Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain

The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires global change on a political, social and environmental level. To boost this change, it is necessary to redirect education and, specifically, environmental education, to educate citizens so that they are capable of making responsible decisions and behaving sustainably. The purpose of this study is to evaluate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems. Its final aim is to search for a model that enables students to participate, individually and collectively, in the solution of socio-environmental problems in their surroundings, but without losing the global perspective, and that fosters sustainable life styles. To do so, a quasi-experimental quantitative research was performed with two pretest-posttest phases to compare the results of an active and participative methodology with another more expository one. The results show significant differences in the knowledge, attitudes and intention of the behavior of the aspiring teachers. Thus, this first analysis shows that the experiential educational model promotes and favors sustainable actions in higher education (the faculty of educational science, responsible for basic teacher training) more efficiently and could be the basis for future proposals in this field

Training teachers committed to climate change mitigation

The environmental crisis, caused by unsustainable development and an unjust model, requires a global change in a political, social and environmental context. To promote this change we need to redirect Higher Education to train citizens to be able to make responsible decisions and act in a sustainable way. This requires educational initiatives promoted by universities to redirect teacher training towards sustainability. With this objective we present and focus a teacher training proposal based on treating the problems of Climate Change, the climate education and the development of teaching skills. Its purpose is to enable students of the Faculty of Education Sciences, future teaching staff, to participate, individually and collectively, in improving this socio-environmental problem of a local and global nature, which also has a multiplier effect for society in their later professional development. The proposal is based on a holistic and participatory methodology, promoting the development of sustainable skills, participation, information processing, critical thinking and autonomous and informed decision-making using ICTs and a platform providing distance learning. The experience can be the foundation for future proposals in different contexts and for different professional profiles

Aseptiikan ja käsihygienian toteutuminen hemodialyysipotilaan hoitotyössä HUS:n nefrologian klinikassa : systemoitu havainnointi

Tämä opinnäytetyö on osa Metropolia Ammattikorkeakoulun, HUS:n infektiosairauksien klinikan, Potilasjärjestö MUSILI ry:n ja Turun Yliopiston hoitotieteiden laitoksen yhteistyöprojektia, jonka tarkoitus on kehittää aseptiikan ja käsihygienian toteutumista nefrologisen potilaan hoitotyössä. Tämän opinnäytetyön tarkoitus on selvittää käsihygienian ja aseptiikan toteutumista hoitotyöntekijöiden osalta hemodialyysipotilaan hoidossa kuvaamalla hoitohenkilökunnan aseptista toimintaa ja käsihygieniaa sekä siinä tapahtunutta mahdollista muutosta projektin alkuvaiheesta kevääseen 2009. Aineisto opinnäytetyöhön on kerätty havainnoimalla hemodialyysihoitoa toteuttavia hoitajia HUS:n nefrologian klinikan osastolla. Opinnäytetyössä käytetyn havainnointilomakkeen ovat tehneet Aaltonen, Haapalainen ja Kirjavainen (2008) omaan opinnäytetyöhönsä ”Aseptiikan ja käsihygienian toteutuminen hemodialyysipotilaan hoidossa: systemoitu havainnointi HUS:n Kirurgisen sairaalan nefrologian klinikassa”, joka on osa samaa projektia kuin tämä opinnäytetyö. Havainnointilomakkeessa on 29 kohtaa liittyen hoitajien käsien kuntoon, käsien saippuapesuun ja desinfioimiseen, suojakäsineiden käyttöön sekä henkilökohtaiseen ja ympäristön aseptiikkaan. Havainnoitavia hoitajia oli 15. Aineisto kerättiin toukokuun ja elokuun 2009 aikana. Saatujen tulosten perusteella hoitohenkilökunnan aseptiikan ja käsihygienian toteuttamisessa oli puutteita. Erityisesti puutteita ilmeni käsien desinfioimisessa potilaan luota poistuttaessa, käsien desinfiointitekniikassa, suojakäsineiden toimenpidekohtaisuudessa ja potilaan hoidossa käytettyjen tarvikkeiden asianmukaisessa hävittämisessä. Tulosten perusteella hoitajat desinfioivat kätensä useammin potilaan luokse mennessään kuin potilaan luota poistuessaan. Luotettavia johtopäätöksiä mahdollisesti tapahtuneesta muutoksesta hoitohenkilökunnan aseptiikasta ja käsihygieniasta on vaikea tehdä. Saatujen tulosten perusteella voidaan kuitenkin todeta henkilökohtaisessa aseptiikassa ja käsien kunnossa sekä käsien desinfioimisessa tapahtuneen muutosta parempaan suuntaan käsihygieniakoulutusten jälkeen. Sen sijaan desinfiointitekniikassa, suojakäsineiden käytössä ja hoitotarvikkeiden asianmukaisessa hävittämisessä muutosta on tapahtunut huonompaan suuntaan. Hyvä aseptiikka ja käsihygienia ovat tärkeä osa potilaan hyvää hoitoa ja infektioiden ennaltaehkäisyä. Opinnäytetyön tulosten avulla voidaan kehittää hoitajien aseptiikan ja käsihygienian toteuttamista.This final project was part of the co-operation project between Helsinki Metropolia University of Applied Sciences, Department of Nephrology of the Hospital District of Helsinki and Uusimaa, Patient Organisation MUSILI ry and Department of Nursing Science of the University of Turku. The aim of this final project was to examine the implementation of nurses’ hand hygiene and asepsis in a Department of Nephrology and to examine if the implementation of nurses’ hand hygiene and asepsis had changed since the beginning of the project. The data of this final project were collected by observing three haemodialysis units. The observation form that was used in this final project was made by Aaltonen, Haapalainen and Kirjavainen (2008) for their final project Implementation of Asepsis and Hand Hygiene in Nursing of Haemodialysis Patients, which was part of the project at hand. The observation form included 29 statements concerning nurses’ skin condition, hand wash and disinfection, use of gloves, nurses’ personal asepsis and asepsis of work environment. The observations were performed between May and August 2009. Fifteen haemodialysis treatments were observed. The results of the observations indicate that the implementation of nurses’s asepsis and hand hygiene were deficient. Hand disinfection after leaving a patient, proper disinfection technique and disposal of treatment instrument were particularly deficient. Nurses disinfected their hands more often before coming up to a patient than after leaving him/ her. It was difficult to make reliable conclusions of the changes that might have taken place since the beginning of the project. Moreover the indicated that personal asepsis, skin condition of the nurses and hand disinfection had improved as the results of hand hygiene training courses, which was part of the project at hand, whereas the findings of disinfection technique, use of gloves and disposal of treatment instruments were inferior than in the previous observational study which was made by Aaltonen, Haapalainen and Kirjavainen (2008). The results of this final project showed that there was still need for improvement in almost every field of hand hygiene and asepsis

