado de educación secundaria y su relación con el género. Se aplicó un cuestionario a 372 estudiantes de 5 institutos de educación secundaria de la provincia de Tarragona. Los resultados muestran un nivel de autopercepción de las competencias en sostenibilidad bueno, aunque existen diferencias significativas entre hombres y mujeres, principalmente en actitudes y comportamientos en sostenibilidad. Este estudio puede informar el diseño de planes de estudio y el desarrollo de estrategias de educación para la sostenibilidad.
... Although higher education accreditation assesses the quality of programs and facilities, its impact on students' sustainable action competency may be limited. Curriculum implementation, individual learning styles, learning environments outside the classroom, student involvement, and lack of comprehensive measurements in the accreditation process can affect the development of students' practical skills, including in this case ACS (Díez et al., 2020;Findler et al., 2019;Makhoul, 2019;Schomaker, 2015;Vare et al., 2019;Žalėnienė & Pereira, 2021). These factors highlight that, while accreditation ensures institutional quality standards, additional efforts in supporting holistic learning experiences and application of knowledge in practical contexts are also important to enhance students' ACS (AACTE, 2010;Education et al., 2003;Hassmiller & Wakefield, 2022). ...
As a form of implementing Education for Sustainable Development (ESD) in educational institutions, an appropriate learning model is needed, which also accommodates aspects of spirituality. Before developing a model, baseline data is needed, so a broad-scale or national needs analysis is needed. This research aims to determine the profile of spirituality-based action competence for sustainability (ACS) among prospective biology teacher students throughout Indonesia. This research is a cross-sectional survey. The target respondents are students of LPTK biology education study programs in Indonesia. The target population size is 650 people, so based on the Krejcie and Morgan table, the minimum sample size with a confidence level of 95% and a margin of error of 5% is 620 students. The data collection instrument used in this research is the action competence for sustainability instrument based on spirituality (ACSIS). Data on respondent characteristics were analyzed using frequencies and percentages. The mean and standard deviation of scores were calculated for each item. Comparisons of two groups of students were analyzed using the Mann-Whitney U Test, while comparisons of more than two groups used the Kruskal-Wallis H Test. We discuss interesting findings in this research, including the aspects of spirituality in ACS among prospective biology teacher in Indonesia.
... Educational institutions must prioritize the enhancement of qualifications and competencies among faculty members and administrative staff. Implementing sustained programs for continuous professional training and development emerges as a viable solution to ensure that educators and staff are equipped with upto-date knowledge and relevant skills [19]. Moreover, providing incentives and rewards for instructors who demonstrate outstanding performance can serve as an additional motivational factor. ...
Higher education plays a pivotal role in developing high-quality and competitive human resources. In this era of globalization, the dynamics of higher education environments are becoming increasingly complex, requiring innovative management to address challenges and ensure quality improvement. This research aims to elucidate innovative strategies for enhancing the quality of higher education management through human resource development and the critical role of communication. The study employs a qualitative literature review method with a literature search approach on academic sources. The primary data sources are obtained from Google Scholar, an online scholarly search platform, encompassing articles, books, theses, and other academic publications. The data collection period spans from 2013 to 2024, ensuring that the literature used is relatively recent and relevant to the current research context. The study's findings indicate that in the face of the increasingly complex dynamics of higher education, the successful implementation of innovative strategies to enhance the quality of higher education management is crucial. From the aforementioned exposition, it can be concluded that human resource development, collaboration with industries, the critical role of communication, and the utilization of technology are the main pillars that can guide higher education institutions towards greater achievements.
... A whole-institution approach means that all stakeholders of the educational institution, both internal and external, actively reflect and work towards a particular objective, such as ESD-related projects (e.g. climate action), where many teachers play a leading role in their success (UNESCO, 2016), and where the ability to work in an inter and transdisciplinary way is key for educators and the wider the community (Millican, 2022;Vare et al., 2019). ...
... However, according to a recent review on educators' competence frameworks and models in ESD (Corres et al., 2020), most of the reviewed frameworks (Albareda-Tiana et al., 2019;Alvarez-Garc ıa et al., 2019;Bertschy et al., 2013;Cebri an & Junyent, 2015;De Kraker, 2017;Garcia et al., 2017;Meyer et al., 2017;Pipere & Mi cule, 2014;S anchez-Carracedo et al., 2018;Vare et al., 2019;Varela-Losada et al., 2018;Winter et al., 2016) are based in formal education contexts, more specifically in the Higher Education Institutions (HEI). Additionally, these barely consider individual elements and teaching contextual factors, giving little attention to potential connections between them (Corres et al., 2020). ...
... To begin our data examination, we coded in Atlas.ti the competences that educators perceived as necessary for their teaching, using the 'A Rounder Sense of Purpose' (RSP) competences framework (Millican, 2022;Vare et al., 2019). This framework was selected based on the findings of the previously mentioned systematic review (Corres et al., 2020). ...
Educators’ competences in Education for Sustainable Development (ESD) is a growing field of study. Still, critics warn that competence frameworks should not be used as a technical prescription without reflecting on the complexity of the educational setting. This study aims to shed light on the competences that educators in ESD, across both formal and non-formal educational settings, perceive as necessary for their role while analyzing how their motivations and challenges are interlinked with their ESD competences. These issues are explored through 18 online interviews with ESD educators within the Barcelona Metropolitan Area in Spain, where multiple and diverse ESD settings co-exist. Atlas.ti was used for the content analysis. Results show that a diverse set of competences was persistently perceived among participants as necessary. Across both formal and non-formal contexts, the role of competences such as Transdisciplinary and Empathy was especially interlinked with their motivations and challenges. Nonetheless, competences such as Systems were more relevant in the formal setting, while Participation was emphasized in the non-formal context. We discuss the various ways that educators perceive ESD competences as necessary, which are influenced by their working settings (e.g. formal and non-formal), but also their particular pedagogical challenges and individual motivations for proper diagnosis and training.
... Several authors have suggested that this inclusion of sustainability in educational contexts should go beyond the presentation of sustainability-related concepts [4,12,13]. This requirement implies a fundamental change in the way education is understood, and the development of educational programmes designed to enable people to acquire competencies, skills, and values fundamental to achieving a sustainable world [14,15]. ESD proposes the necessary reorientation of education as the only way to transform society by empowering learners to participate as responsible citizens in actions for sustainable development [16]. ...
... It promotes the empowerment of women. 15. It develops actions that favour my students' capacity for creativity and innovation. ...
... The analysis of the variance suggested the existence of two factors. The first factor corresponds to items 2, 3,4,6,9,10,15,16,17,19,20,21,22,23, and 24 (environmental, health, and economic sustainability), while the second factor refers to items 1, 5,7,8,11,12,13,14,18, and 25 (social sustainability, gender, and inclusion). Table 3 shows the factorial loads of the items in each factor. ...
The study presents the design and validation of a Physical Education for Sustainable Development (PESD) instrument. This consists of a 25-item quantitative instrument that assesses the teaching interventions of physical education teachers. A total of 358 physical education teachers completed the questionnaire. The instrument uses an 8-point Likert scale. For the validation of the instrument, content validation, factorial validation, reliability through Cronbach’s alpha, and stability through test–retest were considered. The results show that the PESD is a two-factor instrument with very high reliability (0.95). In addition, positive results were found for the temporal stability of the scale. The principal component factor analysis results show that the scale consists of two factors: (1) environmental, health, and economic sustainability; and (2) social sustainability, gender, and inclusion. This questionnaire is the first valid and reliable tool to measure the ability of physical education teachers to promote attitudes that favour sustainable actions.
