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Assessment of GreenComp learning in the training of education professionals

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dc.contributor.authorMartínez-Agut, M. Pilar
dc.contributor.authorMonzó-Martínez, Eva
dc.contributor.authorOrtiz Cermeño, Eva
dc.contributor.departmentTeoría e Historia de la Educación
dc.date.accessioned2025-09-26T11:43:50Z
dc.date.available2025-09-26T11:43:50Z
dc.date.copyright© 2025 Martínez-Agut, Monzó-Martínez and Ortiz-Cermeño
dc.date.issued2025-09-23
dc.description.abstractIntroduction: The European Green Pact outlines various actions to promote awareness and learning about environmental sustainability. It highlights the European Framework of Competences for Sustainability (GreenComp), which is to be introduced in educational programs. Thus, students develop knowledge, skills, and attitudes that promote thinking, planning, and acting with empathy, responsibility, and care for the planet and their own health. This framework comprises 12 competencies located in four interrelated areas: “embodying sustainability values,” “assuming the complexity of sustainability,” “imagining sustainable futures,” and “acting for sustainability.” This research analyzes the competencies that undergraduate and master’s degree students at the University of Murcia and the University of Valencia claim to possess in the field of sustainable development (477 participants). Methods: The methodology employed was descriptive-comparative and quantitative, utilizing an ad hoc questionnaire. Results: The results show that the competencies presented by the students in the experimental and control groups differed at the end of the four months. In particular, the intervention showed a positive effect in the experimental group (EG) in terms of gender and degree taken. Discussion: These results highlight the need to incorporate ESD from the initial training stage. The application of active techniques and the use of frameworks such as GreenComp offer specific tools that help students develop practical skills and a critical perspective on sustainability.
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dc.format.extent24
dc.identifier.citationFrontiers in Education Sec. Higher Education Volume 10 - 2025
dc.identifier.issn2504-284X
dc.identifier.urihttp://hdl.handle.net/10201/163689
dc.languageeng
dc.publisherFrontiers
dc.relationSin financiación externa a la Universidad
dc.relation.publisherversionhttps://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1608850/full
dc.rightsAttribution 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectEuropean Union
dc.subjectHigher education
dc.subjectSustainable development
dc.subjectQuality education
dc.subjectProfessional education training
dc.subjectCompetences for sustainability
dc.subject.odsObjetivo 4: Educación
dc.titleAssessment of GreenComp learning in the training of education professionals
dc.typeinfo:eu-repo/semantics/article
dspace.entity.typePublicationes
relation.isAuthorOfPublication4c4a8f66-c2ba-4c63-a018-5b01ec88012e
relation.isAuthorOfPublication.latestForDiscovery4c4a8f66-c2ba-4c63-a018-5b01ec88012e
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