Abstract
This study aims to identify the set of elements in the educational process that affect the creation of a teaching profile consistent with the principles of sustainability. In this research, we focus on identifying those sustainability attributes related to understanding social interaction and its role in the learning process of logical-mathematical knowledge. Social interaction is an essential part of the principle of collaboration. The study participants were 133 future teachers, students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Qualitative methods and techniques were used to collect data, and mixed methods and techniques were employed for their analysis. The data relating to the student’s perception of the importance of social interaction in learning were gathered through the final reports produced by the students. The data were processed by classifying them into categories and subcategories. The meaning condensation method used enabled identifying 33 sustainability attributes linked to socio-cultural learning. Those attributes identify and describe the internal dynamics of cooperative learning and show the synergies and interrelationships between social interactions, socio-cognitive conflict and language. The results stress the importance of a meaningful understanding of the role of social interaction in learning in order to promote the principles of sustainability.
Highlights
The 2030 agenda includes the 17 sustainable development goals (SDGs) that must be a priority for all governments and citizens in the coming years
The aim is to detect if the pre-service teachers identify, describe and justify the role of social interaction as a means to promote learning, or to stress the importance of the principle of collaboration
The results reveal that 18.8% of the groups (6 out of 32) did not consider social interaction as a learning principle
Summary
The 2030 agenda includes the 17 sustainable development goals (SDGs) that must be a priority for all governments and citizens in the coming years. These goals seek to promote sustainable development (SD) in an integrated manner and count on education as a key feature for their achievement [1]. Sustainable development is about relationships between people and between people and their environment. This research stresses the value of the social perspective since 10 of the 17 SDGs are related to the social pillar of sustainable development [6]
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