International Journal of Sustainability in Higher Education

A collaborative programme in sustainability and social responsibility

Silvia Albareda Tiana Azul Alfrez Villarreal

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Silvia Albareda Tiana Azul Alfrez Villarreal , (2016),"A collaborative programme in sustainability and social responsibility",
International Journal of Sustainability in Higher Education, Vol. 17 Iss 5 pp. Permanent link to this document:
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A collaborative programme in sustainability and social responsibility

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1. Introduction.
The Spanish Ministry of Education (2011, p. 41) has stated that the conception of social
responsibility in the university system is an expression of its commitment to society. This
commitment is intimately linked to public policy objectives regarding sustainable development
in its economic, social, environmental and cultural dimensions. Social commitment involves a
proposal to change the Higher Education curriculum, which is why this case study looks at the
relationship between university and society. For the transfer of knowledge from the university,
and the successful satisfaction of social demands, Sterling (2007) suggests selecting the path
towards education for sustainability, which includes social responsibility specifically. Why?
Because Social Responsibility (SR) is the ability to respond effectively to respond to the
changes which are necessary to transform society. How? Being responsible for the impact of the
actions of the entity through an approach directed to promoting justice, solidarity, social equity,
and fostering sustainable human development. SR is rather more than the development of a
social sector, and is, therefore, explicitly complementary to sustainability.
Moreover, the current global economic, ecological and social crisis is a challenge as well as a
call to live in a different way. According to the recent Living Planet Report (WWF, 2012), we
live on one planet, but we are currently using the equivalent of one and a half planets. This, and
many other data concerning the degradation of the natural environment and its consequences,
amounts to an ethical imperative to provide education for sustainable development and social
responsibility. This ethical urgency is particularly important in the training of future teachers.
Recent studies have shown the efforts made to implement sustainability (Albareda et al., 2013;
Disterheft et al., 2012; Ferrer-Balas et al., 2010; Geli and Leal, 2006; Leal, 2011; Lozano, 2009
and 2011) and social responsibility (De Guevara, 2010; Forotica, 2008; Spanish Education
Ministry, 2011; Vallaeys, 2009) in the university. These concepts are innovative in the
university education system, as is working with competences.
The implementation of the Bologna Process in European Higher Education involves an
important change in academic programmes and methodology. At the methodological level,
students have to achieve learning results by developing competences. These competences are
defined and incorporated into all the degrees and credits. The concept of competences was
officially introduced into Higher Education in the new European Higher Education Area
(EHEA) framework, in which competence is defined as the "dynamic combination of cognitive
and meta-cognitive skills, knowledge and understanding, interpersonal, intellectual and practical
skills, and ethical values." (EHEA, 2009).
In the current new university degrees, sustainability competences are introduced into the
curriculum as part of a complex transition process, with both conceptual and methodological
difficulties. No clear definition exists for competences in social responsibility in terms of how
they are to be incorporated into the curriculum. Interesting projects have been carried out to
investigate environmental problems from a socio-cultural perspective (Stauffacher et al, 2006),
but often the competences in social responsibility are worked on as non-curricular social
activities (Ayala Garca, 2012; Spanish Ministry of Education, 2011; Matten and Moon, 2008).

