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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.contributor.orcidhttps://orcid.org/0000-0003-0890-6408
dc.contributor.orcidhttps://orcid.org/0000-0002-9599-8103
dc.contributor.orcidhttps://orcid.org/0000-0002-6000-4279
dc.contributor.orcidhttps://orcid.org/0000-0002-6694-9492
dc.date.accessioned2024-07-11T08:58:09Z
dc.date.available2024-07-11T08:58:09Z
dc.date.issued2023-05-15
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 Sustain-able 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 ques-tions, 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 ap-proaches and (ii) blended learning is a useful approach to develop new curriculum structures and con-tent 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
dc.identifier.urihttps://hdl.handle.net/20.500.14468/22930
dc.journal.issue2
dc.journal.titleEuropean Journal of Geography
dc.journal.volume14
dc.language.isoen
dc.page.final14
dc.page.initial1
dc.publisherEuropean Association of Geographers (EUROGEO)
dc.relation.centerFacultades y escuelas::Facultad de Geografía e Historia
dc.relation.departmentGeografía
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://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.typeartículoes
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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