Faculty empowerment in the sustainability education transition
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| Název: | Faculty empowerment in the sustainability education transition |
|---|---|
| Autoři: | Segalàs Coral, Jordi, Tejedor Papell, Gemma |
| Přispěvatelé: | Universitat Politècnica de Catalunya. Departament de Mecànica de Fluids, Universitat Politècnica de Catalunya. Departament d’Enginyeria Gràfica i de Disseny, Universitat Politècnica de Catalunya. CITES - Grup de Recerca en Ciència i Tecnologia de la Sostenibilitat |
| Zdroj: | The Routledge Handbook of Global Sustainability Education and Thinking for the 21st Century ISBN: 9781003171577 UPCommons. Portal del coneixement obert de la UPC Universitat Politècnica de Catalunya (UPC) |
| Informace o vydavateli: | Routledge India, 2025. |
| Rok vydání: | 2025 |
| Témata: | Àrees temàtiques de la UPC::Desenvolupament humà i sostenible::Desenvolupament sostenible, Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari |
| Popis: | This chapter analyses the usual patterns of faculty when embedding education for sustainable development (ESD) in their teaching. Faculty can be classified into four categories: champions, followers, may follow and sceptics. Taking into account faculty attitudes to and abilities in ESD and analysing the main drivers and barriers for ESD, a set of strategies are proposed to incentivise, facilitate and highlight ESD in faculty. Finally, a number of successful case study examples of how some of these strategies have been developed in higher education institutions are introduced. Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat |
| Druh dokumentu: | Part of book or chapter of book |
| Popis souboru: | application/pdf |
| Jazyk: | English |
| DOI: | 10.4324/9781003171577-36 |
| Přístupová URL adresa: | https://hdl.handle.net/2117/424378 https://doi.org/10.4324/9781003171577-36 |
| Rights: | CC BY ND |
| Přístupové číslo: | edsair.doi.dedup.....463cc9a0beee1bdf412670096e0cb7d8 |
| Databáze: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | This chapter analyses the usual patterns of faculty when embedding education for sustainable development (ESD) in their teaching. Faculty can be classified into four categories: champions, followers, may follow and sceptics. Taking into account faculty attitudes to and abilities in ESD and analysing the main drivers and barriers for ESD, a set of strategies are proposed to incentivise, facilitate and highlight ESD in faculty. Finally, a number of successful case study examples of how some of these strategies have been developed in higher education institutions are introduced.<br />Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat |
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| DOI: | 10.4324/9781003171577-36 |