Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students.

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Autor/Urheber	Diego Galán-Casado; Alvaro Moraleda; María Luisa Martínez-Martí; Miguel Ángel Pérez-Nieto
Institution	MDPI AG
Titel	Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students.
Quelle	In: doi:10.3390/su12072668; 2071-1050; Sustainability, Vol 12, Iss 2668, p 2668 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3390/su12072668
Schlagwörter	sustainable environments; new environments learning; sustainable development goals; learning processes; experience sampling method; physical environment; Environmental effects of industries and plants; TD194-195; TJ807-830; Environmental sciences; GE1-350
Abstract	Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.
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