Abstract Education for sustainable development (ESD) flourishes with student-centered learning methods, including project-based learning (PBL). These methods are still new to Saudi Arabian university students who tend to experience teacher-centered approaches. Saudi Arabia’s recent policy decision to shift to a knowledge-based economy that respects sustainability will benefit from PBL-enhanced learning. This small-scale qualitative study investigated faculty and students’ feedback on their experience with PBL. Four faculty members (three female, one male in accounting, sports management, and information management) and six female students (financial sciences or accounting) from an Eastern Province university college were interviewed (45 minutes) in 2020–2021 using Zoom. Without exception, the instructors were in favor of PBL as a teaching strategy, and students’ overall experience could be described as positive. A thematic analysis (89 % inter-rater reliability coefficient) generated three themes: (a) beneficial learning strategy, (b) beneficial but challenging learning strategy with room for improvement, and (c) sustained student support over the semester with exceptions. Saudi universities are encouraged to employ PBL in all courses and use assessment methods conducive to student-centered learning. Universities are encouraged to streamline the project approval process, which was quite involved herein. Communications with community partnerships are important, and faculty and students should be thoroughly in-serviced and oriented to PBL.
{"title":"Project-based Learning at a Saudi University: Faculty and Student Feedback","authors":"Hana Sulaiman AlRasheed, Amani K. Hamdan Alghamdi","doi":"10.2478/jtes-2023-0003","DOIUrl":"https://doi.org/10.2478/jtes-2023-0003","url":null,"abstract":"Abstract Education for sustainable development (ESD) flourishes with student-centered learning methods, including project-based learning (PBL). These methods are still new to Saudi Arabian university students who tend to experience teacher-centered approaches. Saudi Arabia’s recent policy decision to shift to a knowledge-based economy that respects sustainability will benefit from PBL-enhanced learning. This small-scale qualitative study investigated faculty and students’ feedback on their experience with PBL. Four faculty members (three female, one male in accounting, sports management, and information management) and six female students (financial sciences or accounting) from an Eastern Province university college were interviewed (45 minutes) in 2020–2021 using Zoom. Without exception, the instructors were in favor of PBL as a teaching strategy, and students’ overall experience could be described as positive. A thematic analysis (89 % inter-rater reliability coefficient) generated three themes: (a) beneficial learning strategy, (b) beneficial but challenging learning strategy with room for improvement, and (c) sustained student support over the semester with exceptions. Saudi universities are encouraged to employ PBL in all courses and use assessment methods conducive to student-centered learning. Universities are encouraged to streamline the project approval process, which was quite involved herein. Communications with community partnerships are important, and faculty and students should be thoroughly in-serviced and oriented to PBL.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47633081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The modern approach to teaching in schools is based on encouraging pupils’ activity in learning about the natural and social phenomena; the pupil is an active participant in the teaching process. The “Nature and Society” subject curriculum emphasizes the use of ICT technologies and various teaching methods. The teacher, their practice, emotions, personality, and competencies play an important role in achieving the learning outcomes in school subjects, as well as in cross-curricular topics, such as is the Sustainable Development Curriculum. This paper presents a study that examined teachers’ Love and Care for nature as an important component of promotion of ESD and the practice of using modern approaches in teaching of the subject “Nature and Society”. The results of the study show that there is a statistically significant relationship between teachers’ Love and Care for nature and modern approaches to learning and teaching the subject “Nature and Society” and the implementation of ESD in primary schools in Croatia.
{"title":"Teachers’ Connectedness to Nature, Education for Sustainable Development and the Contemporary Teaching of the Subject “Nature and Society” in Croatian Schools","authors":"D. Anđić, Sandra Mažar","doi":"10.2478/jtes-2023-0006","DOIUrl":"https://doi.org/10.2478/jtes-2023-0006","url":null,"abstract":"Abstract The modern approach to teaching in schools is based on encouraging pupils’ activity in learning about the natural and social phenomena; the pupil is an active participant in the teaching process. The “Nature and Society” subject curriculum emphasizes the use of ICT technologies and various teaching methods. The teacher, their practice, emotions, personality, and competencies play an important role in achieving the learning outcomes in school subjects, as well as in cross-curricular topics, such as is the Sustainable Development Curriculum. This paper presents a study that examined teachers’ Love and Care for nature as an important component of promotion of ESD and the practice of using modern approaches in teaching of the subject “Nature and Society”. The results of the study show that there is a statistically significant relationship between teachers’ Love and Care for nature and modern approaches to learning and teaching the subject “Nature and Society” and the implementation of ESD in primary schools in Croatia.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46325270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Does Sustainability Languish in Education?","authors":"Ilga Salīte, Ilona Fjodorova, O. Ivanova","doi":"10.2478/jtes-2023-0001","DOIUrl":"https://doi.org/10.2478/jtes-2023-0001","url":null,"abstract":"","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42359446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Fernández, Alejandro Gómez-Gonçalves, Beatriz Sánchez-Barbero
Abstract The paper analyzes the impact of interdisciplinary instruction on the perception, awareness, and knowledge about climate change of 102 Spanish pre-service primary teachers using a pre- and post-test design. Our findings demonstrate that pre- to post-test scores significantly increased in all the studied categorizations and that students’ academic background influences score improvement. Data also reveal that there is a positive and significant correlation between teaching capability perception and knowledge, suggesting that knowledge instruction is crucial for teachers’ confidence in climate change education. The study also confirms the opportunity to explore sustainable teacher education from an interdisciplinary perspective, carrying out congruent teaching from different approaches on a complex phenomenon to understand it in a holistic way.
