This version of the course guide is provisional until the period for editing the new course guides ends.

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Research and innovation in Education for Sustainability and Social Justice

Code: 45014 ECTS Credits: 6
2024/2025
Degree Type Year
4313815 Research in Education OT 0

Contact

Name:
Neus Banqué Martínez
Email:
neus.banque@uab.cat

Teachers

Neus Banqué Martínez
Mariona Massip Sabater
Marta Fonolleda Riberaygua

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There aren't


Objectives and Contextualisation

Research and innovation in education for sustainability and consumer education are an opportunity to reflect and advance the design of curricula, skills training models and proposals.

The module takes as a starting point for research and innovation in environmental education, consumer education and economic education, and various ways to address, through education, relationships between people and the environment and among their own people.

We must encourage the formation of citizens able to meet the challenges requires a complex and globalized world, which manifests imbalances and inequalities in various scales. Visibilisation of sexism and inequalities, awareness-raising and creation of opinions.

It is necessary to propose an education for global social justice, taking into account the Sustainable Development Goals. And it is necessary to make proposals for Education for the Future.


Learning Outcomes

  1. CA34 (Competence) Act in the field of knowledge while assessing sex/gender based inequalities.
  2. CA66 (Competence) Make proposals for improvement and/or innovation projects grounded on research-based evidence in education for sustainability and social justice.
  3. CA67 (Competence) Act in the field of knowledge, assessing the social, economic and environmental impact.
  4. KA66 (Knowledge) Describe the methodological paradigms, approaches and designs of research on education for sustainability and social justice.
  5. KA67 (Knowledge) Identify problems and respond to educational needs by taking innovative approaches.
  6. KA68 (Knowledge) Recognise the ethical principles of research when conducing studies.
  7. SA53 (Skill) Produce a comprehensive review of the scientific literature on science and mathematics education in accordance with the research and/or innovation topic.
  8. SA54 (Skill) Analyse different types of data obtained in research in the field of education for sustainability and social justice in accordance with its nature.

Content

Field 1: Environmental Education / Education for Sustainability and Consumer Education.

  • Current trends in education for sustainability, innovation and research.
  • Complexity and greening. To train professionals with skills in environmental education and curriculum greening.
  • Approaches consumer education curriculum. Models of teacher training in consumer education.
  • The relationship between economic education and consumer education. Economic citizenship.

Field 2: Social Justice Education / Education for the Future.

  • Training of critical thinking, conflict, inequality and gender. The perspective of global citizenship.
  • Possible, Probable and Preferred futures.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Classroom practice: solving problems/cases/exercises 40 1.6
Lectures by the teacher 70 2.8
Reading articles and documentaries 40 1.6

The training activity will be developed based on the following dynamics:

  • Lectures/exhibitions by the teaching person;
  • Reading articles and documentary sources;
  • Analysis and collective discussion of articles and documentary sources;
  • Participation and discussion in sessions with experts from the professional world;
  • Classroom practices: solving problems, cases, exercises, tutorials, etc.
  • Others.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Assessment of the tasks carried out during the sessions, from the perspective of research in Education for Social Justice and Education for the future. 25% 0 0 CA34, CA66, CA67, KA66, KA67, KA68, SA53, SA54
Assessment of the tasks carried out during the sessions, from the perspective of research in Environmental Education / Sustainability Education, and Consumer Education. 25% 0 0 CA34, CA66, CA67, KA66, KA67, KA68, SA53, SA54
Attendance and participation in classes. 10% 0 0
Identification, discussion and reflective analysis of socio-environmental problems. Design of an innovative educational action favorable to its resolution. 40% 0 0 CA34, CA66, CA67, KA66, KA67, KA68, SA53, SA54

In order to pass this Module, all the continuous assessment activities for each of the 2 content areas must be approved, as well as the case work to be carried out throughout the Module, based on a socio-environmental problem. The development of all assessment activities involves monitoring the task to be carried out, as well as a continuous presentation of what is required at each moment of the course. In this sense, and in order to pass the Module, it is necessary for the student to show, in the activities proposed to him, a good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that they are listed in the teaching guide. The delivery dates for the different continuous assessment activities will be given at the beginning of the classes corresponding to the presentation and program of the Module. The return and grading of the activities by the teaching staff will take place over the 15 working days following delivery, through the Virtual Campus.