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Some studies have been conducted recently on the necessity for these competences to be
developed in the curriculum, and certain authors have undertaken highly relevant compilations
on key sustainability competences (de Haan, 2010; Rieckmann, 2012; Mochizuki and Fadeeva,
2010; Wiek et al., 2011). Projects have also been developed for Education for Sustainable
Development (ESD) aimed at teachers. In this case study, we use as a reference the Socrates
programme for teachers (Sleurs, 2008).
In the final report for the Teacher Education Curriculum in the EU, it was stated that, for the
development of the competences required by teachers, theory and practice needed to become
integrated (European Commission, 2010). Integrating theory and practice by means of an
innovative programme was the way forward for developing SSR competences for future
teachers. The students have carried out a new role leading a collaborative sustainability
programme in their own campus, taking into account similar experiences accomplished in other
Universities (Bartlett & Chase, 2004; FranzBalsen & Heinrichs, 2007 and Savelyeva &
McKenna, 2011) which have been useful for them to develop their own competences in
sustainability and social responsibility (SSR). On the other hand authors such as Barth et al.
(2012) underline the importance of active participation and taking advantage of learning
processes which happen outside the classroom so as to foster a sustainable consumption. We
think it is necessary to change the learning paradigm moving from learning by listening to
learning by doing (Stauffacher et al, 2006). The involvement of the students in the
development of a collaborative programme and the integration of SSR into the curriculum has
brought about a real transformation in the future teachers. This programme can serve as an
example so that the teaching staffs (both in Higher Education as well as in Primary Education)
develop competences in SSR in a variety of contexts.
2. SSR Programme Objectives
The case study detailed in this paper is the result of the implementation of an optional subject
entitled Educacin Ambiental, Consumo y Salud (Environmental, Consumption and Health
Education) offered as part of the Teaching Degree. This subject formed part of the curriculum
for future teachers of Infant and Primary Education and was offered in the third year of the
degree in the 2010/2011 academic year, which was the last year before the implementation of
the Bologna Process.
At the start of the course year, we raised the question as to which SSR competences were
especially relevant to the teaching of teachers and what the best methodological scenarios were
for developing these competences in a real-life local context.
The programme, which is described in this case study, had the following objectives:
1. Designing methodological scenarios that allowed students to critically analyse their
own lifestyles and decisions.
2. Engaging students in their own learning as an innovative strategy to promote change in
their behaviour towards more sustainable habits.
3. Implementing an interdisciplinary and collaborative SSR Project, led by those studying
the subject and open to the whole University community.
4. Showing key examples so that the collaborative SSR Project can be an experience that
is transferable to other educational sectors.
3. Methodology

The methodological scenarios used for the development of SSR competences were implemented
during 21 sessions. 51 students registered for the subject.
After an initial questionnaire and discussion with students at the start of the course year, it was
clear that the future teachers registered for this subject did not have sustainable habits and stated
that they could do nothing to change the serious environmental problems faced by the planet.

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The students considered environmental problems and their social consequences to be far
removed from their everyday habits, and believed that these were independent of their
competence as teachers. What could we do when faced with this lack in SSR competences in
future teachers?
These students, as part of their compulsory education, had received information about
environmental problems, as well as reasons for adopting sustainable behaviour, but they
themselves did not believe that they had sustainable habits. They knew that there were
environmental and social problems but they thought that they could not do anything to solve
them and they did not grasp the relationship between the environmental problems and their
social consequences.
The pupils recognised that they had received theoretical information on key themes of
sustainability in the past, but in practice they did not have sustainable habits. From this starting
point we consider it necessary to provoke reflection through action and to carry out activities
which help the students to be responsible for their own learning (Stauffacher et al, 2006)
improving the global training of the future teachers in this way (Sipos et al, 2008). It was
necessary to reduce the distance between the lives of the students and the environmental
problems, this was done by using a constructivist methodology, in which the students had to
problem solve as part of their apprenticeship in sustainability (Brundiers and Wiek, 2013). In
this context a collaborative programme in SSR was designed within the subject
Environmental, Health and Consumption Education on their own university campus so
they could learn in a real-life context.
Additionally, our University opened its doors in 1997 and since then has been implementing a
strategic sustainability plan integrating operations, curriculum and research so as to be more
sustainable.
These two circumstances, active SSR training of future teachers, and the need to contribute
towards a more sustainable campus, gave us the opportunities needed to foster the SSR
competences of future teachers in a real-life context.
Brundlers et al. (2010) showed that real-world learning opportunities were an effective way of
developing competences in sustainability. We proposed to the students the possibility of
designing their own study plan for SSR competence acquisition and an educational project in
SSR for the rest of the university community, as an opportunity to develop their curricular
competences in SSR. Table 1 summarises the different competences and sub-competences
developed in the programme.
The development of SSR competences was carried out using different methodological
scenarios: course in classroom, individual and group research, and the collaborative project
implemented on the campus. Figure 1 below shows the sequence of the methodological

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implementation of the SSR competences. The description of the specific activities is detailed in
section 3.2.
The methodology employed in the SSR project which took place on campus was based on the
principles of participation and collaboration (Geli and Leal, 2006) where students acted as
leaders carrying out specific tasks (Stauffacher et al, 2006). Changes in social habits towards
sustainability could only happen on the basis of educational changes. For this change to take
place, it was necessary to re-orientate the curriculum, teaching, and learning, by using new ways
of learning (Wals, 2009 and 2011). If the aim was to provoke a change in sustainability habits of
a student group, this could not be achieved by teaching in the same way. This showed the need
to work with Education for Sustainable Development in both the formal and informal curricula
(UNESCO, 2012) both inside and outside the classroom (Barth et al., 2007 and 2014).
Besides, in order to foster social responsibility, it is important for learning to occur in a transdisciplinary context, with interactions between different actors (Gibbons et al., 1997). If the
learning scenarios also happen in university social contexts, it is possible to have an influence in
the University itself since sustainable behaviours are motivated by much more than declarative
information (Frisk and Larson, 2011).