{"title":"Effectiveness of Interdisciplinary Instruction in Pre-service Teacher Education for Sustainability: Issues From the Big History and the Study of Climate Change","authors":"D. Fernández, Alejandro Gómez-Gonçalves, Beatriz Sánchez-Barbero","doi":"10.2478/jtes-2023-0002","DOIUrl":"https://doi.org/10.2478/jtes-2023-0002","url":null,"abstract":"Abstract The paper analyzes the impact of interdisciplinary instruction on the perception, awareness, and knowledge about climate change of 102 Spanish pre-service primary teachers using a pre- and post-test design. Our findings demonstrate that pre- to post-test scores significantly increased in all the studied categorizations and that students’ academic background influences score improvement. Data also reveal that there is a positive and significant correlation between teaching capability perception and knowledge, suggesting that knowledge instruction is crucial for teachers’ confidence in climate change education. The study also confirms the opportunity to explore sustainable teacher education from an interdisciplinary perspective, carrying out congruent teaching from different approaches on a complex phenomenon to understand it in a holistic way.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46779630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mahendar Reddy Gavinolla, Bosipoina Golla Suneeth, Simran Kashya, J. M. Mishra, S. Swain
Abstract Tourism for its intrinsic character of people, planet and profit has been an enduring area of research for sustainable policy and practices. Planning and implementing sustainable tourism in India are largely shaped and groomed in the classrooms. Currently, over two hundred universities across the country offer tourism programs. The current study involves a two-stage process. Available literature was first summarized into items of sustainability components required of a program structure such as sustainability aspects; viz. socio-economic, environmental, and business, case study approach, interaction with stakeholders, research & practices in local settings and timely update of the syllabus. Such components in the second stage of the research formed the basis of the questionnaire used for qualitative research involving senior academics responsible for designing the syllabi. Findings present a model on the effective integration of sustainable tourism theories and practices into tourism curricula.
{"title":"Tracing the Sustainability Components in the Indian Tourism Curricula: An Exploratory Study","authors":"Mahendar Reddy Gavinolla, Bosipoina Golla Suneeth, Simran Kashya, J. M. Mishra, S. Swain","doi":"10.2478/jtes-2023-0008","DOIUrl":"https://doi.org/10.2478/jtes-2023-0008","url":null,"abstract":"Abstract Tourism for its intrinsic character of people, planet and profit has been an enduring area of research for sustainable policy and practices. Planning and implementing sustainable tourism in India are largely shaped and groomed in the classrooms. Currently, over two hundred universities across the country offer tourism programs. The current study involves a two-stage process. Available literature was first summarized into items of sustainability components required of a program structure such as sustainability aspects; viz. socio-economic, environmental, and business, case study approach, interaction with stakeholders, research & practices in local settings and timely update of the syllabus. Such components in the second stage of the research formed the basis of the questionnaire used for qualitative research involving senior academics responsible for designing the syllabi. Findings present a model on the effective integration of sustainable tourism theories and practices into tourism curricula.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44636342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Martinsone, Sergio Di Sano, P. D'Elia, Tamika P. La Salle-Finley
Abstract There is a common understanding among researchers and practitioners that the learning environment is a key aspect of the adjustment and well-being of students and teachers. There is a necessity to translate the findings of individual studies on building positive learning environments to a comprehensive and integral framework to sustain and promote a positive school climate using a holistic approach. Sustainability in this theoretical paper is approached as a dynamic, continuous, and long-term process of consciously and consistently implementing actions, strategies, and values at all levels and in all environments to facilitate and maintain a positive climate in educational settings. This conceptual approach, based on action research in the fields of education and psychology, will help to broaden perspectives on both positive school climates and sustainability to improve the understanding and practices of all stakeholders in education. As such, this article presents a conceptual framework as well as guidelines for the assessment of sustainably promoting a positive school climate.