The Challenge of Global Environmental Change: AttitudinalTrends in Teachers-In-Training

[Abstract] The aim of our research was to study attitudinal trends in Spanish trainee teachers regarding Global Environmental Change (GEC), in order to identify elements that should be enhanced in their education. The Scale of Global Environmental Change (SGEC) was used as a measurement instrument to explore attitudes on how to deal with GEC. A cluster analysis of the scores of the four SGEC factors (N = 950) was carried out in order to segment the cases into groups of similar response profiles. Two solutions are proposed: one made up of two clusters (Concerned and Disengaged) and the other of four clusters (Egocentric, Indifferent, Sceptical and Committed). Furthermore, we have analysed whether some of the students’ characteristics significantly influence their inclusion in one cluster or another. The results of this study show that among trainee teachers there are sceptical, self-centered and indifferent trends, which do not correspond to people capable of promoting the transformation needed to deal with GEC. Therefore, it is necessary to improve their training with new educational models that favour the recognition of the real origin of socio-environmental problems and provide them with skills to promote individual and social responsibility.Ministry of Science, Innovation and Universities (Spain) EDU2017-82915-R FEDER/Ministry of Science, Innovation and Universities–Agencia Estatal de Investigación (Spain) / ESPIGA Project PGC2018-096581-B-C22

How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain

[Abstract] The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges.Ministerio de Economía y Competitividad; EDU2015-6643-C2-2-PMinisterio de Ciencia, Innovación y Universidad; EDU2017-82915-

How can teachers be encouraged to commit to sustainability? Evaluation of a teacher-training experience in Spain

The main objective of this study was to design and evaluate an experience for future teachers focused on the participatory search for sustainability through role play so that outcomes related to improving the way they see the world and their commitment to mitigate climate change could be analysed. The study was carried out with a socio-critical focus, using a qualitative approach. To this effect, semi-open interviews were conducted, and their results were codified and studied using content analysis. The outcomes show that this type of educational experience can contribute to improving commitment to climate change and new, more sustainable ways of understanding the world—starting with improving the training of free-thinking, discerning people who are able to use information and collaborate in solving socio-environmental problems. Proposals based on participatory and experiential learning, fostering ethical considerations and the training of people who are more critical and discerning, should be the basis of new models of Environmental Education for Sustainability that seek to educate a society capable of addressing present and future socio-environmental challenges.Agencia Estatal de Investigación | Ref. EDU2017-82915-RMinisterio de Economía y Competitividad | Ref. EDU2015-6643-C2-2-

In Search of Transformative Learning for Sustainable Development: Bibliometric Analysis of Recent Scientific Production

