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Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Environmental Health".

Deadline for manuscript submissions: 31 July 2024 | Viewed by 10351

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Special Issue Editors

Dr. Salvador Baena-Morales

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Guest Editor

Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
Interests: physical education; education for sustainable development
Special Issues, Collections and Topics in MDPI journals

Dr. Alberto Ferriz-Valero

E-Mail Website
Guest Editor

Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
Interests: physical education; model based practiced; gamification; flipped classroom; didactic; new pedagogy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The health of our planet is in danger and human beings have the keys to reverse this situation. Global warming [1] or the socioeconomic crisis, accentuated by the COVID-19 pandemic [2], are just some of the most obvious signs of the imbalances faced by humanity as a whole. The United Nations Organization proposed, in 2015, the 17 Sustainable Development Goals (SDGs) [3] as a strategy to promote the well-being of all people and highlighted the essential role of education in this task [4]. Echoing this, this Special Issue is open to receive papers that put forward educational proposals to contribute to the improvement of the dimensions of Sustainable Development (environmental, social and economic). Research that adopts interdisciplinary approaches and focuses on different educational stages (Pre-school, Primary, Secondary, and Higher Education) will be of special interest. It will be important that the studies propose learning experiences, the development of skills in students and teachers, as well as new strategies and formulas to contribute to sustainable development from the educational field. The relationship between the specific goals of the SDGs and some of the three dimensions of sustainable development will be assessed.

References

IPCC Sixth Assessment Report (First draft). Available online: https://www.ipcc.ch/site/assets/uploads/2022/02/AR6_Factsheet_2022_February.pdf (accessed on 11 May 2022)
Clouston, S.A.P.; Natale, G.; Link, B.G. Socioeconomic inequalities in the spread of coronavirus-19 in the United States: A examination of the emergence of social inequalities. Soc. Sci. Med. 2021, 268, doi:10.1016/j.socscimed.2020.113554.
United Nations General Assembly. Transforming Our World: The 2030 Agenda for Sustainable Development. Available online: https://sustainabledevelopment.un.org/post2015/transformingourworld/publication (accessed on 11 May 2022)
Rieckmann, M.; Mindt, L.; Gardiner, S. Education for Sustainable Development Goals Learning Objectives. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000247444 (accessed on 11 May 2022)

You may choose our Joint Special Issue in Sustainability.

Dr. Salvador Baena-Morales
Dr. Alberto Ferriz-Valero
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

education for sustainable development
health
sustainable development goals
environment
public health
competencies for sustainable development
economic development
higher education
curriculum
active methodology
teaching innovation

Published Papers (6 papers)

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Research

17 pages, 1022 KiB

Open AccessArticle

“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education

by Gonzalo Flores-Aguilar, María Prat-Grau, Jesús Fernández-Gavira and Antonio Muñoz-Llerena

Int. J. Environ. Res. Public Health 2023, 20(4), 3038; https://doi.org/10.3390/ijerph20043038 - 9 Feb 2023

Cited by 4 | Viewed by 1972

Abstract

Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students’ views on the framework and evaluate the teachers’ feelings and thoughts. One teacher-researcher (36 years) and 74 students (19–27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students’ responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students’ motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning. Full article

(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)

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14 pages, 1318 KiB

Open AccessArticle

Sustainable Development Competencies among More than 1100 Certified Physical Education and Health Teachers in Sweden

by Andreas Fröberg, Petter Wiklander and Suzanne Lundvall

Int. J. Environ. Res. Public Health 2022, 19(23), 15914; https://doi.org/10.3390/ijerph192315914 - 29 Nov 2022

Cited by 4 | Viewed by 1478

Abstract

School physical education and health (PEH) may not only be an important cornerstone to the holistic development of students but may also contribute to the sustainable development (SD) agenda. Although PEH may have unique characteristics that can contribute to the SD agenda, most research to date has been theoretical. The overall aim of this study was to explore the sustainable development competencies among physical education and health (PEH) teachers in Sweden. An online questionnaire was used to collect data about background and SD competencies. SD competencies was collected through the use of the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT). Of the 1153 participants, 31% reported being males, and 48% of the participants reported teaching PEH when completing the questionnaire. The median SD competencies score for all the participants was 105 (range: 18–144) out of 144. Virtually no differences were observed across the groups of participants. A stronger correlation was observed between SD competencies vs. long-time interests in health and health issues (r_s = 0.343) than for long experience of participating in organized sports (r_s = 0.173). In the total sample, 26% reported having taught about SD in PEH, such as using outdoor education, interdisciplinary projects, picking, and sorting waste, as well as paying attention to material issues. Among those who reported teaching PEH when completing the questionnaire, 70% perceived that they are in great need of professional development education in the area of SD. In conclusion, SD competencies were higher for the PESD-FT items that concerned the social dimension of SD compared to the economic and environmental dimensions. Relatively few teachers had taught about SD in PEH, and the majority perceive that they are in great need of professional development education in the area of SD. Future studies are required to understand more of what types of competencies practicing PEH teachers, and PEH teacher education programs, are lacking to fulfil the call for a contribution to the SD agenda. Full article

(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)

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20 pages, 1100 KiB

Open AccessArticle

Development, Application and Evaluation of an Active Learning Methodology for Health Science Students, Oriented towards Equity and Cultural Diversity in the Treatment and Care of Geriatric Patients

by Manuel Sánchez De Miguel, Aintzane Orkaizagirre-Gomara, Andrea Izagirre-Otaegi, Francisco Javier Ortiz de Elguea-Díaz, Iker Badiola-Etxaburu and Ainara Gómez-Gastiasoro