{"title":"A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions","authors":"B. Martinsone, Sergio Di Sano, P. D'Elia, Tamika P. La Salle-Finley","doi":"10.2478/jtes-2023-0005","DOIUrl":"https://doi.org/10.2478/jtes-2023-0005","url":null,"abstract":"Abstract There is a common understanding among researchers and practitioners that the learning environment is a key aspect of the adjustment and well-being of students and teachers. There is a necessity to translate the findings of individual studies on building positive learning environments to a comprehensive and integral framework to sustain and promote a positive school climate using a holistic approach. Sustainability in this theoretical paper is approached as a dynamic, continuous, and long-term process of consciously and consistently implementing actions, strategies, and values at all levels and in all environments to facilitate and maintain a positive climate in educational settings. This conceptual approach, based on action research in the fields of education and psychology, will help to broaden perspectives on both positive school climates and sustainability to improve the understanding and practices of all stakeholders in education. As such, this article presents a conceptual framework as well as guidelines for the assessment of sustainably promoting a positive school climate.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49108296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The Covid-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.
{"title":"Online Adult Education for Sustainable Development: The Analysis of the Consequences of the Covid-19 Pandemic in Latvia","authors":"I. Jēkabsone, I. Gudele","doi":"10.2478/jtes-2023-0010","DOIUrl":"https://doi.org/10.2478/jtes-2023-0010","url":null,"abstract":"Abstract The Covid-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42117475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rifqi Rasis, Paidi, Suhartini, H. Kuswanto, Ratna Dyah Hartanti
Abstract Pre-service biology teachers’ environmental literacy is still generally low. It is necessary to improve their environmental literacy through the innovation of open inquiry learning kits. There are two primary aims of this study: (1) to develop appropriate open inquiry learning kits that can foster pre-service biology teachers’ environmental literacy in environmental education courses, (2) to examine the effectiveness of open inquiry learning kits in improving environmental literacy. This study used the procedure of the 4-D Thiagarajan model, i.e., four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The products produced are open inquiry lesson plans, student worksheets, and environmental literacy test instruments. The product validation was carried out by experts in the field of environmental education and biology teaching and learning. The preliminary field testing and the main field testing were carried out in environmental education courses. The data were collected through observation, questionnaires, and written tests. The data were analyzed in a quantitative descriptive way through the calculation of the gain score. The results obtained from the research and development are open inquiry learning kits to improve the environmental literacy of students, which as a whole are suitable to use in environmental education lectures based on expert judgment. These open inquiry learning kits are not very effective in improving students’ environmental literacy based on the calculations of the gain score due to various shortcomings.
职前生物教师的环境素养普遍偏低。有必要通过开放式研究性学习工具的创新来提高他们的环境素养。本研究有两个主要目的:(1)开发合适的开放式探究学习套件，以在环境教育课程中培养职前生物教师的环境素养;(2)检验开放式探究学习套件在提高环境素养方面的有效性。本研究采用4- d Thiagarajan模型，即四个阶段:(1)定义，(2)设计，(3)发展，(4)传播。所生产的产品是开放式探究教案、学生作业表和环境素养测试工具。产品验证由环境教育和生物教与学领域的专家进行。在环境教育课程中进行了初步现场测试和主要现场测试。数据通过观察、问卷调查和笔试收集。通过计算增益分数，对数据进行定量描述分析。研究开发的成果是提高学生环境素养的开放式探究学习工具包，总体上适合在专家判断的环境教育讲座中使用。这些开放式探究学习包由于存在种种不足，在基于增益分数计算的学生环境素养提升方面效果不佳。
{"title":"The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers","authors":"Rifqi Rasis, Paidi, Suhartini, H. Kuswanto, Ratna Dyah Hartanti","doi":"10.2478/jtes-2023-0004","DOIUrl":"https://doi.org/10.2478/jtes-2023-0004","url":null,"abstract":"Abstract Pre-service biology teachers’ environmental literacy is still generally low. It is necessary to improve their environmental literacy through the innovation of open inquiry learning kits. There are two primary aims of this study: (1) to develop appropriate open inquiry learning kits that can foster pre-service biology teachers’ environmental literacy in environmental education courses, (2) to examine the effectiveness of open inquiry learning kits in improving environmental literacy. This study used the procedure of the 4-D Thiagarajan model, i.e., four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The products produced are open inquiry lesson plans, student worksheets, and environmental literacy test instruments. The product validation was carried out by experts in the field of environmental education and biology teaching and learning. The preliminary field testing and the main field testing were carried out in environmental education courses. The data were collected through observation, questionnaires, and written tests. The data were analyzed in a quantitative descriptive way through the calculation of the gain score. The results obtained from the research and development are open inquiry learning kits to improve the environmental literacy of students, which as a whole are suitable to use in environmental education lectures based on expert judgment. These open inquiry learning kits are not very effective in improving students’ environmental literacy based on the calculations of the gain score due to various shortcomings.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47444844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Kose, Reeda Tuula-Fjodorov, Kristin-Marie Tappo, Tatjana Koor, Kandela Õun
