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2023-05-15
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info:eu-repo/semantics/openAccess
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The European Association of Geographers
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Resumen
Global change is one of the greatest challenges facing societies today. Higher education plays a crucial role in providing knowledge on global change, contributing to the achievement of the Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. How is global change integrated into the planned, delivered and achieved curriculum? Has the pandemic promoted the development of blended learning courses on global change? To answer these two research questions, we conducted 25 interviews with academics about the prominence of global change in their courses and curriculum. We also analysed several geography curricula. It emerged that universities play a central role in mainstreaming global change into curricula in the context of education for sustainable development (ESD) and climate change. There were two main findings: (i) ESD has been implemented selectively in higher geography education, with a focus on environmental issues and different approaches and (ii) blended learning is a useful approach to develop new curriculum structures and content to educate students about global change.
Descripción
La versión registrada de este artículo, publicado por primera vez en European Journal of Geography 14 (2):1-14, está disponible en línea en el sitio web del editor: https://doi.org/10.48088/ejg.c.lei.14.2.001.014.
The registered version of this article, first published in European Journal of Geography 14 (2):1-14, is available online from the publisher's website: https://doi.org/10.48088/ejg.c.lei.14.2.001.014.
Categorías UNESCO
Palabras clave
Geography education, education for sustainable development, curriculum, higher education, blended learning
Citación
Leininger-Frézal , Caroline, Sandra Sprenger, Maria Luisa de Lázaro Torres, María Ángeles Rodríguez Domenech, Neli Heidari, Maria Pigaki, Cédric Naudet, Aurore Lecomte, and Marta Gallardo. 2023. “Global Change Challenge in the Higher Education Curriculum on the Approach of Blended Learning”. European Journal of Geography 14 (2):1-14. https://doi.org/10.48088/ejg.c.lei.14.2.001.014.
Centro
Facultad de Geografía e Historia
Departamento
Geografía