The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development
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AuthorEstrada Vidal, Ligia Isabel; Olmos Gómez, María Del Carmen; López Cordero, Rafael; Ruiz Garzón, Francisca
Education for Sustainable DevelopmentCommunity university partnershipSocial responsibilitySustainable developmentEnvironmental JusticeCommunity-engaged research
Estrada-Vidal, L. I., Olmos-Gómez, M. D. C., López-Cordero, R., & Ruiz-Garzón, F. (2020). The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development. International Journal of Environmental Research and Public Health, 17(15), 5323. [doi: 10.3390/ijerph17155323]
Sponsorship"Unidad de Excelencia de la Universidad de Granada (UGR): Desigualdad, Derechos Humanos y Sostenibilidad (DEHUSO)" [Unit of Excellence of the University of Granada (UGR): Inequality, Human Rights and Sustainability]
In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are di erences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.