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Designing an innovative pedagogy for sustainable development in higher education / edited by Vasiliki Brinia and J. Paulo Davim.

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"This book develops a "green pedagogy" and a mindset in Higher Education by using approaches based on innovative design thinking, arts-based practices, digital transformation, and entrepreneurship for sustainable development. New pedagogical methods and educational solutions are devel...

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Bibliographic Details
Online Access: Full Text (via ProQuest)
Other Authors: Brinia, Vasiliki (Editor), Davim, J. Paulo (Editor)
Format: Electronic eBook
Language:English
Published: Boca Raton, FL : CRC Press, [2020]
Series:Higher education and sustainability
Subjects:
Sustainable development > Study and teaching (Higher)
Sustainability > Study and teaching (Higher)
Table of Contents:
  • Cover
  • Half Title
  • Series Page
  • Title Page
  • Copyright Page
  • Table of Contents
  • Preface
  • Editors
  • Contributors Bio
  • Introduction
  • Chapter 1 The Economics of Sustainable Development
  • 1.1 Introduction
  • 1.1.1 The Theory of Economic Growth through Basic Models
  • 1.1.2 The Role of Technology in Production
  • 1.2 Conceptual Framework
  • 1.2.1 Tracing the Events: A Historical Background
  • 1.2.2 Literature Review
  • 1.2.3 Measurement Efforts
  • 1.2.4 An Introduction to the Circular Economy
  • 1.3 Methodology
  • 1.3.1 Introducing the Sustainable Development Goals
  • 1.3.2 The SDG Index
  • 1.4 Results and Discussion
  • 1.5 Concluding Remarks
  • References
  • Chapter 2 Sustainable Development in Higher Education: A Constructivist Conceptual Framework for Smart Learning and Education
  • 2.1 Introduction
  • 2.2 Literature Review
  • 2.2.1 The Vision for Sustainable Development and the Role of Education
  • 2.2.2 Education for Sustainable Development in Higher Education
  • 2.2.3 Competencies for Sustainability
  • 2.2.4 Smart Pedagogies and Smart Learning for Sustainable Development
  • 2.2.5 The Constructivist Technological Dimension
  • 2.3 Methodology
  • 2.3.1 Problem and Project-Based Learning Models, Inquiry, and STEM
  • 2.3.2 Proposed Conceptual Framework for ESD
  • 2.4 Results and Discussion
  • 2.5 Concluding Remarks
  • References
  • Chapter 3 Cultural Heritage and Education for Sustainability
  • 3.1 Introduction
  • 3.2 Conceptual Framework
  • 3.3 Methodology
  • 3.4 Results and Discussion
  • 3.5 Concluding Remarks
  • References
  • Chapter 4 "I Can Be the Beginning of What I Want to See in the World": Outcomes of a Drama Workshop on Sustainability in Teacher Education
  • 4.1 Introduction
  • 4.2 Previous Research and Purpose
  • 4.2.1 Research on Drama and Role-Play in Higher Education for Sustainability
  • 4.2.2 Purpose
  • 4.3 Methodology
  • 4.4 Results and Discussion
  • 4.4.1 Students' Approaches to Apply Educational Drama
  • 4.4.2 Comments on Students' Approaches to Applying Drama
  • 4.4.3 Students' Reflections on Sustainability and the Environment
  • 4.4.3.1 Peer-Related Reflections
  • 4.4.3.2 Pedagogical Reflections
  • 4.4.3.3 General Reflections
  • 4.4.4 Comments on Students' Reflections on Sustainability
  • 4.4.5 Overview of the Results
  • 4.4.6 Appreciation and Critique of the Drama Workshop
  • 4.4.7 Comments on the Workshop and the Study
  • 4.5 Concluding Remarks
  • References
  • Chapter 5 Knowledge Creation and Sharing in Higher Education: The Long-Run Effect in Sustainable Development
  • 5.1 Introduction
  • 5.2 Conceptual Framework and Literature Review
  • 5.3 Methodology
  • 5.3.1 Knowledge-Based Intertemporal Utility Function
  • 5.3.2 Sharing Effects
  • 5.3.3 Sharing and Knowledge Externalities
  • 5.3.3.1 Individual Student's Economy
  • 5.3.3.2 Higher Education Economy as a Whole
  • 5.4 Results and Discussion
  • 5.5 Concluding Remarks
  • References

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