Abstract The demand for outdoor recreational activities is rising. Therefore, it is important to pay more attention to their environmental impact and sustainability. However, there is a lack of methodology for measuring the impact of novel recreational activities, such as disc golf. This research aimed to address the existing environmental problems with disc golf in Estonia and elaborate on the methodology for assessing the environmental impact of disc golf courses and using it as a teaching tool for rising environmental awareness of the students. Based on existing research, the environmental impact assessment methodology for disc golf areas was developed and tested. The developed methodology is relevant for discovering negative impacts and for minimizing them. It could be used as an assessment tool for service providers and destination managers. Using the methodology as practical exercise proved to be an effective tool for rising the student’s environmental awareness.
{"title":"Developing an Environmental Impact Assessment Methodology for Disc Golf Courses","authors":"M. Kose, Reeda Tuula-Fjodorov, Kristin-Marie Tappo, Tatjana Koor, Kandela Õun","doi":"10.2478/jtes-2023-0009","DOIUrl":"https://doi.org/10.2478/jtes-2023-0009","url":null,"abstract":"Abstract The demand for outdoor recreational activities is rising. Therefore, it is important to pay more attention to their environmental impact and sustainability. However, there is a lack of methodology for measuring the impact of novel recreational activities, such as disc golf. This research aimed to address the existing environmental problems with disc golf in Estonia and elaborate on the methodology for assessing the environmental impact of disc golf courses and using it as a teaching tool for rising environmental awareness of the students. Based on existing research, the environmental impact assessment methodology for disc golf areas was developed and tested. The developed methodology is relevant for discovering negative impacts and for minimizing them. It could be used as an assessment tool for service providers and destination managers. Using the methodology as practical exercise proved to be an effective tool for rising the student’s environmental awareness.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45149465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fátima Poza-Vilches, Juan José Arjona-Romero, Juan-Jesús Martín-Jaime
Abstract University education, in terms of its social and environmental responsibility, plays an important role in promoting local and global sustainability from its fundamental corporate principles: “Mission, Vision and Values”. Four dimensions associated with fourteen values related to blue and sustainable entrepreneurship were considered in this study: “Entrepreneurship values”, “Personal values”, “Social values” and “Environmental values” (the variables that are the object of this diagnostic study), which enabled the internal correlations that occurred between them to be seen, according to their level of presence in degree qualification syllabi at public universities in the region of Andalusia (Spain). The main conclusion we have found is the importance of prioritizing the “Personal” dimension in university education as an exogenous variable that conditions the social and entrepreneurship values, which also has a direct effect on the values related to the “Environmental” dimension, with the purpose of achieving a balanced and significant presence of values related to blue and sustainable entrepreneurship.
{"title":"Diagnosis of Blue and Sustainable Entrepreneurship in University Education in Spain: A Case Study","authors":"Fátima Poza-Vilches, Juan José Arjona-Romero, Juan-Jesús Martín-Jaime","doi":"10.2478/jtes-2023-0007","DOIUrl":"https://doi.org/10.2478/jtes-2023-0007","url":null,"abstract":"Abstract University education, in terms of its social and environmental responsibility, plays an important role in promoting local and global sustainability from its fundamental corporate principles: “Mission, Vision and Values”. Four dimensions associated with fourteen values related to blue and sustainable entrepreneurship were considered in this study: “Entrepreneurship values”, “Personal values”, “Social values” and “Environmental values” (the variables that are the object of this diagnostic study), which enabled the internal correlations that occurred between them to be seen, according to their level of presence in degree qualification syllabi at public universities in the region of Andalusia (Spain). The main conclusion we have found is the importance of prioritizing the “Personal” dimension in university education as an exogenous variable that conditions the social and entrepreneurship values, which also has a direct effect on the values related to the “Environmental” dimension, with the purpose of achieving a balanced and significant presence of values related to blue and sustainable entrepreneurship.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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