Ir al contenido

Documat

Metodologías activas, sostenibilidad y objetivos de desarrollo sostenible

  • Banegas Pichastor, Manuel [1] ; Chalmeta Rosaleñ, Ricardo [2] Árbol académico
    1. [1] Universidad de Granada

      Universidad de Granada

      Granada, España

    2. [2] Universitat Jaume I

      Universitat Jaume I

      Castellón, España

  • Localización: Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, ISSN-e 1695-324X, Vol. 25, Nº. 1, 2025 (Ejemplar dedicado a: AI-Supported Pedagogy for the Common Good and Sustainable Development / Pedagogía apoyada por IA para el bien común y el desarrollo sostenible), págs. 158-184
  • Idioma: español
  • DOI: 10.30827/eticanet.v25i1.32696
  • Títulos paralelos:
    • Active methodologies, sustainability and sustainable development objectives
  • Enlaces
  • Resumen
    • español

      Este estudio analiza el uso de metodologías docentes activas en la educación en sostenibilidad y en la adquisición de conocimientos sobre los objetivos del desarrollo sostenible (ODS). Para ello, se ha realizado una revisión sistemática de la literatura utilizando la metodología PRISMA.

      Los resultados obtenidos permiten identificar diferentes variables como países más activos, metodologías activas más empleadas, etapas educativas más estudiadas y beneficios obtenidos.

      Entre los resultados obtenidos más concluyentes se observa que la mayoría de los estudios están realizados en la etapa universitaria, y las metodologías activas más empleadas son el Aprendizaje basado en Proyectos, Aprendizaje Basado en Problemas, Aprendizaje Basado en Servicios y Gamificación. Además, se demuestra que todas las metodologías activas favorecen la adquisición de conocimientos en los ODS y/o de habilidades y competencias relacionadas con la sostenibilidad, siendo los ODS más desarrollados el 4, el 11 y el 3

    • English

      This study analyzes the use of active teaching methodologies in sustainability education and in the acquisition of knowledge about the sustainable development goals (SDGs). To this end, a systematic review of the literature has been carried out using the PRISMA methodology.

      The results obtained allow us to identify different variables such as the most active countries, the most used active methodologies, the most studied educational stages and the benefits obtained.

      Among the most conclusive results obtained, it is observed that the majority of the studies are carried out at the university stage, and the most used active methodologies are Project-Based Learning, Problem-Based Learning, Service-Based Learning and Gamification. Furthermore, it is shown that all active methodologies favor the acquisition of knowledge in the SDGs and/or skills and competencies related to sustainability, with the most developed SDGs being 4, 11 and 3.

