Abstract
Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.
Highlights
Fridays for Future, the recent youth movement inspired by the actions initiated by Greta Thunberg to act against climate change, has led to weekly concentrations of young people in over 100 countries
After a semester, during which different methodological approaches and didactic resources in education for sustainable development (ESD) were implemented in a curricular and extracurricular manner, the students repeated the calculation of their individual ecological footprint (EF)
Excel was used to analyze the level of acquisition of competencies and the statistical package SPSS v.24 was used to study the data of the EF and the relation between the EF and the competency level
Summary
Fridays for Future, the recent youth movement inspired by the actions initiated by Greta Thunberg to act against climate change, has led to weekly concentrations of young people in over 100 countries. This movement is awakening awareness among citizens and shows how young people are able to commit themselves and lead sustainability projects. Problems such as climate change and biodiversity loss cannot be prevented if there is no change in consumption patterns. University education is necessary to transmit knowledge, and to provide future graduates with competency-based training [2,3]
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