Browsing by Subject "Sustainable Development Goals"

Now showing 1 - 4 of 4
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    How are the sustainable development goals being worked Within the schools?
    (Paradigm Publishing, 2025-01-22) Bolarín Martínez, María José; González Barea, Eva María; Bernárdez Gómez, Abraham; Rodríguez Entrena, María Jesús; Didáctica y Organización Escolar; Facultad de Educación
    The integration of the Sustainable Development Goals (SDGs) in educational centers has become an imperative need to prepare new generations with the necessary competencies to respond to new global challenges. Schools, as educators, have a responsibility to foster education that promotes sustainable development, ensuring that new generations adopt practices and values that contribute to building a more equitable and sustainable future. The goal of this article is to provide an overview of the actions and experiences related to the SDGs that are being carried out at schools in the Autonomous Community of the Region of Murcia (Spain). A purposive sampling was carried out, and the sample consisted of 40 educational centers. The centers were selected based, firstly, on their consideration as key agents in the development of the SDGs and, secondly, on their territorial representativeness. A descriptive qualitative research approach was adopted, using a semi-structured in-depth interview, with teachers and members of the management teams, as an instrument to collect 163 information. A content analysis based on grounded theory was conducted, which made it possible to identify the agents promoting actions and programs linked to the SDGs, as well as to categorize by theme the different actions being developed by the centers to contribute to the development of the SDGs and the 2030 Agenda.
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    Mathematics applied to the economy and sustainable development goals: a necessary relationship of dependence
    (MDPI, 2020-11-19) Lafuente Lechuga, Matilde; Cifuentes Faura, Javier; Faura Martínez, Úrsula; Métodos Cuantitativos para la Economía y la Empresa; Facultad de Economía y Empresa
    Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it.
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    Modelo de Utilidad para Mejora Social con Responsabilidad Social Estratégica. Un enfoque inclusivo desde el Trabajo Social
    (Servicio de Publicaciones. Universidad de Murcia, 2025) Ávila Zárate, Lydia del Carmen; Rocha Valero, María Angélica; Rangel Moya, Jorge Carlos; Sin departamento asociado
    This comparative and documentary research proposes an initial systemic tool: the Utility Model for Social Improvement with Strategic Social Responsibility, framed from the professional prac tice of Social Work. In current organizational contexts, social workers face the ongoing challenge of designing interventions grounded in regulatory frameworks, international standards, and inclusive, systemic models. The proposed model aims to facilitate professional interventions related to organi zational social development by aligning national regulatory compliance—such as the Official Mexican Standards—with internationally recommended frameworks, including those from the International La bour Organization (ILO), ISO 26000 guidance on social responsibility, ISO 31000 on risk management, and the 17 Sustainable Development Goals of the United Nations. Through normative analysis and the use of comparative tables, the model demonstrates how legal mandates and voluntary international standards can converge into a single strategic framework. This integration promotes ethical, inclu sive, and transformative decision-making processes within public, private, and social organizations. Moreover, the model positions Social Work as a key actor in promoting labor human rights, collective well-being, and socially valuable outcomes. It also introduces the concept of “social license to operate” as an ethical foundation for organizations to gain legitimacy and trust within society. The proposal offers flexibility in application, allowing the substitution of national regulations or human rights focus according to the organization’s context and objectives. It provides a practical, adaptable, and systemic tool to align operational strategies with ethical commitments and sustainable development.
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    Versos por la igualdad: Intervención educativa interdisciplinar en torno al ODS 5 a través del Rap como recurso didáctico
    (Universidad de Murcia: Servicio de Publicaciones, 2026) Bravo-Fuentes, Paloma; Sin departamento asociado
    La presente investigación parte del compromiso con la Agenda 2030 y su Objetivo de Desarrollo Sostenible 5, proponiendo una intervención didáctica para fo-mentar la igualdad de género en Educación Primaria mediante la creación colectiva de un rap. Desde un enfoque interdisciplinar que integra las áreas de Lengua Castellana y Educación Artística, se plantea una experiencia educativa centrada en la creatividad, la reflexión crítica y el trabajo colaborativo. La metodología se basa en la investigación-acción educativa, donde la docente-investigadora lidera un proceso de cinco sesiones en un aula de cuarto curso con 25 estudiantes, utilizando estrategias del Aprendizaje Basado en Proyectos. Durante la intervención, el alumnado exploró los ODS, analizó letras de rap, debatió sobre estereotipos de género y co-creó una canción con mensajes de igualdad y no violencia. La evaluación se realizó mediante grupo focal, diario cola-borativo y observación participante, analizando los datos con codificación temática. Los resultados evidencian un grado de implicación emocional e intelectual por parte del alumnado, así como una comprensión significativa de los contenidos trabajados. Se concluye que el rap, como herramienta educativa, potencia el aprendizaje significativo y la construcción de valores sociales, permitiendo al alumnado posicionarse como agentes activos/as para el cambio.