Initial situation: Evaluation

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Students acknowledged that they did not have

sustainable habits

The campus can be more sustainable

Possible change: Implementation of SSR competences

Collaborative and transformational project

Real-life, local context: Campus

Methodological scenarios for competence implementation

Course in classroom

Personal learning plan

Theoretical sessions and classroom debates
Visit to a recycling exhibition
Keeping of a classroom journal

Research: individual and group

Collaborative project

Working in heterogeneous groups

Participation in Facebook page: UIC+Sostenible
(A more sustainable UIC)
Commentary on socio-environmental news

SSR communicators on campus

Leadership in Trans- and Inter-disciplinary Day
Assistance and participation in conferences
Creation of a lip dub video on sustainable habits

In order to assess these competences, it is important to inform and guide

students in their learning process
Initial

Feedback

Final

Initial Evaluation
Preparation of a personal learning plan

In classroom, Facebook
Revision of personal learning plan

Self-evaluation of acquisition of competences

Revision of individual journal
Evaluation of acquisition of competences within
all methodological scenarios

Figure 1. Methodological sequence for the implementation of SSR competences. Own work,
inspired by (Lambrechts et al., 2010).
3.1 Selection of sustainability and social responsibility competences
The choice of the SSR competences to be developed in the Environmental, Consumption and
Health Education subject was based on the selection of domains presented in the UNESCO
report Learning: the treasure within (Delors, 1996). These are: learning to know, learning to
do, learning to live together, learning to live with others and learning to be. We also related

these domains to five other competence domains from the Socrates project (Sleurs, 2008) for the
Education for Sustainable Development of teachers.
>Table 1<

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Based on Delors and Sleurs domains, other sustainability competences were selected that had
been used by different authors, which were employed as sub-competences or indicators. This
new classification, and the relationship between competences and sub-competences, was
intended to facilitate the understanding of the specific features in the implementation of the
programme and subsequent evaluation of the students.
The implementation of the competences and sub-competences of the SSR collaborative project
described here was intended to be an experience that contributed to the curricular
implementation of SSR in the university.
The rationale for this particular classification of competences was to account for the fact that
acquiring competences is a gradual process. It is not possible to develop interpersonal
competence (Wiek et al., 2011) or learning to be (Delors et al., 1996) with competences
related to ethics and values (Sleurs et al., 2008) unless other competences related to knowledge
and action have been worked on previously.
Miller (1990) established a hierarchy of competences in the medical profession (that can also be
applied to other professions) which are depicted in Figure 2.

Figure 2. Millers Pyramid (1990) Source: Authors adaptation of various versions of Millers
Pyramid.
According to the author, knowledge and its application to specific cases (knowing how to do
things) are placed in the two lowest levels at the base of the Pyramid. These levels refer to
cognition of a more professional type. In the case study the competences of Domains 1 and 2
(Learning to know and learning to do) are relevant.
In the next level up comes competence as measured in environments in which the professional
person demonstrates what he or she can do (in the case study these are competences related to
Learning to live together). Action is found at the Summit, it represents what the professional
person really does in practical terms (learning to live with others). According to Miller these top

two levels refer to behaviour, knowledge which involves knowing how to be and act according
to the situation.
The case study we are describing happened during an academic year at University, without a
real profession being carried out, and so lacking the environment in which the higher
competences are usually developed. The SSR collaborative programme was designed so as to
address this disadvantage and to provide the students with scenarios in which they could
develop the competences linked to (learning to live together and learning to be) in practical
ways.

