| 1. |
- Lozano, Rodrigo, et al.
(författare)
-
Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutions
- 2022
-
Ingår i: Sustainable Development. - : John Wiley & Sons. - 2160-7540 .- 2160-7559 .- 0968-0802 .- 1099-1719. ; 30:4, s. 620-635
-
Tidskriftsartikel (refereegranskat)abstract
- Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: 1) the D-RAPID framework; and 2) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other’s insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable.
|
|
| 2. |
- Lozano, Rodrigo, et al.
(författare)
-
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences : Evidence from 15 Worldwide Higher Education Institutions
- 2023
-
Ingår i: Sustainable Development. - : Wiley. - 0968-0802 .- 1099-1719. ; 31:1, s. 349-359
-
Tidskriftsartikel (refereegranskat)abstract
- There has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.
|
|
| 3. |
|
|
| 4. |
- Tomic, Nikola, et al.
(författare)
-
Challenging chemical and quality changes of supercritical Co 2 dried apple during long-term storage
- 2019
-
Ingår i: Lebensmittel-Wissenschaft + Technologie. - : Academic Press. - 0023-6438 .- 1096-1127. ; 110, s. 132-141
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to analyze the stability of sensory properties and secondary metabolites in supercritical-CO 2 (scCO 2 ) dried ‘Elstar’ apple cuts/snacks during twelve months of storage at ‘room’ temperature. Air-drying and freeze-drying were used as reference methods. ScCO 2 -dried apple packed in aluminum-polyethylene bags under nitrogen gas retained a high sensory and nutritional quality, and acceptance level until the end of the observed period. The overall acceptance scores of these apples after 6 and 12 months of storage remained in the range of neutral consumer attitude “neither like nor dislike”. Packaging under nitrogen gas preserved the content of flavonols (≥0.14 g/kg), dihydrochalcones (≥0.10 g/kg), hydroxycinnamic acids (≥0.18 g/kg), triterpenes (≥5.72 g/kg), and proanthocyanidins (≥0.08 g/kg) in dried apple irrespective of the drying method applied. The comparison with the conventional drying processes demonstrated that scCO 2 -drying represents a promising alternative technology for the production of dried apple snacks. The study was assisted by the evaluation of consumer attitudes towards dried fruit and drying technologies. Freeze-drying, air-drying and scCO 2 -drying were recognized by the tested consumers as trustful drying-processes, with expressed interests in buying scCO 2 -dried products if the technology was scientifically proven as excellent in preserving nutrients, color and taste of food products.
|
|
