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Global Change Challenge in the Higher Education Curriculum on the approach of Blended Learning

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dc.contributor.authorLeininger Frézal, Caroline
dc.contributor.authorSprenger, Sandra
dc.contributor.authorLázaro Torres, María Luisa de
dc.contributor.authorRodríguez Domenech, María Ángeles
dc.contributor.authorHeidari, Neli
dc.contributor.authorPigaki, Maria
dc.contributor.authorNaudet, Cédric
dc.contributor.authorLecomte, Aurore
dc.contributor.authorGallardo Beltrán, Marta
dc.date.accessioned2025-08-07T11:19:49Z
dc.date.available2025-08-07T11:19:49Z
dc.date.issued2023-05-15
dc.descriptionLa 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.
dc.description.abstractGlobal 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.en
dc.description.versionversión publicada
dc.identifier.citationLeininger-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.
dc.identifier.doihttps://doi.org/10.48088/ejg.c.lei.14.2.001.014
dc.identifier.issn1792-1341; e-ISSN: 2410-7433
dc.identifier.urihttps://hdl.handle.net/20.500.14468/29854
dc.journal.issue2
dc.journal.titleEuropean Journal of Geography
dc.journal.volume14
dc.language.isoen
dc.page.final14
dc.page.initial1
dc.publisherThe European Association of Geographers
dc.relation.centerFacultad de Geografía e Historia
dc.relation.departmentGeografía
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject54 Geografía
dc.subject.keywordsGeography educationen
dc.subject.keywordseducation for sustainable developmenten
dc.subject.keywordscurriculumen
dc.subject.keywordshigher educationen
dc.subject.keywordsblended learningen
dc.titleGlobal Change Challenge in the Higher Education Curriculum on the approach of Blended Learningen
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication23a21f32-085a-465d-94e8-0cf75e907109
relation.isAuthorOfPublication825b4b7b-503b-44d1-92cd-f23b0beeea2c
relation.isAuthorOfPublication.latestForDiscovery23a21f32-085a-465d-94e8-0cf75e907109
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