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3.2 Implementation of SSR competences through methodological scenarios

At the start of the course year, following the initial evaluation of the students sustainability
habits, the working methodology of the subject was proposed. Students were encouraged to lead
an education project in SSR on campus, and this then became the basic framework for the
implementation of different methodological scenarios that allowed students to move from
theory to practice in a local real-life context.
The programme was implemented by using different interconnected activities and scenarios.
The activities were participatory in nature and involved learning experiences for the future
teachers. The methodological scenarios were:

Presentation of a personal learning plan. From the lists of competences to be developed

within the subject, students developed a personal plan of how they would work
throughout the year. This plan was reviewed with the lecturer teaching the subject and
its actual implementation was verified at the end.
Theoretical sessions and class discussions on the subjects content.
Visit to a recycling exhibition.
Creation of an individual journal for the course, with discussions on the latest news and
the theoretical and practical aspects of the contents.
In small heterogeneous groups, carrying out research into different environmental
problems and their social consequences. Presentation of the research results to their
fellow students.
Creation of, and contribution to, a Facebook page (A more sustainable university) for
reflection and debate. This activity permitted dynamic communication, by discussing
environmental news in an open forum.
Discussing socio-environmental news in class or in small groups.
Presentation at the Sustainability Inter and Trans-disciplinary Day. In pairs, students
acted as environmental reporters, being present at all of the courses in all of the degrees
on the campus where the Faculty is located. Figure 2 shows the dissemination of the
collaborative project (the Sustainability Inter- and Trans-disciplinary Day).

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Figure 3. Report on a collaborative project in Campus. 51 students attended all classes of 6

degrees.
-

Leading activities in the Sustainability Inter- and Trans-disciplinary Day. The students
actively took part in the preparation of the activities, both in the logistics and in the
contents of the workshops. These responsibilities contributed to developing their
creativity, by the resolution of minor unforeseen problems that arose and the use social
skills.
Attendance to, and participation in, presentations on socio-environmental consequences
of climate change, and the relationship between economy and ecology.
Preparation and making of a lip dub video on sustainable habits in academic life. This
activity was designed to develop a sustainability culture in the University. Due to the
bad habits detected by the students, and given the impossibility of returning to the
classes in other faculties, the students had the idea of making this video. Routines of
academic life were collected in a graphic and amusing way and more sustainable
alternatives were presented. The lib dub video was developed as a way of educating the
rest of the university community on sustainability.

The tables 1 and 2 show the different methodological scenarios used in the different
competence domains.
>Table 2<
As also shown in Figure 1, the methodology was implemented through class activities and
small-group research, and in the collaborative project developed on the Campus. Our own
University campus was the real-life local context that allowed teaching and learning to move
from theory to practice.

Figure 1 and Table 2 show the path that needs to be followed to replicate the programme that
we have developed, in this way we are able to transfer knowledge and experience obtained to
other educational contexts.

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4. Results
The creation of new educational scenarios allowed the development of SSR competences
outside the context of the classroom. Objective 1 of the programme was achieved with the
holding of the Sustainability Inter- and Trans-disciplinary Day on campus, together with the
making of the lip-dub video. The students had taken responsibility (Objective 2) for tasks such
as: explaining the rationale behind the Sustainability Inter- and Trans-disciplinary Day to all
students in classrooms in all 6 University faculties, leading play-based, informal workshops on
recycling and responsible consumption; and providing information on marquees based around
sustainability and social projects. Participating in the collaborative project, together with the
small-group research and class activities, involved critical reflection on their own lifestyles,
which led to changes in their consumption habits (Objectives 3 and 4).
In a feedback questionnaire about the Sustainability Inter- and Trans-disciplinary Day, some
participants comments were: During the workshop we had the opportunity to have group
discussions and reflect on our own behaviour"; "I have become aware of the need to consume
responsibly"; "One of the personal goals I have achieved has been to relate what I do at
University to my day-to-day life. I have also changed some of my habits and routines". One of
the seven items or aspects that were noted by most participants was: We have been able to
relate the concept of responsible consumption to sustainability and solidarity.
These and other statements showed that, as a result of the action, students had critically
reflected on their own lifestyles (Objective 3). This led us to conclude that students acquire
knowledge and alter their behaviour adopting more sustainable and socially-responsible habits,
when they are involved in a project that requires reflection and personal commitment (Objective
4). Given that nobody can give what they do not have if future teachers are to have credibility,
they must have sustainable habits and be socially responsible. We could add that reflection and
habit changes are enhanced when the learning process is active and participatory in nature.
In the final evaluation of the methodology of the subject, the students were asked What helped
you to learn most? The answers students gave to this open question are summarised as
follows: What helped me most were the explanations given by the teacher, our presentations,
group work, practical sustainability sessions and the interdisciplinary and transdisciplinary
day. The best parts of the subject were the dynamics, class participation; activities like the lip
dub video and the interdisciplinary and transdisciplinary day (See Table 3).
The variety of the methodological scenarios made it possible to find interesting situations for
all and undertake competency-based learning.
>Table 3<
Table 4 shows the results collected from the students when they were asked about the selfevaluation of the SSR competences developed through the different methodological scenarios.
>Table 4<

