Degree | Type | Year |
---|---|---|
Social Education | OT | 3 |
Social Education | OT | 4 |
Education Studies | OT | 4 |
Early Childhood Education | OT | 4 |
Primary Education | OT | 4 |
You can view this information at the end of this document.
There are no previous requirements.
The world faces global, complex and interrelated challenges and problems that affect lifestyles, values, social equity and also demand complex responses. Challenges arise from values that have created, and create, unsustainable societies. We have the knowledge, technology and skills needed to reverse the situation, so we need to mobilize our potential to take every opportunity to improve action and bring about change towards a necessary transformation. Education is key in this transformative process.
A transformative education must be a quality education, which facilitates the clarification of values, promotes holistic,critical and creative thinking, the construction of knowledge, the development of attitudes and skills necessary to participate in the positive and effective transformation of society. Education for Sustainability is, therefore, a key process in the construction of new imaginaries and alternative models based on social and economic justice, food sovereignty, responsible consumption, ecological integrity, the solidarity economy, the sustainable livelihoods, respect for all forms of life and strong values that promote social cohesion, democracy and participatory action. Education for Sustainability have to take on this challenge and highlight the interdependence between the environment, the economy, society and cultural diversity, from the local to the global level, and take into account the dimension of time (past, present, future).
The course will focus on the role of educators in Education for Sustainability, as well as the exploration of different professional profiles that link education, sustainability and consumption. Within this framework, the course sets out the following objectives:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Explanation by teacher staff of the content and key issues of the module program. It is done with the whole group class and allows exposure of the main content through an open and active participation by students. | 38.5 | 1.54 | 2, 4, 3 |
Type: Supervised | |||
Workspace in small groups supervised by teachers for analysis or processing activities and / or curriculum materials, study and / or resolution of cases, field activities and / or laboratory in order to go deep into the themes proposed. | 27.5 | 1.1 | 2, 4, 3 |
Type: Autonomous | |||
Analysis of readings, educational innovation proposals, design of activities, preparing reports, analysis and resolution of cases, field work | 75 | 3 | 2, 4, 3 |
This course aims to provide the foundational principles of Education for Sustainability. Emphasis will be placed on developing the necessary perspectives to understand the theoretical foundation, scope, and potential of educational work across diverse contexts and with varied groups.
The range of planned activities includes lectures presenting theoretical perspectives and foundations, discussion of readings and articles, field trips to explore relevant phenomena from a sustainability perspective, sessions with experts and/or real educational intervention experiences in the field of sustainability, and small-group sessions for reflection on readings and didactic proposals.
The teaching methodology is structured around three key principles:
(a) enabling students to experience, in their own educational process, that learning is simultaneously a social and personal act, engaging both rational and emotional aspects;
(b) maintaining an interactive dynamic and a relaxed atmosphere that fosters participation and personal commitment to one’s own learning and that of fellow group members;
(c) the teaching team acts as a facilitator of the students' learning process, expecting an active and autonomous role in tackling the proposed challenges.
The course is based on the premise that students are the central agents of the teaching-learning process, and the methodology is therefore designed to be participatory and interactive. A wide variety of activity types is proposed to ensure attention to diversity—both in connecting students with individual and group competencies, and in balancing out-of-class work with in-class activities. Face-to-face sessions are primarily conducted in large groups, although strategies for small-group work, such as seminars or workshops, are also incorporated.
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.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Cooperative group work | 50% | 4 | 0.16 | 1, 2, 5, 4, 3 |
Individual face exam | 40% | 2 | 0.08 | 1, 2, 5, 4, 3 |
Individual work and participation | 10% | 3 | 0.12 | 1, 2, 5, 4, 3 |
Continuous Assessment of the subject takes place throughout the teaching period and is structured with a weighting of 50% for individual assessment and 50% for group assessment. This is carried out through the submission of three assessment tasks, of various types, distributed throughout the course as follows:
The course includes the option of Single Assessment, which consists entirely of individual assessment (100%). This mode involves the submission of four assessment tasks as follows:
Submission date for Single Assessment tasks:09 January 2026.
The characteristics and specific instructions for all activities will be explained at the beginning of the course. Assessment tasks will be graded and returned by the teaching team within a period not exceeding 20 working days according to the academic calendar. Students wishing to review their grades may do so during a specific assessment and review tutorial arranged in advance by the teaching staff.
NOT ASSESSED. A student will be considered "not assessed" if they fail to meet the attendance requirement and have not provided sufficient assessment evidence (must have submitted at least two-thirds of the required assessment tasks). In this case, the student will not be eligible for the recovery process.
Requirements and criteria to pass both continuous and single assessment:
Recovery. According to UAB academic regulations, to be eligible for the recovery process, the following criteria must be met:
Planned recovery date:30 January 2026.
