Current education trends to explore sustainable cities
Article Sidebar
Main Article Content
Abstract
Education is crucial to the sustainable progress of urban areas. Global initiatives such as the Sustainable Development Goals (SDGs) have effectively contributed to incorporating sustainability principles into school curricula throughout the world. For this integration to be effective, education programmes must develop skills and competencies in young people in areas such as resource management, smart and sustainable urban planning, and sustainable development policies. In this way, future citizens will be prepared to tackle and manage the environmental challenges of their cities. The bibliographical review carried out in this research aims to determine current educational trends to explore sustainable cities and establish which educational level is carrying out the most work in this area and the methodologies used, as well as to detect existing potentialities and shortcomings. The research focuses on the European context, with Spain being the country with the most relevant publications, followed by Poland and Portugal. These findings highlight the importance of Education for Sustainable Development in different European regions and provide a solid foundation for future research and educational practices aimed at urban sustainability.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Ahvenniemi, H., Huovila, A., Pinto-Seppä, I., & Airaksinen, M. (2017). What are the differences between sustainable and smart cities? Cities, 60(Part A), 234-245. https://doi.org/10.1016/j.cities.2016.09.009
Allenby, B., (2009). The industrial ecology of emerging technologies complexity and the reconstruction of the world. Journal of Industrial Ecology, 13(2), 168-183. https://doi.org/10.1111/j.1530-9290.2009.00114.x
Amadio, M. (2013). A rapid assessment of curricula for general education focusing on cross-curricular themes and generic competences or skills. Background paper for the EFA Global Monitoring Report. Recuperado a partir de https://unesdoc.unesco.org/ark:/48223/pf0000225939
Aquilani, B., Silvestri, C., Ioppolo, G., & Ruggieri, A. (2018). The challenging transition to bio-economies:towards a new framework integrating corporate sustainability and valea co-creation. Journal of Cleaner Production, 72, 4001- 4009. http://dx.doi.org/10.1016/j.jclepro.2017.03.153
Bibri S. E., & Krogstieb J., (2017). Smart sustainable cities of the future: An extensive interdisciplinary literature review, Sustainable Cities and Society, 31, 183-212. http://dx.doi.org/10.1016/j.scs.2017.02.016
Burton, E. (2001, April). The compact city and social justice. In Housing, Environment and Sustainability, Housing Studies Association Spring Conference. York, UK: University of York. 1-16. https://www.researchgate.net/publication/253587711_The_Compact_City_and_Social_Justice
Camagni, R., Capello, R., & Nijkamp, P. (1998). Towards sustainable city policy: an economy- environment technology nexus. Ecological Economics, 24, 103-118. https://doi.org/10.1016/S0921-8009(97)00032-3
CEC, The Aalborg Charter, (1994). The European Conference on Sustainable Cities & Towns in Aalborg, Denmark. 1-5
Ceruti M., Bellusci f., (2020). Abitare la complessità. La sfida di un destino comune. Milano, Mimesis
Ehrlich,P.R., & Holdren, J.P., (1971) Impact of population growth. American Association for the advancement of science, 171, 1212-1217. https://doi.org/10.1126/science.171.3977.1212
Elmqvist, T., Andersson, E., Frantzeskaki, N. et al. (2019). Sustainability and resilience for transformation in the urban century. Nature Sustainability, 2(4). https://doi.org/10.1038/s41893-019-0250-1
Finco, A., & Nijkamp, P. (2021). Pathway to urban sustainability, Journal of environmental policy and planning, 27, 84-96. http://dx.doi.org/10.1002/jepp.94
Freire, P., (1974). Pedagogy of the Oppressed. New York, The Seabury Press
González Morales, A. L. (2019). Affective sustainability: The creation and transmission of affect through an educative process: An instrument for the construction of more sustainable citizens. Sustainability, 11(15), 4125. https://doi.org/10.3390/su11154125
Granados Sánchez, J. (2021). Educación geográfica para la consecución de los objetivos de desarrollo sostenible. Didáctica Geográfica, 22, 13-19. Recuperado a partir de https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/638
Griggs, D., Stafford-Smith, M., Gaffney, O. et al. (2013). Policy: sustainable development goals for people and planet. Nature, 495, 305–307. https://doi.org/10.1038/495305a
Harvey, D., (2009), Cosmopolitanism and the geographies of freedom. New York, Columbia University.