Section.Higher EducationThis article is part of the Research Topic: Transformative Learning, Teaching and Action in the Most Challenging Times[Abstract] Transformative learning is a key element when it comes to making progress toward sustainable development. This goal requires an education that fosters the empowerment of people and the transformation of institutions, prepares for the necessary changes, facilitates resilience and encourages sustainable actions. The aim of this paper is to review the academic production on transformative learning in relation to the pursuit of sustainable development. To do so, a bibliometric analysis was conducted of the publications included in the Scopus databases for the 2003–2020 period, in order to explore its evolution, identify the main themes of which the field of knowledge is composed, and identify its main references and the network of collaborations between researchers and universities worldwide. During this period, scientific production has increased considerably, with a particular focus on adult education and competency development. At the same time, English-speaking dominance and the prevalence of Western origin has been observed. There is a need for more global, connected, and pluralistic research that is focused on diverse sociocultural contexts, research that factors in inequality and environmental justice and which calls into question the current socioeconomic model. A debate should also be started on which means of publication are the most appropriate for defending the quest for sustainability.This research was funded by FEDER/Ministry of Science, Innovation and Universities – State Investigation Agency (Spain)/ESPIGA Project (“Scientific thinking and scientific practices in the post-truth era: Promoting epistemic performances in school, aiming to critical and empowered citizenship”, Grant No. PGC2018-096581-B-C22) and the University of Vig

In search of transformative learning for sustainable development: bibliometric analysis of recent scientific production

Transformative learning is a key element when it comes to making progress toward sustainable development. This goal requires an education that fosters the empowerment of people and the transformation of institutions, prepares for the necessary changes, facilitates resilience and encourages sustainable actions. The aim of this paper is to review the academic production on transformative learning in relation to the pursuit of sustainable development. To do so, a bibliometric analysis was conducted of the publications included in the Scopus databases for the 2003–2020 period, in order to explore its evolution, identify the main themes of which the field of knowledge is composed, and identify its main references and the network of collaborations between researchers and universities worldwide. During this period, scientific production has increased considerably, with a particular focus on adult education and competency development. At the same time, English-speaking dominance and the prevalence of Western origin has been observed. There is a need for more global, connected, and pluralistic research that is focused on diverse sociocultural contexts, research that factors in inequality and environmental justice and which calls into question the current socioeconomic model. A debate should also be started on which means of publication are the most appropriate for defending the quest for sustainability.Agencia Estatal de Investigación | Ref. PGC2018-096581-B-C22Universidade de Vig

Dealing with global environmental change: the design and validation of the GEC attitude scale

Global Environmental Change (GEC) refers to alterations in the structure and functioning of Earth Systems arising from the detrimental effects of human activities in the biophysical and socioeconomic spheres. This study constructs and validates a scale to measure GEC-related attitudes (SGEC) for use with educators and the public. The results, which were validated by a wide sample (N¼962), show a factor structure of four well-defined interrelated factors (v2 ¼ 268.75; p < .000; v2/gl ¼ 1.84; AIC ¼ 394.75; CFI ¼ .934; RMSEA ¼ .042 [.034 .050]), with reliability (a ¼ .817, glb ¼ .894, X ¼ .855). The factors were Social Responsibility (SR), Need to Cope (NC), Individual Responsibility (IR), Anthropogenic Origin (AO). These factors and findings suggest the SGEC can provide relevant information on: (i) awareness of the anthropogenic origins of GEC, (ii) perceptions of the need to deal with GEC, and attributions of (iii) social and (iv) individual responsibility in solving and mitigating GEC-related problems.Agencia Estatal de Investigación | Ref. EDU2017-82915-RAgencia Estatal de Investigación | Ref. PGC2018-096581-B-C2

Do the Personal Attributes of Teachers in Training Affect Their Attitudes Towards Transformative Environmental Education?

[Resumen] El desafío ambiental es uno de los principales retos que debe afrontar el profesorado. La finalidad de este estudio fue conocer cómo las características y circunstancias personales pueden influir en las actitudes del futuro profesorado hacia una educación ambiental transformadora. Para ello se empleó una muestra de 889 estudiantes de los Grados en Educación Infantil y Primaria españoles, analizándose sus puntuaciones en los factores de la escala validada Attitudes Scale toward Environmental Education (ASEE), mediante técnicas de estadística descriptiva e inferencial. Los resultados obtenidos indican que factores como el sexo, el tipo de escuela preuniversitaria y la educación de las familias deben ser tenidos en cuenta, ya que tienen implicaciones prácticas para la formación de los futuros docentes en lo que denominamos una educación ambiental transformadora.[Abstract] The environmental challenge is one of the main challenges facing teachers. The aim of this study is to find out how personal attributes and circumstances can influence the attitudes of future teachers towards transformative Environmental Education. For this purpose, a sample of 889 students from the Spanish Infant and Primary Education Grades was used, analyzing their scores in the factors of the validated questionnaire Attitudes Scale toward Environmental Education (ASEE) by means of descriptive and inferential statistical techniques. The results obtained indicate that factors such as gender, type of pre-university school and family education should be considered, and all this has practical implications for the training of future teachers in what we call Transformative Environmental Education.Los autores agradecen a los proyectos financiados por el Ministerio de Ciencia, Innovación y Universidades de España (EDU2017-82915-R) y FEDER/Ministerio de Ciencia, Innovación y Universidades de España – Agencia Estatal de Investigación / Proyecto ESPIGA (“Promoviendo el Desarrollo del Pensamiento Crítico y de las dimensiones de Implicación Cognitiva y Emocional de los desempeños Epistémicos en las Clases de Ciencias en la Era de la Posverdad”), referencia PGC2018-096581-B-C2