Sustainable development and its impact on teaching from the perspective of teachers in higher education institutions in Ecuador
DOI:
https://doi.org/10.53732/rccsociales/e701120Keywords:
Professional competence, sustainable development, higher education, environmental education, training, innovationAbstract
Sustainable development is a key focus of higher education, as it fosters the development of critically aware and environmentally committed citizens. The objective was to analyze perceptions of sustainable development and teacher self-efficacy in Ecuadorian higher education institutions. A quantitative approach with a non-experimental, cross-sectional, and correlational design was used. A survey was administered to a population of 125 faculty members, with a sample of 95 participants using simple random sampling. A questionnaire on sustainable development in higher education by Leal et al. was applied, consisting of 18 items distributed across three dimensions: Incorporation and promotion of sustainability, Climate and environmental change, and Participation of higher education faculty in sustainability-related activities. Descriptive, correlational, and linear regression analyses were used to determine the relationship between variables. The results showed a significant correlation between participation in sustainability and teacher efficacy (r = 0.690). However, gaps persist in specific training and the practical application of sustainable teaching strategies. It is concluded that Ecuadorian higher education should strengthen teacher training programs in sustainability.
References
Albareda-Tiana, S., García-González, E., Jiménez-Fontana, R., & Solís-Espallargas, C. (2019). Implementing pedagogical approaches for ESD in initial teacher training at Spanish universities. Sustainability (Switzerland), 11(18). https://doi.org/10.3390/su11184927
Andersson, K. (2017). Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environmental Education Research, 23(3), 436–449. https://doi.org/10.1080/13504622.2016.1174982
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Bjorneloo, I., & Nyberg, E. (2007). Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education. UNESCO Education Sector.
Brandt, J. O., Barth, M., Merritt, E., & Hale, A. (2021). A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production, 279. https://doi.org/10.1016/j.jclepro.2020.123749
Brandt, J. O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education. International Journal of Sustainability in Higher Education, 20(4), 630–653. https://doi.org/10.1108/IJSHE-10-2018-0183
Brito, R. M., Rodríguez, C., & Aparicio, J. L. (2018). Sustainability in teaching: An evaluation of university teachers and students. Sustainability (Switzerland), 10(2). https://doi.org/10.3390/su10020439
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science, 16(1), 13–29. https://doi.org/10.1007/s11625-020-00838-2
Cebrián, G., Pascual, D., & Moraleda, Á. (2019). Perception of sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education, 20(7), 1171–1190. https://doi.org/10.1108/IJSHE-10-2018-0168
Compagnucci, L., Spigarelli, F., Coelho, J., & Duarte, C. (2021). Living Labs and user engagement for innovation and sustainability. Journal of Cleaner Production, 289. https://doi.org/10.1016/j.jclepro.2020.125721
Danaher, M., Wu, J., & Hewson, M. (2021). Sustainability: A regional australian experience of educating secondary geography teachers. Education Sciences, 11(3). https://doi.org/10.3390/educsci11030126
Department of Environment and Heritage. (2005). Educating for a sustainable future: A national environmental statement for Australian schools. Curriculum Corporation.
Dlouhá, J., & Burandt, S. (2015). Design and evaluation of learning processes in an international sustainability oriented study programme. in search of a new educational quality and assessment method. Journal of Cleaner Production, 106, 247–258. https://doi.org/10.1016/j.jclepro.2014.09.096
Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of pre-service primary teachers’ knowledge and efficacy. Australian Journal of Teacher Education, 38(5), 32–46. https://doi.org/10.14221/ajte.2013v38n5.4
Evans, N. S., Stevenson, R. B., Lasen, M., Ferreira, J. A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405–417. https://doi.org/10.1016/j.tate.2017.01.013
Ferreira, J., Ryan, L., & Tilbury, D. (2009). Mainstreaming sustainability into pre-service teacher education in Australia. Water, Heritage and the Arts.