Haughton, G., & Hunter, C. (1997). Developing sustainable urban development models, Cities, 14, 189-195. https://doi.org/10.1016/S0264-2751(97)00002-4
López Solís, D. A. (2013). La sostenibilidad urbana en la Unión Europea. Revista Electrónic@ de Medio Ambiente, 14(2), 38-62. http://dx.doi.org/10.5209/rev_MARE.2013.v14.n2.43550
Lozano, R., Lukman, F., Lozano, D., Huisingh, W. et al. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19. https://doi.org/10.1016/j.jclepro.2011.10.006
Meadows, D. (1999). Leverage Points: places to intervene in a system. The Sustainability Institute.
Molnar, A. (2019). Education in smart cities: practices and challenges. Proceedings of the 16th International Conference on Applied Computing 2019.
ONU (1972). United Nations Conference on Human Environment, Stockholm Declaration, Stoccolma, Rapporto della Commissione Mondiale per l’Ambiente e lo sviluppo (WCED), Our Common Future, A/426 file:///C:/Users/Utente/Downloads/stockholm_declaration.pdf
ONU (1993). Agenda 21, United Nations Conference on Environment & Development Rio de Janeiro, Brazil, June 1992, 1-351. Recuperado a partir de https://sustainabledevelopment.un.org/content/documents/Agenda21.pdf
Rodríguez-Domenech, Mª. Á. (2023). La educación geográfica ante los desafíos mundiales del Siglo XXI. Didáctica Geográfica, 24, 11-14. Recuperado a partir de https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/690
Rodríguez-Domenech, Mª. Á. (2022). El papel de la Geografía en la Enseñanza de los Objetivos de Desarrollo Sostenible: Aprendizaje a través competencias geográficas. En Olcina, J. y Morote, A. (Coord). La enseñanza de la Geografía en el siglo XXI. Retos, recursos y propuestas docentes ante los nuevos desafíos globales. Pp. 63-76. Universidad de Alicante.
Satterthwaite, D. (2008). Cities’ contribution to global warming. Notes on the allocation of the gas emissions. Environment and Urbanization, 20, 539-549. http://dx.doi.org/10.1177/0956247808096127
Bibri, S. E., Krogstie, J. (2017). Smart sustainable cities of the future: An extensive interdisciplinary literature review. Sustainable Cities and Society, 31, 83-212. http://dx.doi.org/10.1016/j.scs.2017.02.016
Wright, T. (2002). Definitions and frameworks for environmental sustainability in higher education. Higher Education Policy, 15, 105-120. http://dx.doi.org/10.1016/S0952-8733(02)00002-8
United Nations Human Settlements Programme. (2022). World Cities Report 2022. United Nations Human Settlements Programme. https://unhabitat.org/sites/default/files/2022/06/wcr_2022.pdf
UNESCO, (2012). Shaping the Education of Tomorrow: 2012 Report on the UN Decade of Education for Sustainable Development, Abridged. Recuperado a aprtir de https://sustainabledevelopment.un.org/content/documents/919unesco1.pdf
UNESCO (2014). Shaping the future we want: UN decade of education for sustainable development. Paris. Recuperado a partir de https://unesdoc.unesco.org/ark:/48223/pf0000230171
UNESCO. (2017). Educación para los Objetivos de Desarrollo Sostenible: Objetivos de aprendizaje. Prefazione di Qian Tang, Direttore Generale Aggiunto per l'Educazione, UNESCO, 2010-2018. UNESCO.