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CONCIENCIACIÓN Y CONOC IMIENTOS SOBRE LOS OBJETIVOS DE DESARROLLO SOSTENIBLE EN LA FORMACIÓN DEL PROFESORADO.

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Title: CONCIENCIACIÓN Y CONOC IMIENTOS SOBRE LOS OBJETIVOS DE DESARROLLO SOSTENIBLE EN LA FORMACIÓN DEL PROFESORADO.
Alternate Title: Awareness and knowledge of the Sustainable Development Goals in teacher training.
Authors: Gómez-Gómez, Marta1 marta.gomez@urjc.es, García-Lázaro, Desiré1 desire.garcia@urjc.es
Source: Profesorado: Revista de Currículum y Formación del Profesorado. nov2023, Vol. 27 Issue 3, p243-264. 22p.
Subject Terms: *Educational objectives, *Educational quality, *Teacher education, Social responsibility, Sustainable development
Abstract (English): The urgent commitment of educational institutions to achieve Education for Sustainable Development leads us to propose studies such as this one. In particular, the main objective of this study is to analyze the degree of awareness and knowledge about the Sustainable Development Goals (SDGs) among students studying Education Degrees (Degree and Master) (n = 153) at a public university, and their perception of the possibilities of working with them. The mixed methodology and ad hoc questionnaire validated by experts allowed for a descriptive and inferential analysis of the data. The results suggest that there is a need to improve awareness, training, and implementation of the SDGs in university teacher training. Some improvement was perceived when comparing prior and final knowledge, with a significant association detected between the latter and the academic year. Of all the educational stages, Higher Education is considered the most favourable for working on the SDGs, with university students becoming promoters of this challenge. In general, they consider that SDGs 4, 5, 3, and 16 (in that order) require the most attention, with significant differences depending on the academic year. The study calls for a review of the curricula for Education Degrees, and for the implementation of more teaching, research, and institutionalization initiatives to address the challenges of the 2030 Agenda. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El compromiso urgente de las instituciones educativas para lograr una Educación para el Desarrollo Sostenible nos lleva a proponer estudios como éste. En particular, el principal objetivo de este estudio es analizar el grado de concienciación y de conocimientos sobre los Objetivos de Desarrollo Sostenible (ODS) entre el alumnado de las titulaciones de Educación (Grado y Máster) (n = 153) en una universidad pública, así como su percepción sobre las posibilidades de trabajar con ellos. La metodología mixta y el cuestionario ad hoc validado por expertos permiten realizar un análisis descriptivo e inferencial de los datos. Los resultados concluyen que hay una necesidad de mejorar la sensibilización, la formación y la implementación de los ODS en la formación docente universitaria. Se percibe cierta mejora al comparar los conocimientos previos y finales, y se detectó una asociación significativa entre ellos y el curso académico. De todas las etapas educativas, la Educación Superior se considera la etapa más adecuada para trabajar los ODS, siendo los estudiantes universitarios promotores del reto. Los ODS 4, 5, 3 y 16 (en ese orden) requieren la máxima atención, con diferencias significativas por curso académico. Este estudio nos invita a revisar los planes de estudio de las titulaciones de Educación y a implementar más iniciativas de enseñanza, de investigación y de institucionalización para abordar los desafíos de la Agenda 2030. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The urgent commitment of educational institutions to achieve Education for Sustainable Development leads us to propose studies such as this one. In particular, the main objective of this study is to analyze the degree of awareness and knowledge about the Sustainable Development Goals (SDGs) among students studying Education Degrees (Degree and Master) (n = 153) at a public university, and their perception of the possibilities of working with them. The mixed methodology and ad hoc questionnaire validated by experts allowed for a descriptive and inferential analysis of the data. The results suggest that there is a need to improve awareness, training, and implementation of the SDGs in university teacher training. Some improvement was perceived when comparing prior and final knowledge, with a significant association detected between the latter and the academic year. Of all the educational stages, Higher Education is considered the most favourable for working on the SDGs, with university students becoming promoters of this challenge. In general, they consider that SDGs 4, 5, 3, and 16 (in that order) require the most attention, with significant differences depending on the academic year. The study calls for a review of the curricula for Education Degrees, and for the implementation of more teaching, research, and institutionalization initiatives to address the challenges of the 2030 Agenda. [ABSTRACT FROM AUTHOR]
ISSN:1138414X
DOI:10.30827/profesorado.v27i3.27948