Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Roberta Piazza, Giovanni Castiglione, Jose Roberto Guevara
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引用次数: 0

Abstract

University-based curriculum development often involves adding new content. This ‘just add’ approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs’ vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities’ roles in addressing global challenges.
全球转型中的大学:重新思考课程整合与合作,共同创造我们的未来
以大学为基础的课程开发往往涉及增加新内容。这种 "简单添加 "的方法也被用于将联合国可持续发展目标纳入课程,将其简化为一份清单,而不是接受其全面和变革性的目标。这一点对于可持续发展目标 4 和 4.7 尤为重要,因为这两个目标需要深入、跨领域的理解,以实现教育变革,建设一个更加公平和可持续发展的世界。在这篇简短的反思论文中,卡塔尼亚大学和皇家墨尔本理工大学的同事们对将可持续发展目标纳入大学课程进行了反思,强调通过合作实现教育转型。他们探讨了大学内部的背景、承诺以及在培养学生通过可持续发展目标的愿景了解复杂世界方面所面临的挑战。作者讨论了可持续发展目标和可持续发展教育(ESD)作为指导成功整合可持续发展目标的框架。他们以气候变化教育为例,强调需要在多个范围内采取协调行动,并与变革性学习原则保持一致。作者认为,可持续发展目标为转型过程提供了机会,需要同事和学生之间的有效合作。他们呼吁大学领导层支持员工的持续能力建设、资源合作和跨学科教学项目,并促进大学在应对全球挑战中的自我反思。
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来源期刊
Journal of Adult and Continuing Education
Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
26
期刊介绍: The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.
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