Higher Education and Sustainable Development Goals (SDG) in Good-Health and Well-Being, Education and Social Inclusion
A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Global Health".
Deadline for manuscript submissions: closed (10 April 2023) | Viewed by 59466
Special Issue Editors
Interests: service-learning in physical education; formative assessment; teaching physical education; physical education and sport pedagogy
Special Issues, Collections and Topics in MDPI journals
Interests: service-learning in physical education; formative assessment; teaching physical education; physical education and sport pedagogy
Special Issues, Collections and Topics in MDPI journals
Interests: transformative pedagogies; service-learning; social justice; critical pedagogy; teacher education
Interests: physical education; learning and didactic in physical education; motivation; neuroscience; physical activities in the natural environment
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Higher education (HE) must renew its pedagogical paradigm by placing students at the centre of the teaching–learning process. In order to promote effective training programs, many kinds of pedagogical innovations are emerging in higher education, some of which emphasise and provide experiential and participatory learning scenarios aligned with a firm ethical commitment [1].
Moreover, HE curriculum and goals have been reformed in most countries across the world in recent decades. The goal of the new HE curricula is to develop actively educated individuals who possess the knowledge, skills, and confidence to effectively apply their learning, instead of solely educating contents without any sense [2]. In this vein, a number of constructivist-based pedagogical models have attracted increasing attention from researchers, lecturers, and students, such as active methodologies based on social inclusion, healthy habits, and well-being.
The Sustainable Development Goals (SDG) [3], defined in Agenda 2030 for Sustainable Development, justify the interest of active methodologies and inclusive education as a training strategy, orienting the sensibility of the students towards social issues. The SDG in HE aims to establish a real commitment with the community, forming an active citizenship for the achievement of the SDG. Some examples may be work on topics such as health and welfare, quality education, gender equality, healthy habits, etc.
Recent studies [4] show the impact that healthy and inclusive social education approaches have on the achievement of SDG. All of the above must be linked to the social, economic, and natural level of collaborative processes in which technical and social learning are fused, applying it to a concrete reality. From the field of HE, we can increase these benefits and even achieve results in certain areas of people's lives that in some cases, can become fundamental to having a dignified life.
Dr. Antonio Baena-Extremera
Dr. Pedro Jesús Ruiz-Montero
Prof. Oscar Chiva-Bartoll
Prof. María Luisa Santos Pastor
Guest Editors
References
- Philpot, R. (2015). Critical Pedagogies in PETE: An Antipodean Perspective. Journal of Teaching in Physical Education, 34(2), 316–32.
- Chiva-Bartoll, O., Ruiz Montero, P. J., Capella-Peris, C., & Salvador-García, C. (2020) Effects of Service Learning on Physical Education Teacher Education Students’ Subjective Happiness, Prosocial Behavior, and Professional Learning. Frontiers in Psychology, 11.
- United Nations (UN) General Assembly (2015). Transforming Our World: The 2030 Agenda for Susainable Development; Resolution adopted by the General Assembly A/RES/70/1. Available online on: https://www.un.org/sustainabledevelopment/ (accessed on 6 November 2021).
- Santos-Pastor, M.L.; Cañadas, L.; Martínez-Muñoz, L.F., & García-Rico, L. (2020). Design and validation scale to assess university service-learning in physical activity and sports. Educación XX1, 23(2), 67-93, doi: 10.5944/educXX1.25422
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Keywords
- active methodology
- education proficiency standards
- formative assessment
- good health and well-being
- health education
- health habits
- pedagogy
- quality education
- service learning
- social justice
- social work to improve public health
- teaching and learning model