Int. J. Environ. Res. Public Health 2022, 19(21), 14573; https://doi.org/10.3390/ijerph192114573 - 6 Nov 2022

Viewed by 1531

Abstract

The increased aging of populations and rises in immigration have prompted the design of new methodologies and instruments for fostering the invisible care of geriatric patients among health science students in accordance with the 2030 Agenda and the SDGs. A total of 656 psychology, nursing and dentistry students participated in this study, which had a pretest–posttest design and was implemented over the course of three academic years. The intervention groups received training using an active learning methodology based on a case study involving a geriatric patient; specifically, a Maghrebi woman. The control groups were not exposed to the case study. The CCI-U questionnaire was designed ad hoc to evaluate the acquisition of invisible competences for caring for geriatric patients in accordance with their age, sex, emotional situation and ethnic origin. The questionnaire had a reliability of α = 0.63 to 0.72 and its factor solution was found to have a good fit. Students in the intervention groups scored higher than those in the control groups, with the difference being statistically significant for ethnic origin in all three undergraduate courses and all three academic years. The proper application of this active learning methodology fosters the invisible care of geriatric patients among students in accordance with the 2030 Agenda. Full article

(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)

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13 pages, 1312 KiB

Open AccessArticle

Effects of Self-Construction of Materials on the Ecological Awareness of Physical Education Primary School Students

by Paula Botella, Salvador Baena-Morales, Olalla García-Taibo and Alberto Ferriz-Valero

Int. J. Environ. Res. Public Health 2022, 19(21), 14176; https://doi.org/10.3390/ijerph192114176 - 30 Oct 2022

Cited by 2 | Viewed by 1461

Abstract

Physical Education (PE) has unique features to expand the students’ sustainability awareness. Being active in natural environments has been described as an opportunity to contribute on this matter. However, there is lack of related research. Therefore, the aim of this study was to evaluate the effect of a didactic proposal for PE based on the self-construction of materials on the ecological awareness of primary school students. A total of 111 students participated in this quasi-experimental study that lasted 4 weeks (eight sessions). The Mann-Whitney U test was applied for comparisons between groups, experimental and control, (SELF vs. CON) on two factors (PRE and POST). No significant differences were observed in any of them (p ≤ 0.05). On the other hand, to compare the data from the pre and post questionnaires within the same group (PRE vs. POST), the Wilcoxon signed-rank test was used. No significant differences in any of the groups were observed (p ≤ 0.05). Although SELF improved on some scores such as reusing things after picking up litter from yards, the differences were not significant. This could be explained by the brevity of the intervention. These results could contribute to increasing research on the integration of sustainability in PE. Full article

(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)

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17 pages, 1503 KiB

Open AccessArticle

Analysis of UNESCO ESD Priority Areas’ Implementation in Romanian HEIs

by Corina-Ionela Dumitrescu, Georgiana Moiceanu, Razvan-Mihai Dobrescu and Mirona Ana Maria Popescu

Int. J. Environ. Res. Public Health 2022, 19(20), 13363; https://doi.org/10.3390/ijerph192013363 - 16 Oct 2022

Cited by 1 | Viewed by 1789

Abstract

Higher education institutions (HEIs) are adopting sustainable development (SD) in their strategies for the future. The roadmap by UNESCO is the path to follow to reach success. The approach is different for every HEI, thus the objective of this paper is to analyze the current state of education for sustainable development activities provided by HEIs through the eyes of the academic community (responders category: professors, researchers, associate professors). The method to conduct the study was an interview that had 40 enclosed questions and a free part at the end where the responders could bring additional information to the study if they considered it necessary. All the interviews were transcribed and given a code (e.g., RHEI1, RHEI 29) in order to perform the analysis using descriptive statistics with the help of the program MS Office EXCEL. The results showed some areas where the activities provided by HEIs need improvement and also revealed promising aspects through partnerships. Making the values of SD known to the academic and local community will help fulfill the true potential for change and future development. Moreover, the analysis showed the need to educate educators and improve their digital skills and teaching methods/techniques in order to achieve sustainable development. Another result revealed the need for improvements in HEI curricula that will contribute to gaining those skills/abilities that emerging jobs should have. Full article

(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)

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11 pages, 765 KiB

Open AccessArticle

Contributing to SDG 3 through Support for Trainer Autonomy: Relationship with Motivation, Basic Psychological Needs and the Intention to Be Physically Active

by Diego Andrés Heredia-León, David Manzano-Sánchez, Alberto Gómez-Mármol and Alfonso Valero-Valenzuela

Int. J. Environ. Res. Public Health 2022, 19(19), 12327; https://doi.org/10.3390/ijerph191912327 - 28 Sep 2022

Viewed by 1230

Abstract

The objective of the study was to identify the profiles of support for autonomy perceived by athletes and compare them with motivation, basic psychological needs, and the intention to be physically active. A cross-sectional descriptive study was carried out with 280 athletes (M = 15.28; SD = 1.71). The results reveal the existence of two profiles using the perception of support for autonomy as a grouping variable. A profile of “High perception of support for autonomy” (group 1, n = 190, M = 4.38, SD = 0.32) and a profile of “Low support for autonomy” (group 2, n = 90, M = 3.40, SD = 0.86). The data show statistically significant differences in favour of group 1 with higher values in the Self-Determination Index (p = 0.009) and three basic psychological needs measured with the Index of Psychological Mediators (p = 0.000), but no significant differences in intention to be physically active were found. In conclusion, the importance of the support of autonomy granted by coaches is demonstrated, thus favouring more adaptive motivational climates and the greater satisfaction of basic psychological needs. The intention to be physically active was not found in federated athletes. New studies are required to clarify this fact and improve the contribution of sustainable development to the social dimension. Full article

(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)

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