COVID-19: the impact of a global crisis on sustainable development teaching
Authors: Leal Filho, W., Shiel, C. et al.
Journal: Environment, Development and Sustainability
Volume: 23
Issue: 8
Pages: 11257-11278
eISSN: 1573-2975
ISSN: 1387-585X
DOI: 10.1007/s10668-020-01107-z
Abstract:The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have—as a whole—adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.
Source: Scopus
Preferred by: Chris Shiel
COVID-19: the impact of a global crisis on sustainable development teaching.
Authors: Leal Filho, W., Shiel, C. et al.
Journal: Environ Dev Sustain
Volume: 23
Issue: 8
Pages: 11257-11278
eISSN: 1573-2975
DOI: 10.1007/s10668-020-01107-z
Abstract:The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have-as a whole-adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.
Source: PubMed
COVID-19: the impact of a global crisis on sustainable development teaching
Authors: Leal Filho, W., Shiel, C. et al.
Journal: ENVIRONMENT DEVELOPMENT AND SUSTAINABILITY
Volume: 23
Issue: 8
Pages: 11257-11278
eISSN: 1573-2975
ISSN: 1387-585X
DOI: 10.1007/s10668-020-01107-z
Source: Web of Science (Lite)
COVID-19: the impact of a global crisis on sustainable development teaching.
Authors: Leal Filho, W., Shiel, C. et al.
Journal: Environment, development and sustainability
Volume: 23
Issue: 8
Pages: 11257-11278
eISSN: 1573-2975
ISSN: 1387-585X
DOI: 10.1007/s10668-020-01107-z
Abstract:The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have-as a whole-adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.
Source: Europe PubMed Central