2026-04-03T22:16:53Zhttps://recercat.cat/oai/requestoai:recercat.cat:20.500.12328/45482025-05-16T12:56:36Zcom_2072_67741col_2072_484352
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
Gisela, Cebrian
Moraleda, Alvaro
Fernández Morilla, Mònica
Fuertes, Maria Teresa
SEGALAS, JORDI
Gutiérrez Blanco, Ibón
Desenvolupament sostenible
Educació superior
Aprenentatge servei
Educació per al Desenvolupament Sostenible (ESD)
Alumnes
Sostenibilitat
Desarrollo sostenible
Educación superior
Aprendizaje servicio
Educación para el Desarrollo Sostenible (EDS)
Estudiantes
Sostenibilidad
Sustainable development
Higher education
Service-learning
Education for Sustainable Development (ESD)
Students
Sustainability
37
378
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the develop- ment of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university stu- dents of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustain- ability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action.
info:eu-repo/semantics/publishedVersion
2021
info:eu-repo/semantics/article
Gisela, Cebrian; Moraleda, Alvaro; Fernández Morilla, Mònica [et al.]. Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators. Teachers and Teaching: Theory and Practice, 2021, 27(6), p. 488-505. Disponible en: <https://www.tandfonline.com/doi/full/10.1080/13540602.2021.1977269>. Fecha de acceso: 16 ene. 2025. DOI: 10.1080/13540602.2021.1977269
1354-0602
http://hdl.handle.net/20.500.12328/4548
https://dx.doi.org/10.1080/13540602.2021.1977269
eng
Teachers and Teaching: Theory and Practice
27;6
© Taylor & Francis
info:eu-repo/semantics/openAccess
18
Universitat Politècnica de Catalunya