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From the results it can be seen that almost all of the competences (practically 80%) were
evaluated as being good or very good. No competence is considered not to have been
worked on, and only 2.6% of the students passively evaluated the scenarios for developing
competences in Being able to give reasons and motivations for developing ESD projects and
acquiring and developing concepts such as justice, cooperation and socio- environmental
integration.

Adding together the good and very good ratings, the competences most worked
upon were: Being knowledgeable about the challenges and problems of sustainable
development; Appreciating diversity (biological, social and cultural) and learning that
each person can help improve human development; and Developing sustainable habits.
These results are highly satisfactory, because a change in the students own habits was
the main teaching objective, which led to methodological change in looking for new
scenarios in which to work on SSR competences. Critical reflection and the collaborative
project have led the students to state that they have better habits, their behaviour has become
more sustainable and socially responsible.
In this study qualitative methodology has been used to analyse the results. The approach starts
from communicative research which has been triangulated through the people who make up the
University community and participated in the interdisciplinary and transdisciplinary day which
took place on the Campus. The inter-faculty participation of teaching staff, students and
research groups from different areas facilitated the convergence from different perspectives,
which has helped to assess the achievements of this collaborative programme.
Different methodologies have helped to give internal and external validity to the project.
Member Checks has been used, that is a second review or checking of the final conclusions
reached after the interdisciplinary and transdisciplinary day had taken place. This methodology
was used specially with the students who participated in the workshops, some of which were
run by the students themselves. The conclusions of the students were always very positive as
they created spaces and practical situations which helped raise their awareness and reflect
critically on their own lifestyles and decisions. According to Kolb (1984) and corroborated by
Barth et al (2014) a holistic teaching model which focuses simultaneously on experience,
activity and reflection contributes positively to education for sustainable development. In this
case the students behaved better in themes related to sustainability and social responsibility,
thereby achieving an integral education.
To check the data obtained from the assessment and self-assessment questionnaires completed
by the students, we added their final academic results in the subject in which the SSR
collaborative programme took place.
>Table 5<
As the academic results show (Table 5) 98% of the students passed the subject and 50% got the
mark excellent. 94% of students participated regularly in the subject and were assessed in the
different activities and course work rather than having a written examination at the end of the
subject, as it was not considered necessary. As has been commented the work was not
exclusively with concepts but also with competences and these were assessed by practical
means: working in groups, oral presentations, tasks carries out in transversal days. Students who

did not attend classes did have to take a final examination to be assessed and one of them did
not pass.

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These academic results and the self-assessment show that taking responsibility for tasks, solving
real problems in a familiar context and seeking ways of raising awareness in the rest of the
University community makes students reflect critically on their own lifestyles and decisions.
This improvement in competences has contributed to 98% of the students passing the subject ,
improving competences in topics related to sustainability and social responsibility.
Recent pilot studies by experts in Education for Sustainable Development have identified these
key processes: collaboration and dialogue, innovative curriculum and active and participatory
learning (Tilbury, 2011), and these have been the methodologies employed in this pedagogical
experience.

5. Summary and Discussion

This study is a contribution to the debate on the concept of competence and sustainability and
social responsibility in the university in general and in the EHEA in particular, as well as on its
implementation in this specific case.
Multiple barriers are encountered in implementing SSR in the University (Weik, 2011, De
Kraker, 2007). Being able to count on the participation of ones own students is an innovative
strategy that can ease the process.
The need for carrying out a multi-disciplinary study in Education for Sustainable Development,
which at first glance would seem to be self-evident, given the different dimensions that
comprise sustainability, is not always put into practice in a dynamic and integrated way
(Sherren et al., 2009). This study shows that working on sustainability in a cross-cutting and
multi-disciplinary manner helps the interrelation of the different dimensions of SSR. This
practice can be replicated and transferred to other educative contexts.
The results show that one of the requirements for social responsibility was met: SR involves
looking for enhancements suited to the university context, through self-evaluation and
awareness of the potential for change, emotional intelligence and inter-disciplinary dialogue
(Ayala, 2011).
This case study shows that learning is effective when the students participate actively in a
project (Stauffacher et al, 2006) and have to solve problems in real contexts.
Only the theoretical learning, it is not sufficient. According to table 3, the item most valued by
students was the dynamic activities (30% of all the items). One learns by doing. Environmental
and social commitment is promoted when students not only use their intelligence (learning to
know), but also their hands (learning to do) and their heart (learning to live together and
learning to be) (Sipos et al., 2008; Delors, 1996).
Given the methodological urgency to implement SSR in the university, this collaborative
programme is an example of how it can be done and how it resulted in a transformational
experience for the future teachers.
The problem identified at the start of the course year, to the effect that the potential teachers
lacked sustainable habits and saw socio-environmental problems as being very far removed

