| 1. |
- Boned-Gómez, Salvador, et al.
(författare)
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Unveiling Connections: A Thorough Analysis of Sustainable Development Goals Integration within the Spanish Physical Education Curriculum
- 2024
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Ingår i: Education Sciences. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- This study analyses the relationship between the Physical Education (PE) curriculum in Secondary Education in Spain and the Sustainable Development Goals (SDGs). The Physical Education curriculum of Compulsory Secondary Education, as well as the complementary materials, were analysed through document analysis. Although there is no explicit relationship, the analysis reveals links between curricular elements and SDGs targets, particularly with SDG 4 (Quality Education), 3 (Health and Well-being), and 5 (Gender Equality). Other SDGs, such as 10 (Reducing Inequalities) and 12 (Responsible Consumption), are less related. The social dimension of sustainable development is most closely linked to PE. A historical analysis of the treatment of sustainable development in PE curricula in Spain is also presented, examining how they have evolved over time. The manuscript helps clarify how teachers and researchers can mobilize competencies to address global challenges in students' lives as individuals and world citizens, fostering commitment and social responsibility. Furthermore, this work highlights the importance of integrating the SDGs into education and how PE can be a key tool in this process.
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| 2. |
- Baena-Morales, Salvador, et al.
(författare)
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Towards a more sustainable future: simple and effective recommendations to integrate planetary health into education
- 2023
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Ingår i: The Lancet Planetary Health. - 2542-5196. ; 7:10
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Forskningsöversikt (refereegranskat)abstract
- This Personal View presents recommendations aimed at integrating planetary health into various stages of education, which are simple but effective, and designed with teachers in training and those who have not yet considered how to incorporate UNESCO’s Education for Sustainable Development into their teaching practice. However, the constantly evolving nature of the Education for Sustainable Development programme must be recognised, and the importance of being able to adapt teaching methods to meet the changing needs of students as they progress through their educational journey should be highlighted. Therefore, this Personal View considers the cognitive, social, and ethical evolution of students and offers specific recommendations for preschool, primary, secondary, and university education levels. We recommend that educators should focus on teaching students to critically evaluate data on sustainability and to develop innovative solutions to environmental challenges. We also highlight the importance of incorporating practical projects, using active methods that promote skills related to caring for the planet, or the importance of situated learning that attends to the particularities of each context. In this way, students can develop skills and values that contribute to a more sustainable future. The recommendations made here aim to provide educators and researchers with simple but effective ways to integrate planetary health into education.
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| 3. |
- Fröberg, Andreas, 1985, et al.
(författare)
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How to teach about sustainable development in physical education? Examples from the perspectives of certified teachers in Sweden
- 2023
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Ingår i: Frontiers in Education. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Teachers have a vital role in educating and empowering students to become informed and active agents of change in promoting sustainable development (SD). Little is known what PE teachers teach about SD. The aim of the present study was to explore what certified compulsory school and upper-secondary school physical education (PE) teachers in Sweden teach about SD within their practice. An online survey was used to collect data about background information and what the PE teachers had taught about SD in PE. Data from 653 PE teachers was used and the teaching examples were analysed through thematic analysis. The analysis resulted in eight themes: Equality, inclusion, and norms, Exploring the local environment, Outdoor education and care of nature, Interdisciplinary projects, Picking waste and recycling, Sustainable bodies, Sustainable lifestyles, health and well-being, and Sustainable use of products and consumption. The findings suggest that PE can have distinct subject-specific contribution to aspects of the SD agenda, but also a role to empower students of how movement, exercise, and sport can be embedded within a broader ecological perspective. Furthermore, the described themes may open for research about what competences that are particularly relevant for PE teachers in the context of SD.
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