Systematic Literature Review
Curriculum
Sustainability
Área
Gestão Socioambiental
Tema
Desenvolvimento Sustentável e os ODSs
Autores
Nome
1 - Bárbara Galleli UNIVERSIDADE FEDERAL DO PARANÁ (UFPR) - Departamento de Administração
2 - Gabriele da Cunha Lopes UNIVERSIDADE FEDERAL DO PARANÁ (UFPR) - Setor de Ciências Sociais Aplicadas
3 - Gabriel Gusso Mazzo UNIVERSIDADE FEDERAL DO PARANÁ (UFPR) - Campus Jardim Botânico
4 - Paulo Magalhães Cavalcanti da Rocha UNIVERSIDADE FEDERAL DO PARANÁ (UFPR) - Campus Botânico
Reumo
The university is one of the main drivers of education for sustainable development. Studies have made an effort to map the initiatives and practices undertaken. There is little consolidated information about sustainability in the curriculum as an educational strategy for sustainability.
Given this gap of research, this article aims to provide an overview of academic studies on the sustainable curriculum in long-term formal courses in higher education. To guide this paper, we present the following question: “What are the drivers, features, and outcomes regarding a sustainable curriculum?”. To answer it, we made use of a systematic literature review, covering almost five thousand papers, in more than two decades of studies.
A theoretical foundation is presented on the implementation of sustainability courses in long-term higher education curricula. In order to clarify the objectives of the curriculum, the chapter searches for experiences in educational practice, the thematic relevance and the limitations that surround it.
The discussion is centered around the efforts and barriers to the implementation of sustainability into the higher education curricula. Most studies address multidisciplinarity as a requirement to a successful curriculum, but a few papers argue for a second best approach, suggesting that specific courses are also a viable route. Another aspect that is recurrent in the literature and explored in the paper is faculty capacitation efforts, which usually represent a barrier to sustainability curriculum implementation.
From greening operation to focus on including projects, it was possible to provide an overview of academic studies on the sustainable curriculum in long-term formal courses in higher education. This study evidence the importance of including the discussion of engaging to sustainable development and involved all individuals to move forward.
Leal Filho, W. (2011). About the Role of Universities and their contribution to sustainable development. Higher Education Policy, 24(4), 427–438. https://doi.org/10.1057/hep.2011.16
Petticrew, Mark., & Roberts, H. (2006). Systematic reviews in the social sciences: a practical guide. Blackwell Pub.
Weiss, M., Barth, M., Wiek, A., & von Wehrden, H. (2021). Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence. Higher Education Studies, 11(2), 42. https://doi.org/10.5539/hes.v11n2p42