from their day-to-day reality, was turned into a learning opportunity, which led to a
collaborative programme on sustainability and social responsibility on campus.

6. Conclusions

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This case study helps to clarify how competences in SSR can be developed in a real context that
is also familiar to the participants. It provides practical guidance to universities on how to
organize these critical endeavours more effectively and to offer students an additional career
perspective (Brundier-Wiek, 2013).

At the recent Rio+20 United Nations Conference on Sustainable Development (June,

2012), representatives from Higher Education institutions acknowledged international
responsibility for Sustainable Development and committed to implement programmes,
encourage research, transform campuses, help community efforts and share results on
these issues at international level.
A methodological limitation of this study is the fact that it has taken place in one academic year.
We realize that to provide evidence of a profound behavioural change (which goes beyond the
improvement of a habit) we need to carry out a longer study, which is complex when working
with final year students. We are suggesting that the University carry out prolonged studies on
the implementation and assessment of competences in sustainability and social responsibility in
the University and afterwards in the work place.
Teaching SSR in Higher Education is a complex field (McKeown, 2011 and Ayala, 2012).This
paper brings together scenarios that have involved real opportunities for SSR learning in the
university, used in teacher training.
Creating varied practical methodological scenarios has contributed to the development of SSR
competences by the pupils. Students have questioned their lifestyles and have modified their
consumption habits. Additionally doing a transdisciplinary collaborative programme in our own
Campus has played a part in changing our organization for the better and has facilitated
combining research and teaching.

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About the authors

Silvia Albareda Tiana (PhD). Teach in the Faculty of Education in the International University of
Catalonia. Main Researcher of the Research Group SIRSU (Sustainability and Social
Responsibility University). The activities of the SIRSU research group activity aim to promote
the development of sustainability and social responsibility in universities within the framework
of the EHEA.
Azul Alfrez Villareal (PhD). Degree in Philosophy from the University of Barcelona and
Diploma in Teaching. Doctorate in Social Responsibility University from the International
University of Catalonia. Researcher Research Group recognized SIRSU (Sustainability and Social
Responsibility University ), Faculty of Education UIC. Lines of research aimed at SRU, Lifelong

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Learning and Research and advice on issues of international cooperation and voluntary
schools.

Domains
(Delors, J.,
1996)
Learning to
know

Five domains of
competencies
(Sleurs, W. et al, 2008)

Sub-competencies or Indicators

Competencies related to Being knowledge able about the

challenges and problems of sustainable
Knowledge
development (Wiek et al, 2011).
Competencies related to
Understanding and being able to analyse
Systems thinking
why sustainable behavior is so important.

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Critical reflection of one's life style and

ones own decisions.
Learning to do
Learning to live
together,
learning to live
with others

Competencies related to Reasons and motivations to develop

projects related to sustainability and social
Emotion
Competencies related to responsibility.
Action

Ability to collectively design and

implement
interventions
toward
sustainability (Wiek et al, 2011).
Taking part in there solution of real
problems and the development of
environmental projects (especially socio
environmental projects) (Sauv, 2004).
Cooperation in heterogeneous groups
(Rieckmann, 2011 and Wiek et al, 2011).
Having a good enough understanding of
the problems related to SSR and be able to
take part in constructing a programmer
that incorporates SD in the school
curriculum.
Having the ability to define the relevant
points (for students and educational
institutions) of actions towards sustainable
development.

Learning to be

Competencies related to Appreciating diversity (biological, social

and cultural) and learning that each person
Ethics and Values
can help improve human development.
Acquiring and developing concepts such
as justice, cooperation and socioenvironmental Integration (Sterling and
Thomas, 2006).
Motivate oneself to became sustainable
(Aznar and Ull, 2009).

