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Sustainability in Pedagogy Degree Curricula: The Environmental, Inclusive, and Sociocultural Perspectives
Abstract
Sustainable development means the care and protection of the natural environment and humanity. In educational contexts, sustainability should develop competencies in these two closely related areas of sustainability. This work investigates the presence of descriptors linked to sustainability in the curricula of Spanish State Pedagogy degrees. The results showed the scant presence in these degrees of subjects whose designation reflected a direct link with sustainability. Moreover, the teaching projects of the subjects showed a predominance of professional competencies not explicitly linked to sustainability, while the presence of competencies directly related to sustainability, sociocultural perspectives, environmental, and economic perspectives was scarcer. In the content descriptors, the most frequently used terms were related to the environmental dimension as opposed to more inclusive, social, and professionalising terms. University education and the competencies of the degrees should be explicitly linked to sustainability perspectives.
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