  • Referencias bibliográficas
    • Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018). Holistic approaches to develop sustainability...
    • Alm, K., Melén, M., & Aggestam-Pontoppidan, C. (2021). Advancing SDG competencies in higher education: Exploring an interdisciplinary...
    • Archambault, É., Campbell, D., Gingras, Y., & Larivière, V. (2009). Comparing of science bibliometric statistics obtained from the Web...
    • Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. & De Gloria, A. (2015). Mapping...
    • Bartanen, M. D., & Frank, D. A. (1991). Debating values. Gorsuch Scarisbrick.
    • Bennasar, F. N., Crosetti, B. D., Ferrer, G. T., & Moral, S. V. (2023). Design and implementation of a service-learning model aimed at...
    • Bertel, L. B., Winther, M., Routhe, H. W., & Kolmos, A. (2022). Framing and facilitating complex problem-solving competences in interdisciplinary...
    • Bowen, G. A., Burke, D. D., Little, B. L., & Jacques, P. H. (2009). A comparison of service-learning and employee volunteering programs....
    • Briggs, S. J., Robinson, Z. P., Hadley, R. L., & Laycock Pedersen, R. (2019). The importance of university, students and students'...
    • Brundtland, G. H. (1987). Report of the World Commission on Environment and Development: Our common future. World Commission on Environment...
    • Buil-Fabregá, M., Casanovas, M. M., Ruiz-Munzón, N., & Leal, W. (2019). Flipped classroom as an active learning methodology in sustainable...
    • Casanovas, M. M., Ruíz-Munzón, N., & Buil-Fabregá, M. (2022). Higher education: The best practices for fostering competences for sustainable...
    • Castro, M. P., & Zermeño, M. G. G. (2020). Challenge based learning: Innovative pedagogy for sustainability through e-learning in higher...
    • Castro, M. P., & Zermeño, M. G. G. (2021). Identifying entrepreneurial interest and skills among university students. Sustainability,...
    • Ceulemans, G., & Severijns, N. (2019). Challenges and benefits of student sustainability research projects in view of education for sustainability....
    • Claro, P. B., & Esteves, N. R. (2021). Teaching sustainability-oriented capabilities using active learning approach. International Journal...
    • Colmenares-Quintero, R. F., Caicedo-Concha, D. M., Rojas, N., Stansfield, K. E., & Colmenares-Quintero, J. C. (2023). Problem based learning...
    • Cottafava, D., Cavaglià, G., & Corazza, L. (2019). Education of Sustainable Development Goals through students' active engagement:...
    • da Silva, J. B., Frasseto, L. D., Machado, L. R., Bilessimo, S. M. S., & da Silva, I. N. (2023). A pedagogical model for integrating digital...
    • de Haan, G. (2010). The development of ESD-related competencies in supportive institutional frameworks. International Review of Education,...
    • De Miguel, M. S., Orkaizagirre-Gomara, A., Izagirre-Otaegi, A., de Elguea-Díaz, F. J. O., Badiola-Etxaburu, I., & Gómez-Gastiasoro, A....
    • Domènech-Casal, J. (2018). Aprendizaje basado en proyectos en el marco STEM: Componentes didácticas para la competencia científica. Investigación...
    • Fernández, P., & Ceacero-Moreno, M. (2021). Study of the training of environmentalists through gamification as a university course. Sustainability,...
    • Filho, W. L., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic,...
    • Foncubierta, J. M., & Rodríguez, C. (2014). Didáctica de la gamificación en la clase de español. Edinumen.
    • Frank, P., & Stanszus, L. S. (2019). Transforming consumer behavior: Introducing self-inquiry-based and self-experience-based learning...
    • Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019)....
    • García, R. S. (2023). A service-learning program assessment: Strengths, weaknesses and impacts on students. Intangible Capital, 19(1), 4–24....
    • García-Rico, L., Martínez-Muñoz, L. F., Santos-Pastor, M. L., & Bartoll, O. C. (2021). Service-learning in physical education teacher...
    • González, R., & Sebastián-López, M. (2022). Education on sustainable development goals: Geographical perspectives for gender equality...
    • González-Serrano, M. H., Jones, P., & Llanos-Contrera, O. (2020). An overview of sport entrepreneurship field: A bibliometric analysis...
    • Grindsted, T. S., & Nielsen, T. T. (2022). Spaces of learning – Practising the SDGs through geographical fieldwork methods in a nature...
    • Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA...
    • Hernández-Barco, M., Sánchez-Martín, J., Blanco-Salas, J., & Ruiz-Téllez, T. (2020). Teaching down to earth—Service-learning methodology...
    • Jeong, J. S., González-Gómez, D., & Cañada-Cañada, F. (2016). Students’ perceptions and emotions toward learning in a flipped general...
    • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1999). El aprendizaje cooperativo en el aula. Paidós.
    • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
    • Karjanto, N., & Acelajado, M. J. (2022). Sustainable learning, cognitive gains, and improved attitudes in college algebra flipped classrooms....
    • Lafuente-Lechuga, M., Cifuentes-Faura, J., & Faura-Martínez, U. (2020). Mathematics applied to the economy and sustainable development...
    • Llach, M. C., & Bastida, M. L. (2023). Exploring innovative strategies in problem-based learning to contribute to sustainable development:...
    • Lozano, A., López, R., Pereira, F. J., & Fontao, C. B. (2022). Impact of cooperative learning and project-based learning through emotional...
    • Marcos-Sánchez, R., Ferrández, D., & Morón, C. (2022). Systems thinking for sustainability education in building and business administration...
    • Martín-Sánchez, A., González-Gómez, D., & Jeong, J. S. (2022). Service learning as an education for sustainable development (ESD) teaching...
    • McGowan, N., López-Serrano, A., & Burgos, D. (2023). Serious games and soft skills in higher education: A case study of the design of...
    • Miguel, N. P., Lage, J. C., & Galindez, A. M. (2020). Assessment of the development of professional skills in university students: Sustainability...
    • Montiel, I., Mayoral, A. M., Navarro-Pedreño, J., & Maiques, S. (2021). Transforming learning spaces on a budget: Action research and...
    • Rieckmann, M., Mindt, L., Gardiner, S., Leicht, A., & Heiss, J. (2017). Education for sustainable development goals – Learning objectives....
    • Rios, M. M. M., Herremans, I. M., Wallace, J. E., Althouse, N., Lansdale, D., & Preusser, M. (2018). Strengthening sustainability leadership...
    • Rodriguez-Dono, A., & Hernández-Fernández, A. (2021). Fostering sustainability and critical thinking through debate—A case study. Sustainability,...
    • Saitua-Iribar, A., Corral-Lage, J., & Peña-Miguel, N. (2020). Improving knowledge about the sustainable development goals through a collaborative...
    • Sierra, J., & Rodríguez-Conde, M. J. (2021). The microfinance game: Experiencing the dynamics of financial inclusion in developing contexts....
    • Sierra, J., & Suárez-Collado, A. (2021a). The transforming generation: Increasing student awareness about the effects of economic decisions...
    • Sierra, J., & Suárez-Collado, A. (2021b). Understanding economic, social, and environmental sustainability challenges in the Global South....
    • Slussareff, M., Braad, E., Wilkinson, P., & Strååt, B. (2016). Games for learning. In R. Dörner, S. Göbel, M. Kickmeier-Rust, M. Masuch,...
    • Soriano-Pascual, M., Ferriz-Valero, A., García-Martínez, S., & Baena-Morales, S. (2022). Gamification as a pedagogical model to increase...
    • Sustainability, G. (2001). Global sustainability: The history/time line of an idea. RMIT.
    • Terrón-López, M. J., Velasco-Quintana, P. J., Lavado-Anguera, S., & Espinosa-Elvira, M. D. (2020). Preparing sustainable engineers: A...
    • Tomasella, B., Wylie, A., & Gill, D. (2023). The role of higher education institutions (HEIs) in educating future leaders with social...
    • UNESCO. (2017). UNESCO moving forward the 2030 agenda for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000247785
    • United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development.
Fundación Dialnet

Mi Documat

Opciones de artículo

Opciones de compartir

Opciones de entorno