Analysis of the supporting factors and obstacles experienced by university teachers in integrating sustainable development concepts into teaching and learning processes at universities in Ecuador and Germany
Seiten
2022
|
1. Aufl.
Mensch & Buch (Verlag)
978-3-96729-118-6 (ISBN)
Mensch & Buch (Verlag)
978-3-96729-118-6 (ISBN)
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The theme of sustainable development (SD) has occupied a prominent role both in political discourse and in empirical research. Most studies focus on resolving the issue of SD in various contexts. It is true that journals such as the International Journal of Sustainability in Higher Education, books, handbooks, theses and other documents have dealt with the implementation of SD in higher education from the perspective of teaching and learning. However, there are few publications in the context of higher education that address the implementation of SD in teaching and learning processes, comparing two countries such as Ecuador and Germany that have extreme differences in geographical location and in culture, as presented in this study.
The main purpose of this study is therefore to identify the supporting factors and obstacles that affect university teachers with regard to introducing SD to teaching and learning practices. Additionally, it seeks to identify the tools and methods that might be usefully incorporated into university teaching. Finally, it aims to develop cooperation on research and to facilitate the exchange of knowledge and experience between university teachers in Ecuador and Germany. The methodology adopted is a comparative qualitative approach based on content analysis, with semi-structured interviews used for data collection. Data have been collected both in Ecuador and in Germany, with 20 university teachers interviewed in each country. MAXQDA software has been used for the data coding and analysis required throughout the study.
The study’s findings illuminate university teachers’ understanding of SD and the most feasible paths for SD in higher education. They also reveal the main methodologies, competencies, and roles that are used in classrooms and the main obstacles and challenges to them. This comparative study between Ecuador and Germany has identified several strategies that can be applied and proposes future research to promote SD through pedagogical practice.
The main purpose of this study is therefore to identify the supporting factors and obstacles that affect university teachers with regard to introducing SD to teaching and learning practices. Additionally, it seeks to identify the tools and methods that might be usefully incorporated into university teaching. Finally, it aims to develop cooperation on research and to facilitate the exchange of knowledge and experience between university teachers in Ecuador and Germany. The methodology adopted is a comparative qualitative approach based on content analysis, with semi-structured interviews used for data collection. Data have been collected both in Ecuador and in Germany, with 20 university teachers interviewed in each country. MAXQDA software has been used for the data coding and analysis required throughout the study.
The study’s findings illuminate university teachers’ understanding of SD and the most feasible paths for SD in higher education. They also reveal the main methodologies, competencies, and roles that are used in classrooms and the main obstacles and challenges to them. This comparative study between Ecuador and Germany has identified several strategies that can be applied and proposes future research to promote SD through pedagogical practice.
| Erscheinungsdatum | 29.01.2022 |
|---|---|
| Verlagsort | Berlin |
| Sprache | englisch |
| Maße | 148 x 210 mm |
| Gewicht | 510 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Berufspädagogik |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Schlagworte | challenges • comparative study sustainable development • Ecuador • Education • Germany • higher education • Higher education for sustainable development • integrating sustainable development concepts • obstacles • Semi-structured interviews • sustainable development • Teaching and learning • teaching and learning processes at universities • university teachers |
| ISBN-10 | 3-96729-118-9 / 3967291189 |
| ISBN-13 | 978-3-96729-118-6 / 9783967291186 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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Buch | Softcover (2022)
Schlütersche (Verlag)
CHF 73,90
