• Energy Research

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

Abstract The concept of climate justice extends traditional environmentalism by emphasizing the social dimensions of environmental issues. Recently, it has gained much attention due to the growing impacts of climate change, especially on vulnerable communities that contribute minimally to global emissions. Based on the need for research in this field, this paper reports on a study that examined how higher education institutions (HEIs) are integrating climate justice into education, based on a literature review and a set of case studies. These cases highlight actions undertaken by various HEIs to incorporate climate justice into education across the globe. Based on the increasing number of publications, the findings show a growing research interest in the topic and reveal that some countries such as the US, the UK, China, Australia, and Germany have a visible presence in the literature. It also provides a wide range of perspectives on educational practices in climate justice, including real-world examples of courses implemented in HEIs. The findings reveal that HEIs have significant potential to address climate justice in their educational programs, which may help to transform students’ values and actions despite challenges.

Abstract The concept of climate justice extends traditional environmentalism by emphasizing the social dimensions of environmental issues. Recently, it has gained much attention due to the growing impacts of climate change, especially on vulnerable communities that contribute minimally to global emissions. Based on the need for research in this field, this paper reports on a study that examined how higher education institutions (HEIs) are integrating climate justice into education, based on a literature review and a set of case studies. These cases highlight actions undertaken by various HEIs to incorporate climate justice into education across the globe. Based on the increasing number of publications, the findings show a growing research interest in the topic and reveal that some countries such as the US, the UK, China, Australia, and Germany have a visible presence in the literature. It also provides a wide range of perspectives on educational practices in climate justice, including real-world examples of courses implemented in HEIs. The findings reveal that HEIs have significant potential to address climate justice in their educational programs, which may help to transform students’ values and actions despite challenges.

Purpose This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university. Design/methodology/approach This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability. Findings Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition. Originality/value The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.

Purpose This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university. Design/methodology/approach This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability. Findings Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition. Originality/value The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.