The Module foresees that the student can take the single assessment. The single assessment implies that the necessary number of assessment evidence must be delivered, on a single date, to certify and guarantee the achievement of the objectives and learning outcomes established in the Module. The tests that are set for the single assessment have the same level of requirement that the continuous assessment. The single assessment proposal for the subject is as follows (it will be detailed more specifically at the beginning of the Module classes):

  • Development of a case work based on a socio-environmental problem;
  • Realization of specific tasks and challenges in relation to the 2 content areas of the Module.
  • Evaluative-regulatory interview.

The single assessment must be requested within the terms and rules of the Faculty. The delivery-performance date of the single assessment activity will correspond to the last week of classes in the Module.

In any of the cases of assessment that the student takes, attendance and participation in classes is mandatory, and will also be assessed. The student must attend a minimum of 80% of classes to be able to be evaluated for the Module.

According to the academic regulations of the UAB, plagiarism or copying of any work will be penalized with a 0 as a grade for this work, losing the possibility of recovering it, whether it is an individual or group work.

Copying or plagiarism in any type of assessment activity constitutes a crime and will be penalized with a 0 as a grade for the module, losing the possibility to recover the assessment of the activity. An activity or work will be considered "copied" when it reproduces all or a significant part of the work of another colleague. A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.

The misuse of artificial intelligence for the performance of assessment activities constitutes academic fraud and will also be penalized with a 0 as a grade for the module, losing the possibility to recover the assessment of the activity. An evaluation activity will be considered to have misused artificial intelligence when it includes a significant number of incorrect or biased statements, fails to include original sources, cites non-existent work, or incorrect way, or inconsistencies of style in the use of language are evident. If plagiarism or academic fraud is suspected, the assessment activity is subject to an oral defense by the student.

If you do not pass the Module, you can opt for recovery as long as 66% of the assessment activities have been submitted. It will take place on the dates set for both the ordinary assessment and the single assessment, which will be determined at the start of classes.


Bibliography

Economic Citizenship / Social Justice Education / Education for the Future

ANGUERA, C. y SANTISTEBAN, A. (2012). El concepto de futuro en la enseñanza de las Ciencias Sociales y su influencia en la participación democrática. En De Alba, N.; García, F.; Santisteban, A. (eds.). Educar para la participación ciudadana en la enseñanza de las Ciencias Sociales. Sevilla: Díada / AUPDCS, vol. 1, 391-400. (http://didactica-ciencias-sociales.org/publicaciones/libros/). 

ANGUERA, C.; SANTISTEBAN, A. (2016). Images of The Future: Perspectives of Students from Barcelona. Journal of Futures Studies, September, 21(1): 1–18.

HICKS, D. & HOLDEN, C. (2007). Remembering the future: what do children think? Environmental Education Research, 13, pp. 501-512.

DUQUE, N., GONZÁLEZ-VALENCIA, G. & SANTISTEBAN, A. (2023). What Do You Think About the Future? Students’ Imaginaries in Colombian Post-Conflict. The Journal of Futures Studies, Vol. 27(4), 13-27. https://jfsdigital.org/wp-content/uploads/2023/06/2.pdf

HICKS, D. (2004). Teaching for tomorrow: How can futures studies contribute to peace education? Journal of Peace Education, 1(2), 165-178. https://doi.org/10.10-80/1740020042000253721

HICKS, D. (2007). Lessons for the Future: a geographical contribution. Geography, 92 (3), 179-188.

