Campus greening from social sciences: emerging formulas on social responsibility and teaching innovation

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Citation

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