Table 1.
Domains, competencies and indicators in SSR

Scenarios for the

development of
competencies

LEARNING TO
KNOW
Competencies
related to
Knowledge

LEARNING TO DO
LEARNING TO LIVE
TOGETHER
Competencies related
to Action and Emotion

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Preparation of a personal
learning plan
Working in heterogeneous
groups
SSR communicators on
campus
Leadership transinterdisciplinary
workshop day

and

Creation a lip dub video

on sustainable academic
habits
Participation in Facebook
page: UIC + Sostenible
Theoretical sessions and
classroom debates
Visit to
exhibition

recycling

Creation of a classroom
journal
Assistance
participation
conferences

and
to

Comment of news socioenvironmental

Table 2
Methodological scenarios for the development of competencies

LEARNING TO BE
Competencies related
to Values and Ethics

What helped you to learn most of the course?

Theoretical sessions about environmental
questions
Diversity and dynamic activities
Creation of and participation in a lip dub video
Research and learning in small groups
Active participation in the cross-cutting workshop

%
9,09
30,3
27,27
18,18
15,15

35
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30
25
20
15
10
5
0
Theoretical
sessions about
environmental
questions

Research and
learning in small
groups

Diversity and
dynamic
activities

Leadership trans- Creation of and

and
participation in a
interdisciplinary lip dub video
workshop day

Table 3
Results of liked learning activities at the end of the course Environmental Education, health and
consumption (51students).

0
0
0

Having a good enough understanding of the problems related to SSR and be able to take part in
constructing a program that incorporates SD in the school curriculum

Competencies
related to Action Having the ability to define the relevant points (for students and educational institutions ) of
and Emotion actions towards sustainable development

Appreciating diversity (biological, social and cultural) and learning that each person can help
improve human development

Acquiring and developing concepts such as justice, cooperation and socio- environmental
Competencies integration
related to Values
and Ethics
Motivate oneself to became sustainable

0
0

Taking part in the resolution of real problems and the development of environmental projects
(specially socio -environmental projects)
Cooperation in heterogeneous groups

2,6
0

0
0

0
0

0
2,6
0

0
0
0

2 (%)
Passive
0
0

1 (%)
Bad
0
0

Indicators of competencies

Competencies Being knowledgeable about the challenges and problems of sustainable development
related to
Understanding and being able to analyse why sustainable behavior is so important
Knowledge and
Systems
thinking
Critical reflection of one's lifestyle and ones own decisions
Reasons and motivations to develop projects related to sustainability and social responsibility
Ability to collectively design and implement interventions toward sustainability

Competencies

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2,6

7,9

2,6

13,2

13,2

23,5
23,5

2,6
7,9
13,2

2,6
10,5

3 (%)
Regular

36,8

36,8

44,7

52,6

68,4

39,6
39,6

36,9
36,8
68,4

44,7
26,3

4 (%)
Good

60,6

52,7

52,7

34,2

18,4

36,9
36,9

60,5
52,7
18,4

52,7
63,2

5 (%)
Very
Good

Competencies related to
Knowledge and Systems thinking
Competencies related to Action and Emotion
Competencies related to Values
and Ethics

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Table 4. Assessment of the competences developed in SSR, elaborated by the students at the end of the academic year.

80
70
60
50
40
30
20
10
0
Being knowledgeable about the
challenges and problems of
susteinable development (SD)
Understanding and being able to
analyse why sustainable
behaviour is so important
Critical reflection of one's
lifestyle and ones own
decisions
Reasons and motivations to
develop projects related to
sustainability and social
responsibility
Ability to collectively design
and implement interventions
toward sustainability
Taking part in the resolution of
real problems and the
development of environmental
projects (specially socio -
Cooperation in heterogeneous
groups
Having a good enough
understanding of the problems
related to SSR and be able to
take part in constructing a
Having the ability to define the
relevant points (for students and
educational institutions ) of
actions towards sustainable
Appreciating diversity
(biological, social and cultural)
and learning that each person
can help improve human
Acquiring and developing
concepts such as justice,
cooperation and socioenvironmental integration
Motivate oneself to became
sustainable

5 (%) Very Good

4 (%) Good

3 (%) Regular

2 (%) Passive

1 (%) Bad

120
100
80

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Academic results
60
on 100%
40
20
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51
N students

Table 5. Final academic results of the course Environmental Education, health and
consumption (51students).