LEGARDEZ A. (2001). La didactique des sciences économiques et sociales ; bilan et perspectives, Publications de l’Université de Provence.

MASSIP, M. et al. (2020). Criteris de justícia global per a la valoració i l’elaboracióde materials curriculars de ciències socials. Bellaterra: GREDICS-Escola de Cultura de Pau. https://ddd.uab.cat/pub/llibres/2020/220972/deccrijus_a2020.pdf

MILLER, S.L.; VANFOSSEN, P.J. (2008). Recent research on the teaching and learning of pre-collegiate economics. Levstik, L.S.; Tyson, C.A. (eds.), Handbook of Research in Social Studies Education. New York/London: Routledge, 284-304.

NAVAL, C. & REPARAZ, Ch. (2008). Spanish children’s concerns for the future. Citizenship Teaching and Learning, 4 (2), 31-42.

PAGÈS, J. (2005). La educación económica de la ciudadanía, Cooperación Educativa, 77, 45-48.

PAGÈS, J.; GONZÁLEZ, N. (2010). ¿Por qué enseñar y qué enseñar de la crisis económica actual en primaria y secundaria?, Cuadernos de Pedagogía, 405, 52-56.

PAGÈS, J.; SANTISTEBAN, A. (coords.) (2011): Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona: Servei de Publicacions de la UAB. https://ddd.uab.cat/record/197111

REPARAZ, Ch. & NAVAL, C. (2007). Ilusiones y miedos de los niños ante el futuro. Navarra : Institución Futuro.

SANT, E., LEWIS, S., DELGADO, S., ROSS, W. (2018). Justice and global citizenship education. In Davies, I., Ho, L.-.C., Kiwan, D., Peck, C.L., Peterson, A., Sant, E., Waghid, Y. (ed.). The Palgrave handbook of global citizenship and education. Palgrave Macmillan, pp. 227-244.

SANT, E., DAVIES, I., PASHBY, K., SHULTZ, L. (2018) Global Citizenship Education: A Critical Introduction to Key Concepts and Debates. Bloomsbury.

SANTISTEBAN, A., GONZALEZ-VALENCIA, G. &SANT, E. (2022). Educación para el Futuro: Prospectiva para la sostenibilidad y la justicia social. Comunicar, Vol. XXX, n.73-4. https://www.revistacomunicar.com/pdf/73/presentacion-es.pdf

SANTISTEBAN, A. (2013). La alfabetización económica. Uno. Revista de Didáctica de las Matemáticas, 62, 21-30.

SANTISTEBAN, A.; ANGUERA, A. (2013). Las imágenes del futuro en los medios de comunicación y su influencia en la enseñanza de las ciencias sociales. Díaz Matarranz, J.J.; Santisteban, A.; Cascajero, A. (eds.). Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. Alcalá: Universidad de Alcalá/AUPDCS, 253-267.

TOSAR, B.; SANTISTEBAN, A.; PAGÈS, J. (eds.) (2018). Què està passant al món? Què estem ensenyant? Per un ensenyament de les ciències socials centrat en els problemes, la justícia social i la ciutadania global. Barcelona: GREDICS/Universitat Autònoma de Barcelona. https://ddd.uab.cat/pub/llibres/2018/195423/Que_esta_passant_al_mon._que_estem_ensenyant-2018.pdf

 

Environmental Education / Education for Sustainability / Consumer Education

BIANCHI, G., PISIOTIS, U., CABRERA GIRALDEZ, M. (2022) Greencomp – The European sustainability competence framework. M. Bacigalupo & Y. Punie (editors). EUR 30955 EN, Publications Office of the European Union, Luxembourg. Doi:102760/13286

BONIL, J: CALAFELL, G; GRANADOS, J.;JUNYENT, M.; TARÍN, R.M. (2012) Un modelo formativo para avanzar en la ambientalización curricular. PROFESORADO. Revista de Currículum y Formación del Profesorado, 16(2), 145-163.

