This paper aims to show how the Green Campus Program has been implemented at the Faculty of Sociology of the University of A Coruña (Spain). It describes the criteria used to create teaching sustainability actions related to community engagement to introduce education for sustainable development into college curricula.
Drawing on a human-centered design model approach, as well as on transformative teaching theories, this study explores the criteria used to build the Free Classroom based on a participatory model.
The authors argue that the success of this activity depends on how it relates to the theme-based specialization of the different academic degrees through which they are managed. Equally important is the creation of permanent spaces that enable the collaboration of other organizations, such as non-governmental associations and local public administrations.
The findings provide valuable insights into how the social dimension of sustainability in higher education institutions can be emphasized. A model of implementation of the activities is offered under which academic, political, student and community agents are coordinated to favor the change of attitudes and behaviors to strengthen SD.
The authors received no financial support for the research, authorship and/or publication of this article. The authors would like to thank the reviewers the constructive comments on earlier versions of the article.
Martinez-Buján, R., Santiago-Gómez, E., Diz, C., Cortes-Vazquez, J.A. and Golías, M. (2020), "Campus greening from social sciences: emerging formulas on social responsibility and teaching innovation", International Journal of Sustainability in Higher Education, Vol. 21 No. 7, pp. 1545-1561. https://doi.org/10.1108/IJSHE-04-2020-0134
Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited