A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future
This article presents a systematic literature review on curriculum sustainability in the initial education of primary school teachers. It analyses aspects related to the methodologies, keywords, geographical area, scope, theoretical frameworks of reference and main existing lines of research obtaine...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-10-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/11/753 |
| _version_ | 1797468545542520832 |
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| author | Silvia Lorente-Echeverría Berta Murillo-Pardo Inma Canales-Lacruz |
| author_facet | Silvia Lorente-Echeverría Berta Murillo-Pardo Inma Canales-Lacruz |
| author_sort | Silvia Lorente-Echeverría |
| collection | DOAJ |
| description | This article presents a systematic literature review on curriculum sustainability in the initial education of primary school teachers. It analyses aspects related to the methodologies, keywords, geographical area, scope, theoretical frameworks of reference and main existing lines of research obtained from 38 documents between 2015 and 2021. Some research questions were as follows: What methodologies does it relate to? Are there elements that facilitate or hinder the development of curricular sustainability? What impact are programmes developing curricular sustainability having? Some of the results were as follows: (a) most of the documents analysed were published in Europe; (b) the main theme was the promotion of a committed and collective education; (c) approaches have to be based on sustainability competencies; (d) there was a lack of knowledge about sustainability competencies, a lack of training in education for sustainable development (ESD), and a lack of systemic and creative thinking; and (e) there is a need for ESD training to enhance knowledge and to develop sustainability competencies. In conclusion, the priority is to develop interdisciplinary, holistic and active methodology-based programmes that integrate deep changes throughout education. Study programmes should be modified in order to have a positive impact on the development of ESD. |
| first_indexed | 2024-03-09T19:08:56Z |
| format | Article |
| id | doaj.art-fe92e7b06b5b4ce59c47d35833fab89b |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T19:08:56Z |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-fe92e7b06b5b4ce59c47d35833fab89b2023-11-24T04:22:58ZengMDPI AGEducation Sciences2227-71022022-10-01121175310.3390/educsci12110753A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the FutureSilvia Lorente-Echeverría0Berta Murillo-Pardo1Inma Canales-Lacruz2Department of Pastic, Musical and Corporal Expression, Faculty of Education, University of Zaragoza, Pedro Cerbuna, 12, 50009 Zaragoza, SpainDepartment of Pastic, Musical and Corporal Expression, Faculty of Education, University of Zaragoza, Pedro Cerbuna, 12, 50009 Zaragoza, SpainDepartment of Pastic, Musical and Corporal Expression, Faculty of Education, University of Zaragoza, Pedro Cerbuna, 12, 50009 Zaragoza, SpainThis article presents a systematic literature review on curriculum sustainability in the initial education of primary school teachers. It analyses aspects related to the methodologies, keywords, geographical area, scope, theoretical frameworks of reference and main existing lines of research obtained from 38 documents between 2015 and 2021. Some research questions were as follows: What methodologies does it relate to? Are there elements that facilitate or hinder the development of curricular sustainability? What impact are programmes developing curricular sustainability having? Some of the results were as follows: (a) most of the documents analysed were published in Europe; (b) the main theme was the promotion of a committed and collective education; (c) approaches have to be based on sustainability competencies; (d) there was a lack of knowledge about sustainability competencies, a lack of training in education for sustainable development (ESD), and a lack of systemic and creative thinking; and (e) there is a need for ESD training to enhance knowledge and to develop sustainability competencies. In conclusion, the priority is to develop interdisciplinary, holistic and active methodology-based programmes that integrate deep changes throughout education. Study programmes should be modified in order to have a positive impact on the development of ESD.https://www.mdpi.com/2227-7102/12/11/753preservice teacher educationlearning environmentcurriculumsustainability competencieseducation for sustainable development |
| spellingShingle | Silvia Lorente-Echeverría Berta Murillo-Pardo Inma Canales-Lacruz A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future Education Sciences preservice teacher education learning environment curriculum sustainability competencies education for sustainable development |
| title | A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future |
| title_full | A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future |
| title_fullStr | A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future |
| title_full_unstemmed | A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future |
| title_short | A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future |
| title_sort | systematic review of curriculum sustainability at university a key challenge for improving the professional development of teachers of the future |
| topic | preservice teacher education learning environment curriculum sustainability competencies education for sustainable development |
| url | https://www.mdpi.com/2227-7102/12/11/753 |
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