* In this course, the use of AI technologies is only permitted for the field trip activity and the didactic seminar activity. Its use is limited to support tasks such as information or bibliography searches, text correction, or translation of articles into a language different from the usual language of instruction. If AI is used, students must clearly identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how these tools influenced the process and the final outcome. Lack of transparency in AI use will be considered academic dishonesty and may lead to partial or total penalties on the task grade or more serious sanctions in severe cases.
** According to UAB academic regulations, copying or plagiarism in any assessment task constitutes a serious offense. It will be sanctioned with a grade of 0 for the entire course and loss of the right to recovery, whether the work is individual or group-based (in which case all group members will receive a 0). If a student is found attempting to copy or using unauthorized materials or devices during an in-class activity, the activity will be graded with a 0, with no option for recovery, and the course will be failed. A task is considered "copied" when it reproduces all or a significant part of another student's work. A task is considered "plagiarized" when it presents a part of a text by another author as one's own without citing sources, regardless of whether the original source is in print or digital format.
SYNTHESIS EXAM. From the second enrollment in the course onwards, a synthesis exam may be taken to assess the learning outcomes defined in this Course Guide. In this case, the final grade for the course will correspond to the grade obtained in the synthesis exam. The exam will take place on 09/01/2026.
Bibliography elaborated with perspective of gender:
BIANCHI, G.; PISIOTIS, U., CABRERA, M. (eds) GreenComp_The European Sustainability Competence Framework. Y. Punie & M. Bacigalupo (eds). EUR 30955 EN, Publication Offiece of the Eurpean Union, Luxembourg. https://doi:10.2760/13286
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. https://doi.org/10.5565/rev/ensciencias.877
GARCIA, M.R., 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
GARCÍA DÍAZ, J. E., FERNÁNDEZ-ARROYO, J., RODRÍGUEZ-MARÍN, F. Y PUIG GUTIÉRREZ, M. (2019). Más allá de la sostenibilidad: por una educación ambiental que incremente la resiliencia de la población ante el decrecimiento/colapso. Revista de Educación Ambiental y Sostenibilidad, 1(1), 1101. https://revistas.uca.es/index.php/REAyS/article/view/4782
GIL-PEREZ, D.; VILCHES, A. (2019). La comprensión e impulso de la Sostenibilidad: un requisito imprescindible para una acción educativa y ciudadana eficaz. Revista de Educación Ambiental y Sostenibilidad, 1 (2), 2101. https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2019.v1.i2.2101
HICKS, D. (2002) Lessons for the future. The missing dimension in education. London and New York: Routledge.
HICKS, D. & HOLDEN, C. (2007). Remembering the future: what do children think? Environmental Education Research, 13, pp. 501-512.
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. http://www.ecominga.uqam.ca/PDF/BIBLIOGRAPHIE/GUIDE_LECTURE_3/1/2.Sauve.pdf
SAUVÉ, L. (2014) Educación ambiental y ecodiudadanía. Dimensiones claves de un proyecto político-pedagógico. Revista Científica, 18, 12- 23. Bogotá. https://revistas.udistrital.edu.co/index.php/revcie/article/view/5558
SLEURS, W. (coord) (2008) Competencies for ESD (Education for Sustainable Development)- Teachers. Leuven, Bèlgica. https://unece.org/fileadmin/DAM/env/esd/inf.meeting.docs/EGonInd/8mtg/CSCT%20Handbook_Extract.pdf
TILBURY, D.; WORTMAN, D. (2004) Engaging people in sustainability. Commission on Education and Communication, IUCN, Gland,Switzerland and Cambridge, UK. https://portals.iucn.org/ñibrary/efiles/documents/2004-055.pdf
UNECE (2012) Learning for the future. Competences in Education for Sustainable Development. Génève, Switzerland: United Nations Economic Commission for Europe. https://unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf
UNESCO (2017) Education for Sustainable Development Goals. Learning Objectives. Paris. 67pp. Education for Sustainable Development Goals: learning objectives; 2017 (unesco.de)
Educación para los Objetivos de Desarrollo Sostenible: objetivos de aprendizaje; 2017 (unican.es)
UNESCO (2020) Educación para el Desarrollo Sostenible. Hoja de ruta. París, França. 64 pp. https://unesdoc.unesco.org/ark:/48223/pf0000374802
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- https://arjenwals.files.wordpress.com/2013/01/acoustics-digital.pdf
NOTE :other bibliography may be recommended throughout the course
There is not specific software in the subject.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PLAB) Practical laboratories | 401 | Catalan | first semester | morning-mixed |
(TE) Theory | 4 | Catalan | first semester | morning-mixed |