A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
University teaching staff and sustainable development: an assessment of competences
https://orcid.org/https://orcid.org/0000-0002-1241-5225
https://orcid.org/https://orcid.org/0000-0002-2965-3545
https://orcid.org/http://orcid.org/0000-0002-4549-7685
https://orcid.org/https://orcid.org/0000-0002-2806-4247
https://orcid.org/https://orcid.org/0000-0002-0346-1270
https://orcid.org/https://orcid.org/0000-0003-0183-0738
https://orcid.org/https://orcid.org/0000-0003-0379-6262
https://orcid.org/https://orcid.org/0000-0002-0763-7149
https://orcid.org/https://orcid.org/0000-0003-1502-258X
https://orcid.org/https://orcid.org/0000-0001-7050-9169
https://orcid.org/https://orcid.org/0000-0003-1855-5760
https://orcid.org/https://orcid.org/0000-0002-5252-1700
https://orcid.org/https://orcid.org/0000-0002-2678-3256
Teaching about matters related to sustainable development requires not only a personal motivation from educators, but also a variety of competences. This paper reports on a multi-country study, which aimed at identifying the level of importance given to desired competences on sustainable development by teaching staff at a number of higher education institutions. On the basis of the findings, the paper identifies the gaps and outlines some of the needs which should be addressed, via which competence building may help to foster the educational and societal transformation towards sustainability. The implications of this paper are twofold. First, it emphasises the value of and the need for competences on sustainable development. Second, it illustrates some of the needs which should be met to provide a framework among which competences on sustainable development may be further developed.
University teaching staff and sustainable development: an assessment of competences
https://orcid.org/https://orcid.org/0000-0002-1241-5225
https://orcid.org/https://orcid.org/0000-0002-2965-3545
https://orcid.org/http://orcid.org/0000-0002-4549-7685
https://orcid.org/https://orcid.org/0000-0002-2806-4247
https://orcid.org/https://orcid.org/0000-0002-0346-1270
https://orcid.org/https://orcid.org/0000-0003-0183-0738
https://orcid.org/https://orcid.org/0000-0003-0379-6262
https://orcid.org/https://orcid.org/0000-0002-0763-7149
https://orcid.org/https://orcid.org/0000-0003-1502-258X
https://orcid.org/https://orcid.org/0000-0001-7050-9169
https://orcid.org/https://orcid.org/0000-0003-1855-5760
https://orcid.org/https://orcid.org/0000-0002-5252-1700
https://orcid.org/https://orcid.org/0000-0002-2678-3256
Teaching about matters related to sustainable development requires not only a personal motivation from educators, but also a variety of competences. This paper reports on a multi-country study, which aimed at identifying the level of importance given to desired competences on sustainable development by teaching staff at a number of higher education institutions. On the basis of the findings, the paper identifies the gaps and outlines some of the needs which should be addressed, via which competence building may help to foster the educational and societal transformation towards sustainability. The implications of this paper are twofold. First, it emphasises the value of and the need for competences on sustainable development. Second, it illustrates some of the needs which should be met to provide a framework among which competences on sustainable development may be further developed.
University teaching staff and sustainable development: an assessment of competences
https://orcid.org/https://orcid.org/0000-0002-1241-5225
https://orcid.org/https://orcid.org/0000-0002-2965-3545
https://orcid.org/http://orcid.org/0000-0002-4549-7685
https://orcid.org/https://orcid.org/0000-0002-2806-4247
https://orcid.org/https://orcid.org/0000-0002-0346-1270
https://orcid.org/https://orcid.org/0000-0003-0183-0738
https://orcid.org/https://orcid.org/0000-0003-0379-6262
https://orcid.org/https://orcid.org/0000-0002-0763-7149
https://orcid.org/https://orcid.org/0000-0003-1502-258X
https://orcid.org/https://orcid.org/0000-0001-7050-9169
https://orcid.org/https://orcid.org/0000-0003-1855-5760
https://orcid.org/https://orcid.org/0000-0002-5252-1700
https://orcid.org/https://orcid.org/0000-0002-2678-3256
Teaching about matters related to sustainable development requires not only a personal motivation from educators, but also a variety of competences. This paper reports on a multi-country study, which aimed at identifying the level of importance given to desired competences on sustainable development by teaching staff at a number of higher education institutions. On the basis of the findings, the paper identifies the gaps and outlines some of the needs which should be addressed, via which competence building may help to foster the educational and societal transformation towards sustainability. The implications of this paper are twofold. First, it emphasises the value of and the need for competences on sustainable development. Second, it illustrates some of the needs which should be met to provide a framework among which competences on sustainable development may be further developed.
University teaching staff and sustainable development: an assessment of competences
Sustain Sci
Leal Filho, Walter (author) / Levesque, Vanessa R. (author) / Salvia, Amanda Lange (author) / Paço, Arminda (author) / Fritzen, Barbara (author) / Frankenberger, Fernanda (author) / Damke, Luana Inês (author) / Brandli, Luciana L. (author) / Ávila, Lucas Veiga (author) / Mifsud, Mark (author)
Sustainability Science ; 16 ; 101-116
2021-01-01
16 pages
Article (Journal)
Electronic Resource
English
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