Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade
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Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the And...ragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.
Keywords:
learning objectives / ESD / SDGs / higher education curricula / teachers / University of BelgradeSource:
International Journal of Sustainability in Higher Education, 2020, 21, 2, 315-335Publisher:
- Emerald Group Publishing Limited
Funding / projects:
- Studying climate change and its influence on environment: impacts, adaptation and mitigation (RS-43007)
DOI: 10.1108/IJSHE-09-2019-0260
ISSN: 1467-6370
WoS: 000512148900001
Scopus: 2-s2.0-85079010532
Institution/Community
Arhitektonski fakultetTY - JOUR AU - Orlović Lovren, Violeta AU - Maruna, Marija AU - Stanarević, Svetlana PY - 2020 UR - https://raf.arh.bg.ac.rs/handle/123456789/513 AB - Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula. PB - Emerald Group Publishing Limited T2 - International Journal of Sustainability in Higher Education T1 - Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade VL - 21 IS - 2 SP - 315 EP - 335 DO - 10.1108/IJSHE-09-2019-0260 ER -
@article{ author = "Orlović Lovren, Violeta and Maruna, Marija and Stanarević, Svetlana", year = "2020", abstract = "Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.", publisher = "Emerald Group Publishing Limited", journal = "International Journal of Sustainability in Higher Education", title = "Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade", volume = "21", number = "2", pages = "315-335", doi = "10.1108/IJSHE-09-2019-0260" }
Orlović Lovren, V., Maruna, M.,& Stanarević, S.. (2020). Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade. in International Journal of Sustainability in Higher Education Emerald Group Publishing Limited., 21(2), 315-335. https://doi.org/10.1108/IJSHE-09-2019-0260
Orlović Lovren V, Maruna M, Stanarević S. Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade. in International Journal of Sustainability in Higher Education. 2020;21(2):315-335. doi:10.1108/IJSHE-09-2019-0260 .
Orlović Lovren, Violeta, Maruna, Marija, Stanarević, Svetlana, "Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade" in International Journal of Sustainability in Higher Education, 21, no. 2 (2020):315-335, https://doi.org/10.1108/IJSHE-09-2019-0260 . .