[16] Sostenibilización curricular en las universidades españolas. ¿ha llegado la hora de actuar?

Desde la Educación Superior se contempla la necesidad de incluir contenidos ambientales (económicos-sociales-naturales) en los curricula de las diferentes titulaciones para formar profesionales capaces de actuar críticamente en pos de la sostenibilidad. La CRUE viene trabajando en este sentido desde 2002, en 2005 aprobó unas directrices para la sostenibilización curricular en las universidades españolas. En la actualidad, desde la Comisión Sectorial para la Calidad Ambiental el Desarrollo Sostenible y la Prevención de Riesgos (CADEP) de la CRUE, se han detectado dificultades para su implantación y se trabaja en el estudio de estrategias para su mejor aplicación.Palabras clave: sostenibilización curricular; desarrollo sostenible; educación superior; educación ambiental; formación para la sostenibilidad.Sustainability in the curricula of Spanish universities. Has the time of acting come?From the sector of Higher Education the inclusion of environmental (economic-socialnatural) contents in the curricula in the different degrees is getting more attention, in order to educate critical professionals who are capable of acting towards sustainability. The CRUE has been working in this sense since 2002, having approved in 2005 the “guidelines” for embedding sustainability in the curricula of Spanish universities. Currently, the work carried from the Comisión Sectorial para la Calidad Ambiental el Desarrollo Sostenible y la Prevención de Riesgos (CADEP) of CRUE aims to overcome difficulties and barriers and study strategies for their introduction.Keywords: sustainability in the curriculum; sustainable development; higher education; environmental education; education for sustainability

Towards a Learning System for University Campuses as Living Labs for Sustainability

Universities, due to their sizeable estates and populations of staff and students, as well as their connections with, and impact within, their local and wider communities, have significant environmental, social and economic impacts. There is a strong movement for universities to become leaders in driving society towards a more sustainable future, through improving the sustainability of the built environment and the universities’ practices and operations, and through their educational, research and wider community engagement missions. Around the globe the concept of ‘Living Labs’ has emerged as an instrument to integrate these different aspects to deliver sustainability improvements, through engaging multiple stakeholders in all of these areas, and through the co-creation of projects to improve the sustainability of the campus environment and operations, and to link these to the education, research, and wider community missions of the institution. This chapter describes a living, shared framework and methodology, the ‘Campus as Living Lab’ learning system, created through global participatory workshops and Living Lab literature, aimed at supporting universities and their Sustainability (Coordinating) Offices in the development and monitoring of Living Lab projects. The framework includes seven categories of supportive data collection and three levels of details to meet different requirements of potential users. The Living Lab framework presented in this chapter, aims to create value and help universities maximise the benefit of Living Lab projects within an institution, support monitoring, reflection and learning from projects, and facilitate communication with stakeholders, and the sharing of practices and learning between peers across the globe. As a living shared, framework and learning system, the framework will adapt and develop over time and within different contexts. To provide feedback and fast (practical) learning from users, the system will be further developed to facilitate transparent peer reviewing

Moving from understanding to action: Breaking barriers for transformation

No abstract available

Moving from understanding to action: Breaking barriers for transformation

No abstract available

Towards Realising SDGs in the University of Helsinki

Peer reviewe

Going beyond the rhetoric: system-wide changes in universities for sustainable societies

In October 2008, the 5th Environmental Management for Sustainable Universities (EMSU) international conference was held in Barcelona, Spain. It dealt with the need to rethink how our higher educational institutions are facing sustainability. This special issue has been primarily derived from contributions to that conference. This issue builds upon related academic international publications, which have analysed how to use the critical position of universities to accelerate their pace of working to help to make the transition to truly SUSTAINABLE SOCIETIES! This issue focus is on the ‘softer’ issues, such as changes in values, attitudes, motivations, as well as in curricula, societal interactions and assessments of the impacts of research. Insights derived from the interplay of the ‘softer’ issues with the ‘harder’ issues are empowering academic leaders to effectively use leverage points to make changes in operations, courses, curricula, and research. Those changes are being designed to help their students and faculty build resilient and sustainable societies within the context of climate change, the Decade of Education for Sustainable Development (DESD), and the UN Millennium Development Goals (MDGs). The overall systems approach presented by Stephens and Graham provides a structured framework to systematize change for sustainability in higher education, by stressing on the one hand the need for “learning to learn” and on the other hand by integrating leadership and cultural aspects. The “niche” level they propose for innovative interactions between practitioners such as EMSU is exemplary developed by all of the other documents in this special issue. To highlight some of the key elements of the articles in this issue, there are proposals for new educational methods based in sustainability science, a set of inspirational criteria for SD research activities, new course ranking and assessment methods and results of psychological studies that provide evidence that participatory approaches are the most effective way to change values within university members in order to facilitate the development and sharing of new sustainability norms

Dynamical properties of algebraic systems A study in closed geodesics

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