<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/85012">
      <dc:title>Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER</dc:title>
      <dc:creator>Soto Solier, Pilar Manuela</dc:creator>
      <dc:creator>García López, Ana María</dc:creator>
      <dc:creator>Prados Peña, María Belén</dc:creator>
      <dc:subject>Educational research</dc:subject>
      <dc:subject>Sustainable development</dc:subject>
      <dc:subject>Transdisciplinarity</dc:subject>
      <dc:subject>Social responsibility</dc:subject>
      <dc:subject>Education-art-technologies</dc:subject>
      <dc:subject>Arts education</dc:subject>
      <dc:description>The development of the Sustainable Development Goals (SDGs) is a challenge that requires&#xd;
the involvement of the educational system. This study seeks to identify the perception and knowledge&#xd;
of future teachers in relation to sustainable development (SD), the European Green Deal (ECD), and&#xd;
circular economy (CE) at the University of Granada. A qualitative study was carried out, conducted&#xd;
face to face, using an online questionnaire in the classroom. A total of 321 students participated,&#xd;
from bachelor’s degrees in early childhood and primary education to master’s degrees in secondary&#xd;
education. Out of these, 176 validated questionnaires were analyzed. The results showed that&#xd;
future teachers understood the importance of SD education as an important social problem. They&#xd;
believed that education in SD, EGD, or CE could contribute to solving environmental and social&#xd;
problems. Nevertheless, they doubted whether this training should be included by universities in&#xd;
their training actions for teachers; they expressed reservations about the educational effectiveness&#xd;
of the curricula. However, most of them considered the need for more training in this area. Finally,&#xd;
they associated sustainable development mainly with the environmental dimension, followed by the&#xd;
social dimension, and to a lesser extent with the economic dimension.</dc:description>
      <dc:date>2023-10-16T09:18:37Z</dc:date>
      <dc:date>2023-10-16T09:18:37Z</dc:date>
      <dc:date>2023-08-03</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>Soto-Solier, P.M.; García-López, A.M.; Prados-Peña, M.B. Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER. Educ. Sci. 2023, 13, 794. [https://doi.org/10.3390/educsci13080794]</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/85012</dc:identifier>
      <dc:identifier>10.3390/educsci13080794</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:relation>info:eu-repo/grantAgreement/EC/H2020/101008060</dc:relation>
      <dc:rights>http://creativecommons.org/licenses/by/4.0/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución 4.0 Internacional</dc:rights>
      <dc:publisher>Education sciences</dc:publisher>
   </ow:Publication>
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