Gough, A. (2016). Teacher Education for Sustainable Development: Past, Present and Future. In World Sustainability Series (pp. 109–122). Springer. https://doi.org/10.1007/978-3-319-32928-4_8
Howitt, C. (2007). Pre-Service elementary teachers’ perceptions of factors in an Holistic Methods Course Influencing their Confidence in Teaching Science. Research in Science Education, 37(1), 41–58. https://doi.org/10.1007/s11165-006-9015-8
Kadji-Beltrán, C. (2024). Enhancing Sustainability Teaching Competence in Preschool Teacher Education Using Living Labs. Sustainability (Switzerland), 16(7). https://doi.org/10.3390/su16072781
Kalsoom, Q., & Khanam, A. (2017). Inquiry into sustainability issues by preservice teachers: A pedagogy to enhance sustainability consciousness. Journal of Cleaner Production, 164, 1301–1311. https://doi.org/10.1016/j.jclepro.2017.07.047
Karvonen, R., Ratinen, I., & Kemi, U. (2023). Promoting sustainability competency and self-efficacy in class teacher education. Frontiers in Sustainability, 4. https://doi.org/10.3389/frsus.2023.1205680
Köklü Yaylacı, H., & Olgan, R. (2021). Investigating Early Childhood Preservice Teachers’ Personal Teaching Efficacy and Outcome-Expectancy Beliefs Regarding Education for Sustainable Development in Turkey. Teacher Educator, 56(1), 4–24. https://doi.org/10.1080/08878730.2020.1767742
Leal, S., Azeiteiro, U. M., & Aleixo, A. M. (2024). Sustainable development in Portuguese higher education institutions from the faculty perspective. Journal of Cleaner Production, 434. https://doi.org/10.1016/j.jclepro.2023.139863
Mansfield, C. F., & Woods-McConney, A. (2012). “I didn’t always perceive myself as a science person”: Examining Efficacy for Primary Science Teaching. Australian Journal of Teacher Education, 37(10). https://doi.org/10.14221/ajte.2012v37n10.5
Masters, G. (2009). A shared challenge: improving literacy, numeracy and science learning in Queensland primary schools. ACER.
Medina-Abad, J., y Freire-Pesántez, A. (2023). Barreras para la implementación de la economía circular en países en vías de desarrollo. Estudios de La Gestión: Revista Internacional de Administración, 14, 99–121. https://doi.org/10.32719/25506641.2023.14.6
Merritt, E., Hale, A., & Archambault, L. (2019). Changes in pre-service teachers’ values, sense of agency, motivation and consumption practices: A case study of an education for sustainability course. Sustainability (Switzerland), 11(1). https://doi.org/10.3390/su11010155
Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391–403. https://doi.org/10.1108/14676371011077603
Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17(2), 243-261. https://doi.org/10.1016/S0742-051X(00)00054-8
Tituaña, G. del C., López, S. M., Gaibor, D. P., Carrera, F. L., y Jurado de la Cruz, J. E. (2024). Educación para el Desarrollo Sostenible en el Ecuador: Percepciones en las Prácticas Docentes. MENTOR Revista de Investigación Educativa y Deportiva, 3(9), 825–838. https://doi.org/10.56200/mried.v3i9.8641
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Udu, D. A., Igboanugo, B. I., Nmadu, J., Uwaleke, C. C., Okechineke, B. C., Anudu, A. P., Attamah, P. C., Ekeh, D. O., & Ani, M. I. (2021). The impact of professional development, modern technologies on lecturers’ self-efficacy: Implication for sustainable science education in developing nations. International Journal of Learning, Teaching and Educational Research, 20(2), 61–80. https://doi.org/10.26803/ijlter.20.2.4
Uitto, A., & Saloranta, S. (2017). Subject teachers as educators for sustainability: A survey study. Education Sciences, 7(1). https://doi.org/10.3390/educsci7010008
Vare, P., Arro, G., de Hamer, A., Gobbo, G. Del, de Vries, G., Farioli, F., Kadji-Beltran, C., Kangur, M., Mayer, M., Millican, R., Nijdam, C., Réti, M., & Zachariou, A. (2019). Devising a competence-based training program for educators of sustainable development: Lessons learned. Sustainability (Switzerland), 11(7). https://doi.org/10.3390/su11071890
Varela-Losada, M., Arias-Correa, A., Pérez-Rodríguez, U., & Vega-Marcote, P. (2019). How can teachers be encouraged to commit to sustainability? Evaluation of a teacher-training experience in Spain. Sustainability (Switzerland), 11(16). https://doi.org/10.3390/su11164309
Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112–130. https://doi.org/10.1108/IJSHE-04-2019-0152
Weng, S. S., Liu, Y., & Chuang, Y. C. (2019). Reform of Chinese universities in the context of sustainable development: Teacher evaluation and improvement based on hybrid multiple criteria decision-making model. Sustainability (Switzerland), 11(19). https://doi.org/10.3390/su11195471
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Katty Margoth Chaunay Guanca
This work is licensed under a Creative Commons Attribution 4.0 International License.
1.png)
Todo el contenido de esta revista, está bajo 