Global Change Challenge in the Higher Education Curriculum on the Approach of Blended Learning
Le défi du changement global dans le programme d'enseignement supérieur selon l'approche de l'apprentissage mixte
Caroline Leininger-Frézal
(1, 2, 3)
,
Sandra Sprenger
(4)
,
María-Luisa De Lázaro-Torres
(5)
,
María Ángeles Rodríguez Domenech
(6)
,
Neli Heidari
(4)
,
Maria Pigaki
(7)
,
Cédric Naudet
(3)
,
Aurore Lecomte
(3)
,
Marta Gallardo
(5)
1
UFR SHS UPCité -
UFR Sciences humaines et sociales [Sociétés et Humanités] - Université Paris Cité
2 UFR GHES UPCité - UFR Géographie, histoire, économie et sociétés [Sociétés et Humanités] - Université Paris Cité
3 LDAR (URP_4434) - Laboratoire de Didactique André Revuz
4 University of Hamburg
5 UNED - Universidad Nacional de Educación a Distancia
6 UCLM - Universidad de Castilla-La Mancha = University of Castilla-La Mancha
7 NTUA - National Technical University of Athens [Athens]
2 UFR GHES UPCité - UFR Géographie, histoire, économie et sociétés [Sociétés et Humanités] - Université Paris Cité
3 LDAR (URP_4434) - Laboratoire de Didactique André Revuz
4 University of Hamburg
5 UNED - Universidad Nacional de Educación a Distancia
6 UCLM - Universidad de Castilla-La Mancha = University of Castilla-La Mancha
7 NTUA - National Technical University of Athens [Athens]
Cédric Naudet
- Fonction : Auteur
- PersonId : 750492
- IdHAL : cedric-naudet
- ORCID : 0000-0002-7613-0077
Aurore Lecomte
- Fonction : Auteur
- PersonId : 750571
- IdHAL : aurore-lecomte
- ORCID : 0000-0002-8339-7378
Résumé
Global change is one of the greatest challenges facing societies today. Higher education plays a crucial role in providing knowledge on global change, contributing to the achievement of the Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. How is global change integrated into the planned, delivered and achieved curriculum? Has the pandemic promoted the development of blended learning courses on global change? To answer these two research questions, we conducted 25 interviews with academics about the prominence of global change in their courses and curriculum. We also analysed several geography curricula. It emerged that universities play a central role in mainstreaming global change into curricula in the context of education for sustainable development (ESD) and climate change. There were two main findings: (i) ESD has been implemented selectively in higher geography education, with a focus on environmental issues and different approaches and (ii) blended learning is a useful approach to develop new curriculum structures and content to educate students about global change.
Domaines
Sciences de l'Homme et SociétéFormat du dépôt | Notice |
---|---|
Type de dépôt | Article dans une revue |
Titre |
en
Global Change Challenge in the Higher Education Curriculum on the Approach of Blended Learning
fr
Le défi du changement global dans le programme d'enseignement supérieur selon l'approche de l'apprentissage mixte
|
Résumé |
en
Global change is one of the greatest challenges facing societies today. Higher education plays a crucial role in providing knowledge on global change, contributing to the achievement of the Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. How is global change integrated into the planned, delivered and achieved curriculum? Has the pandemic promoted the development of blended learning courses on global change? To answer these two research questions, we conducted 25 interviews with academics about the prominence of global change in their courses and curriculum. We also analysed several geography curricula. It emerged that universities play a central role in mainstreaming global change into curricula in the context of education for sustainable development (ESD) and climate change. There were two main findings: (i) ESD has been implemented selectively in higher geography education, with a focus on environmental issues and different approaches and (ii) blended learning is a useful approach to develop new curriculum structures and content to educate students about global change.
|
Auteur(s) |
Caroline Leininger-Frézal
1, 2, 3
, Sandra Sprenger
4
, María-Luisa De Lázaro-Torres
5
, María Ángeles Rodríguez Domenech
6
, Neli Heidari
4
, Maria Pigaki
7
, Cédric Naudet
3
, Aurore Lecomte
3
, Marta Gallardo
5
1
UFR SHS UPCité -
UFR Sciences humaines et sociales [Sociétés et Humanités] - Université Paris Cité
( 1004838 )
- 45 rue des Saints-Pères - bâtiment Jacob - 75270 Paris cedex 6
- France
2
UFR GHES UPCité -
UFR Géographie, histoire, économie et sociétés [Sociétés et Humanités] - Université Paris Cité
( 1051421 )
- Campus des Grands Moulins - Bâtiment Olympe de Gouges, 8 place Paul Ricoeur, 75013 Paris
- France
3
LDAR (URP_4434) -
Laboratoire de Didactique André Revuz
( 1004955 )
- Université Paris Diderot, bât. Sophie Germain, place Aurélie Nemours, 8e étage, case courrier 7018
75205 Paris cedex 13
Université Paris Diderot - UFR de physique –Bâtiment Condorcet - 8e étage - 4 rue Elsa Morante 75013 Paris
Université Paris Diderot - UFR de mathématiques - Bâtiment Sophie Germain - 8e étage -Place Aurélie Nemours 75013 Paris
- France
4
University of Hamburg
( 419674 )
- Mittelweg 177, 20148 Hamburg
- Allemagne
5
UNED -
Universidad Nacional de Educación a Distancia
( 313203 )
- Madrid
- Espagne
6
UCLM -
Universidad de Castilla-La Mancha = University of Castilla-La Mancha
( 416782 )
- Paseo de la Universidad 4,
13071 Ciudad Real Spain
- Espagne
7
NTUA -
National Technical University of Athens [Athens]
( 58785 )
- Patission Complex, 42, Patission str, 10682 Athens
Zografou Campus - 9, Iroon Polytechniou str - 15780 Zografou, Athens
- Grèce
|
Date de publication électronique |
2023-05
|
Langue du document |
Anglais
|
Date de publication |
2023-05-15
|
Volume |
14
|
Numéro |
2
|
Page/Identifiant |
1-14
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Audience |
Internationale
|
Nom de la revue |
|
Domaine(s) |
|
DOI | 10.48088/ejg.c.lei.14.2.001.014 |
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