Exploring Innovative Strategies in Problem Based Learning to Contribute to Sustainable Development: A Case Study

Autor/inn/en	Carrió Llach, Mar; Llerena Bastida, Maria
Titel	Exploring Innovative Strategies in Problem Based Learning to Contribute to Sustainable Development: A Case Study
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.159-177 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-07-2021-0296
Schlagwörter	Problem Based Learning; Sustainable Development; Objectives; Curriculum Development; Vignettes; Biology; Biomedicine; Outcomes of Education; Student Attitudes; Teaching Methods; Medical Education; Science Instruction; Foreign Countries; Case Studies; Instructional Innovation; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Nachhaltige Entwicklung; Goal definition; Zielsetzung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Biologie; Biomedizin; Lernleistung; Schulerfolg; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Medizinische Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Case study; Fallstudie; Case Study; Educational Innovation; Bildungsinnovation
Abstract	Purpose: Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios. Design/methodology/approach: Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups. Findings: The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals. Originality/value: The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01