ABSTRACT
This study aims at strengthening the inclusion of sustainability in all degree studies of the University of Valencia (UV).1 University training of future professionals is a decisive factor to achieve a culture of sustainability; all university students should obtain a central understanding of the vision of sustainability in such a way that, in the future, they could consider this perspective in their professional activities (Aznar Minguet et al. 2011). The specification of key competencies for sustainability, incorporated in the whole of
general competencies, is a requirement determined by the regulations of our country for the development of the University new curricula within the European harmonisation process for Higher Education, the guidelines of which contain the principles for the implementation of guiding criteria for university studies towards sustainability. In this context, the objective of our research has been the review of the General and Specific Competencies of the Degrees, in order to know the level of inclusion of competencies dealing with sustainability in the curricula of the new degree titles of the UV. Key competencies for sustainability on higher education are nowadays under research
(Sterling 2005; Sherren 2006; Lozano 2006;Aznar Minguet 2006; Barth et al. 2007;Corney and Reid 2007; Martínez-Agut et al. 2007; Junyent and de Ciurana 2008; Sibbel 2009; Aznar Minguet and Ull 2009; de la Harpe and Thomas 2009; Thomas 2009; Ull et al. 2010; Barrón et al. 2010). Wiek et al. (2011) developed a comprehensive review about the various inputs, although focusing on the key competencies needed for specific studies of sustainability. As indicated by Barth and Rieckmann (2012), the inclusion of competencies for sustain-
ability in university curricula is a new challenge for the academic system. Many universities have introduced activities for their implementation over the last years, and a high number of study cases on these processes have been documented. Many of these cases identified the key
competencies which are relevant for sustainable development and so must be developed in higher education institutions focused towards the future. Several approaches to the selection of key competencies have been made, and there is some kind of international agreement on the most important key competencies. For example, Rieckmann (2012) develops an analysis of the individual key competencies crucial for understanding the main changes that worldwide society must face. In order to move towards a more sustainable future this analysis, in which many European and Latin-American experts have been involved, proposes that such competencies are, among others: systemic thinking, anticipatory thinking, critical thinking, for cooperation in heterogeneous groups, for participation, for interdisciplinary work, for communication and use of media, for planning and realising innovative projects. However, while being important key competencies for sustainability, they are not unique to sustainability, and in our study we have been able to show that many of them are included among the general competencies of the majority of degree programmes,without involving the introduction of any reference to sustainability in them. Thus, a different point of view to analyse the presence of sustainability was considered,
searching for consistent competencies with the main issues raised in the Framework for the UN DESD International Implementation Scheme (UNESCO 2006). The legal framework has also been considered: Spain’s Law 4/2007 of Universities, which regulates the arrangement of official university teaching (developed by the Royal Decree 1393/2007). In its preamble, it is stated that ‘training on any professional activity should take account of the need to contribute to the knowledge and development of all human rights, democratic principles, principles of gender equality, solidarity, environmental protection, universal accessibility and design for all citizens, and the promotion of a culture of peace’ (R.D. 1393/2007: 3). Additionally, the ‘Guidelines for the introduction of Sustainability in the curricula’, adopted
by the Working Group for Environmental Quality and Sustainable Development, of the Spanish University Rectors’ Conference (CADEP-CRUE 2012), might also be mentioned. Although some universities’ programmes reflected these guidelines, most of them have not provided precise instructions for the inclusion of these competencies, as was the case of the UV. The absence of prior definition implies that the decision about including general and specific competencies in the degrees is at the sole discretion of the different Commissions responsible for the development of the curricula of each degree. All this has led to the need for the present study to examine the current situation.
