Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

Maria Perello-Marín,Gabriela Ribes-Giner,Odette Pantoja Díaz

doi:10.3390/su10010158

Maria Perello-Marín, Gabriela Ribes-Giner + Show 1 more

Open Access

https://doi.org/10.3390/su10010158

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Abstract

The purpose of this study is to analyse co-creation approach as a strategy at HE as a prerequisite for a successful implementation of sustainable development (HESD), while considering student collaboration in university processes. A questionnaire was handed in to 395 undergraduate environmental students from twelve Ecuadorian universities to test a structural equation model that included four variables—participation, co-creation, satisfaction, and trust. It is worth noting that these topics are increasingly relevant in competitive and innovative universities when promoting management in HESD. The results verify that student participation, as one of the key ESD skills, has a significant and positive influence on co-creation as a generator of student satisfaction and trust, especially in this context. Co-creation, from a higher education perspective, from the premise that students are the centre of the learning process, reinforces the education quality principles in an innovative way, and promotes the HESD perspectives.

Highlights

Education for Sustainable Development (ESD) was recognized in 1992 by Agenda 21 in the Earth Summit conducted in Brazil with the aim of seeking a balance between “human and economic well-being with cultural traditions and respect for the Earth’s natural resources” through educational practice [1] (p. 105)
The impact of participation on co-creation has been demonstrated in the context of environmental engineering programmes in Ecuadorian Universities
It has been proved that applying strategies based on co-creation models is relevant to foster learning and teaching methodologies, in an HESD context

Summary

Introduction

Education for Sustainable Development (ESD) was recognized in 1992 by Agenda 21 in the Earth Summit conducted in Brazil with the aim of seeking a balance between “human and economic well-being with cultural traditions and respect for the Earth’s natural resources” through educational practice [1] (p. 105). Previous studies show ESD based on a perspective comprehending a modification of the educational paradigm of the teaching and learning process [1,8], based on a shift from classical education frameworks, to other models fostering knowledge transmission, and value creation and development [5]. This educational re-orientation enhance the achievement of SD competences by the students since the learning process turns into an interdisciplinary, trans-disciplinary, problem based, and self-regulated process [5]. ESD reinforces experimental practices and an interactive learning methodology in order to enhance understanding [1]

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