BONIL, J.; JUNYENT, M.; PUJOL, R.M. (2010). Educación para la sostenibilidad desde la perspectiva de la complejidad. Revista EUREKA, Enseñanza y Divulgación de Ciencias, 7, 198-215.

CALAFELL, G., BANQUÉ, N., & VICIANA, S. (2021).¿Cuál es el valor de la energia que consumimos? Una propuesta educativa para trabajar el consumo de energia en niños y niñas de 10 a 12 años. Dins d’Estrada, J. & Peire, T (coords.)  Educación ambiental para un planeta sostenible. Propuestas didácticas. Octaedro.

CALAFELL, G., BANQUÉ, N., & VICIANA, S. (2019). Purchase and Use of New Technologies among Young People: Guidelines for Sustainable Consumption Education. Sustainability, 11(6), 1541. MDPI AG.

CALAFELL, GENINA; BANQUÉ, NEUS. (2017). Caracterización de las concepciones de complejidad de un grupo de investigadores de la educación ambiental. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, Vol. 35, n.º 1, pp. 53-69.

CEBRIAN, G.; JUNYENT, M. (2014) Competencias profesionales en Educación para la Sostenibilidad: un estudio exporatorio de la visión de futuros maestros. Enseñanza de las ciencias, 32 (1), 29.49

GARCIA, R.M., JUNYENT, M., FONOLLEDA, M. (2017) How to assess professional competencies in Education for Sustainability ?: An approach from a perspective of complexity", International Journal of Sustainability in Higher Education, 18(5), 772-797. https:// doi.org/10.1108/IJSHE-03-2016-0055

HICKS, D. (2002) Lessons for the future. The missing dimension in education. London and New York: Routledge.

INNERARITY, D. (2010) Incertesa i creativitat. Educar peralasocietat del coneixement. Debats d’Educació, 18. Barcelona: Fundació Jaume Bofill

INNERARITY, D. (2011). La democracia del conocimiento. Por una sociedad inteligente. Barcelona. Paidós.

JUNYENT, M. (2007) “The ACES Network: Greening the Curriculum of Higher Education” Good Practices in Education for Sustainable Development: Teacher Education Institutions, Paris: UNESCO 

JUNYENT, M.; GELI, A.M. (2008) Education for sustainability in university studies: a model for reorienting curriculum. British Educational Research Journal, 34(6),763-783

MULÀ, I., CEBRIÁN, G., JUNYENT, M. (2022). Lessons Learned and Future Research Directions in Educating for Sustainability Competencies. In: P.Vare, N. Lausselet, M. Rieckmann (eds) Competences in Education for Sustainable Development, pp. 185-194 Sustainable Development Goals Series. Springer, 

https://doi.org/10.1007/978-3-030-91055-6_22

SAUVE, L.(1999).Environmental education, between Modernity and Postmodernity. Canadian Journal of  Environmental Education, 4, 9-35.

SAUVÉ, L. (2004) Una cartografia de corrientes de educación ambiental. En Sato, Michèle, Carvalho, Isabel (Orgs).A pesquisa em educação ambiental: cartografias de uma identidade narrativa em formação. Porto Alegre: Artmed. 

SLEURS, W. (coord) (2008) Competencies for ESD (Education for Sustainable Development)- Teachers. Leuven, Bèlgica

TILBURY, D.; WORTMAN, D. (2004) Engaging people in sustainability. Commission on Education and Communication, IUCN, Gland,Switzerland and Cambridge, UK.

UNECE (2012)  Learning for the future. Competences in Education for Sustainable Development. Génève, Switzerland: United Nations Economic Commission for Europe

WALS, A.E.J.; van der HOEVEN, N; BLANKEN, H. (2007) The acoustics of social learning: designing learning processes that contribute to a more sustainable world. Utrecht: SenterNovem

 


Software

There is no specific software


Language list

Name Group Language Semester Turn
(TEm) Theory (master) 1 Spanish second semester afternoon