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Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)

Fátima Poza-Vilches (Methods of Research and Diagnosis in Education Department, University of Granada, Granada, Spain)
Esther García-González (Didactic Department, University of Cadiz, Puerto Real, Spain)
Carmen Solís-Espallargas (Didactics of Experimental and Social Sciences Department, University of Seville, Seville, Spain)
Leticia C. Velasco-Martínez (Research and Phycology in Education Department, Complutense University of Madrid, Madrid, Spain)
Abigail López-Alcarria (Methods of Research and Diagnosis in Education Department, University of Granada, Granada, Spain)
Ligia Isabel Estrada-Vidal (Methods of Research and Diagnosis in Education Department, University of Granada, Granada, Spain)
Rocío Jiménez-Fontana (Didactic Department, University of Cadiz, Puerto Real, Spain)
Fátima Rodríguez-Marín (Didactics of Experimental and Social Sciences Department, University of Seville, Seville, Spain)
María Puig-Gutiérrez (Didactics of Experimental and Social Sciences Department, University of Seville, Seville, Spain)
Juan Carlos Tójar Hurtado (Methods of Research and Diagnosis in Education Department, University of Malaga, Malaga, Spain)
José Gutiérrez-Pérez (Methods of Research and Diagnosis in Education Department, University of Granada, Granada, Spain)

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Article publication date: 11 October 2021

Issue publication date: 10 May 2022

566

Abstract

Purpose

The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).

Design/methodology/approach

This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.

Findings

The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.

Originality/value

This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

Keywords

Citation

Poza-Vilches, F., García-González, E., Solís-Espallargas, C., Velasco-Martínez, L.C., López-Alcarria, A., Estrada-Vidal, L.I., Jiménez-Fontana, R., Rodríguez-Marín, F., Puig-Gutiérrez, M., Tójar Hurtado, J.C. and Gutiérrez-Pérez, J. (2022), "Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)", International Journal of Sustainability in Higher Education, Vol. 23 No. 5, pp. 1019-1044. https://doi.org/10.1108/IJSHE-02-2021-0046

Publisher

:

Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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