Working Paper Article Version 1 This version is not peer-reviewed

Presence of Sustainability in the Curricula of the Spanish State Degree in Pedagogy from an Inclusive and Socio-Cultural Approach

Version 1 : Received: 24 March 2021 / Approved: 26 March 2021 / Online: 26 March 2021 (10:19:56 CET)

How to cite: Rodríguez, J.A.; Alegre, O.M. Presence of Sustainability in the Curricula of the Spanish State Degree in Pedagogy from an Inclusive and Socio-Cultural Approach. Preprints 2021, 2021030653 Rodríguez, J.A.; Alegre, O.M. Presence of Sustainability in the Curricula of the Spanish State Degree in Pedagogy from an Inclusive and Socio-Cultural Approach. Preprints 2021, 2021030653

Abstract

An inclusive curriculum with a socio-cultural approach must include content on sustainability. This study raised the following problem: What is the presence of contents related to sustainability in the curricula of 24 degrees of Pedagogy of the Spanish state.? Through an explicit study, subjects directly related to sustainability were identified and analyzed through the qualitative data analysis program Atlas-ti. The categories of analysis used were those present in the Sustainability Thesaurus [4] to which the professional category was incorporated. The results showed, on the one hand, the low presence in these grades of subjects whose name indicates a direct link with sustainability and, on the other hand, On the other hand, the presence of professional competencies was detected, which were not subsequently specified in the corresponding learning outcomes or in the training content.

Subject Areas

sustainability; inclusive education; pedagogy; degrees; study plans

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