La formación del profesorado para la sostenibilidad y multidisciplinaridad en proyectos de educación superior

Abstract

Sustainable development, of a marked multidisciplinary nature, reflected in the goals of the UN2030 Agenda [1], is not an exclusive issue of the Governments and Institutions, but is a shared responsibilityof the whole society. The Institutions lead this responsibility, through strategic plans to produce asocial interaction. The University, from its integrative, formative and multidisciplinary activity, can andshould play a fundamental role as an engine of change in the awareness and behaviour of society. UniversityTeachers, in their role in teaching-learning process and in their professional development, needtraining and resources to lead this change.Therefore, this paper presents an experience carried out at University of the Basque Country(UPV/EHU), aimed at teacher training in order to favor a change in the proposal and implementationof projects for higher education students. The objective for these projects is to be multidisciplinary, carriedout with active methodologies and focused on professional activity and sustainable development.In the experience, teachers from eleven areas of very different knowledge subjects participated,including Engineering, Architecture, History of Art, Sociology, Mineralogy and Petrology, Philology,Chemistry, Economics, Pharmacy and Evolutionary Psychology. The training was given both into andout of the classroom for three weeks (1 ECTS credit).Work teams composed between three and five people from different areas of knowledge wereformed, to which, three scenarios were proposed, including real and professional problems to developdifferent projects. These scenarios included a challenge / problem, to be solved from the knowledge ofeach area and sustainability.The methodology used in the training was Problem Based Learning (PBL). Each team member establisheda thread of situations / subproblems related to their area of knowledge, which allowed reachingthe resolution of the proposed challenge. A virtual classroom served as a supporting platform forthe interaction between all the participants and the training team.As a final result, proposals for multidisciplinary projects were obtained, which are intended to bedeveloped by students from different Degrees with the focus on sustainability.The evaluation of the projects was carried out both by the peers and by the training team, followinga checklist.by means of a checklist. Participants gave a 6/6 score to the course.