Manual de educación para el desarrollo sostenible

& González, 2010; Rivero, 2008 citado por Del Giorgio Solfa, Sierra, Vescio, & Fernández Zocco, 2018, p. Desde estos antecedentes es muy apropiado realizar una mirada a

Este principio pedagógico —especialmente fructífero desde la perspectiva de una Filosofía Práctica de la Educación (vid.. Cantero, 1996)—, aplicado a la elaboración

In the “big picture” perspective of the recent years that we have described in Brazil, Spain, Portugal and Puerto Rico there are some similarities and important differences,

Looking at preliminary research in scientific journals and at the Engineering Education in Sustainable Development Conference (from 2006 to 2016), two trends were

Implications for practice of the global diversity of assess- ment in higher education are a requirement for induction for staff and students about the different assessment prac-

Four questions were devised to determine (1) which conceptions the university faculty has about sustainability in the context of the Spanish higher education (2) what

Por todo lo anterior y tomando la competencia global desde el enfoque del re-construccionismo social y el aprendizaje centrado en el alumno, para seguir investigando y

The organisation defines global competence as: «the capacity to examine global and intercultural issues, to understand and appreciate different perspectives based on respect