Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER
The development of the Sustainable Development Goals (SDGs) is a challenge that requires the involvement of the educational system. This study seeks to identify the perception and knowledge of future teachers in relation to sustainable development (SD), the European Green Deal (ECD), and circular ec...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-08-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/8/794 |
| _version_ | 1797584954672021504 |
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| author | Pilar Manuela Soto-Solier Ana María García-López María Belén Prados-Peña |
| author_facet | Pilar Manuela Soto-Solier Ana María García-López María Belén Prados-Peña |
| author_sort | Pilar Manuela Soto-Solier |
| collection | DOAJ |
| description | The development of the Sustainable Development Goals (SDGs) is a challenge that requires the involvement of the educational system. This study seeks to identify the perception and knowledge of future teachers in relation to sustainable development (SD), the European Green Deal (ECD), and circular economy (CE) at the University of Granada. A qualitative study was carried out, conducted face to face, using an online questionnaire in the classroom. A total of 321 students participated, from bachelor’s degrees in early childhood and primary education to master’s degrees in secondary education. Out of these, 176 validated questionnaires were analyzed. The results showed that future teachers understood the importance of SD education as an important social problem. They believed that education in SD, EGD, or CE could contribute to solving environmental and social problems. Nevertheless, they doubted whether this training should be included by universities in their training actions for teachers; they expressed reservations about the educational effectiveness of the curricula. However, most of them considered the need for more training in this area. Finally, they associated sustainable development mainly with the environmental dimension, followed by the social dimension, and to a lesser extent with the economic dimension. |
| first_indexed | 2024-03-10T23:58:59Z |
| format | Article |
| id | doaj.art-282bbf6611954502a841d70ef99dfa95 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T23:58:59Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-282bbf6611954502a841d70ef99dfa952023-11-19T00:51:35ZengMDPI AGEducation Sciences2227-71022023-08-0113879410.3390/educsci13080794Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKERPilar Manuela Soto-Solier0Ana María García-López1María Belén Prados-Peña2Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Educational Sciences, University of Granada, 18071 Granada, SpainDepartment of Drawing, Faculty of Fine Arts, University of Granada, 18071 Granada, SpainDepartment of Marketing and Market Research, University of Granada, 18071 Granada, SpainThe development of the Sustainable Development Goals (SDGs) is a challenge that requires the involvement of the educational system. This study seeks to identify the perception and knowledge of future teachers in relation to sustainable development (SD), the European Green Deal (ECD), and circular economy (CE) at the University of Granada. A qualitative study was carried out, conducted face to face, using an online questionnaire in the classroom. A total of 321 students participated, from bachelor’s degrees in early childhood and primary education to master’s degrees in secondary education. Out of these, 176 validated questionnaires were analyzed. The results showed that future teachers understood the importance of SD education as an important social problem. They believed that education in SD, EGD, or CE could contribute to solving environmental and social problems. Nevertheless, they doubted whether this training should be included by universities in their training actions for teachers; they expressed reservations about the educational effectiveness of the curricula. However, most of them considered the need for more training in this area. Finally, they associated sustainable development mainly with the environmental dimension, followed by the social dimension, and to a lesser extent with the economic dimension.https://www.mdpi.com/2227-7102/13/8/794educational researchteacher trainingsustainable developmentquantitative researchtransdisciplinaritysocial responsibility |
| spellingShingle | Pilar Manuela Soto-Solier Ana María García-López María Belén Prados-Peña Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER Education Sciences educational research teacher training sustainable development quantitative research transdisciplinarity social responsibility |
| title | Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER |
| title_full | Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER |
| title_fullStr | Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER |
| title_full_unstemmed | Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER |
| title_short | Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER |
| title_sort | teacher training and sustainable development study within the framework of the transdisciplinary project rrremaker |
| topic | educational research teacher training sustainable development quantitative research transdisciplinarity social responsibility |
| url | https://www.mdpi.com/2227-7102/13/8/794 |
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