Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

Abstract

Purpose

The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education.

Design/methodology/approach

Cluster analysis is used to define 252 students’ skills patterns and their perception of the different active learning methodologies conducted in class to promote SD.

Findings

The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD.

Research limitations/implications

The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants.

Practical implications

The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development.

Social implications

These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals.

Originality/value

This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

Citation

Martínez Casanovas, M., Ruíz-Munzón, N. and Buil-Fabregá, M. (2022), "Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies", International Journal of Sustainability in Higher Education, Vol. 23 No. 3, pp. 703-727. https://doi.org/10.1108/IJSHE-03-2021-0082