Notes on Economics and Society

Importance of the sustainable development goals 4, 5 and 10 in the university teacher training

Fri, 30 Jun 2023 00:00:00 +0000

This research presents the training needs on the Sustainable Development Goals (SDGs) related to quality education (SDG 4), gender equality (SDG 5) and reduction of inequalities (SDG 10), in higher education professors in El Salvador.The level of knowledge about these areas is determined, and their application in the development of the three basic functions: teaching, research and social projection by the body of professors of three Salvadoran Universities: Technological University of El Salvador, Salvadoran Lutheran University and University of El Salvador. A total of 258 professors from these institutions were surveyed. The main result is that the body of professors is interested in training, but there is a clear lack of knowledge about how to perform actions, from the three functions of higher education, that contribute to the achievement of the goals of the SDGs. In conclusion, the design of an inter-university professor training program that addresses the SDGs and the referential framework of inequalities in El Salvador, as well as the role of Higher Education Institutions (HEIs) in the fulfillment of the SDGs and the fulfillment of their basic functions. This program was built on the basis of the acceptance of gender training processes expressed by professors of the three HEIs.

Motivations and interests in ICT according to the gender of the postgraduate students

Juan Francisco Álvarez-Herrero — Fri, 30 Jun 2023 00:00:00 +0000

With the COVID-19 pandemic, the use of digital technologies has necessarily increased in the educational system. And in this field, research has continued in recent years on how these technologies can help with their implementation to improve the teaching-learning processes of students. However, there is still much controversy today about whether there are differences between the motivations and interests of men and women about ICTs. To find out whether this difference exists or not, research was carried out with 55 postgraduate students, in the subject of "Research in Digital Technology Applied to Education" in a Master's degree in Educational Research of the University of Alicante, in Spain. A descriptive methodology of a quantitative nature was used, in which the students' final projects of the subject (39 women and 16 men), type of research and topic were analyzed. Except for small differences in some of the chosen topics, no significant differences were found. Therefore, this research demystifies the belief that digital technologies are for men and to open new ways of convergence and study on this topic.

Sustainable development, reduction of inequalities and education from a gender perspective

Kevin Rodríguez Loáisiga, Nathalie Cardoza Mejía, Sharon Molina Chávez — Fri, 30 Jun 2023 00:00:00 +0000

The present article studies the problem of gender inequality, and how the development of educational processes represents a key mechanism to transform the social dynamics that cause this phenomenon. This qualitative study was carried out in two phases. First, two focus groups were formed, one with women and one with men, with students of the third or fourth year of the Faculty of Law and Social Sciences of the Catholic University Redemptoris Mater, Nicaragua, to identify training needs in the community. In the second phase, specialists and facilitators who have taught courses on the subject were interviewed to gather good practices and experiences that would serve as a basis to suggest contents for the design of a postgraduate course. The results show a high level of acceptance of the people consulted. In addition, it is evident the importance of studying the historical aspects to lay the theoretical foundations on the subject, elements on gender violence and the different manifestations, and power relations in the current social context. Finally, it was necessary to include a unit focused on the Sustainable Development Goals as a global reference framework, as well as the topic of leadership to provide practical tools to potential participants of the course.

Gender studies as an essential basis for sustainable development. Some considerations based on the design and implementation of the gender training course

Mariela González Robaina — Fri, 30 Jun 2023 00:00:00 +0000

This article presents the results obtained from the design and implementation of the Postgraduate Gender Training Course at the University of Matanzas, Cuba. It is the result of an educational research process that responds to the need to include the topic on gender as a strategy aimed at the transformation of higher education professionals and to demonstrate the importance of gender training for the fulfillment of the Sustainable Development Goals (SDGs). It is an exploratory, descriptive research in which the theoretical and empirical method was used, which helped to get the necessary information for the fulfillment of the objectives. The theoretical analysis is based on conceptual aspects of gender and equity, the progress and challenges of gender training are specified and the experiences and projections are presented. Based on this analysis, the development of training strategies on topics of gender is promoted, aimed at enriching the academic training of professors and specialists, with greater responsibility and commitment to generate changes in favor of sustainable development. The topic being studied is of relevance, and its importance lies in the need to establish academic exchange with a view to continue strengthening postgraduate university training, based on gender studies.

University of Alicante faculty's knowledge about the Sustainable Development Goals: a comparative study

Gladys Merma-Molina, Mayra Urrea-Solano, María José Hernández-Amorós — Fri, 30 Jun 2023 00:00:00 +0000

Higher education institutions play a decisive role in solving the economic, social and environmental problems affecting humanity. Hence, the achievement of the Sustainable Development Goals (SDGs) is a challenge for academia. In this area, the role of university faculty is crucial, since the sustainable awareness and culture of the professionals and leaders of the future will depend on their knowledge. Based on this, this study set out to identify the level of knowledge of university faculty on the SDGs and to ascertain the possible differences that exist according to gender and faculty of origin. To this end, 100 faculties from the Faculties of Education and Science of the University of Alicante completed a questionnaire on this topic. A descriptive and comparative analysis was carried out with the statistical program SPSS v. 22. According to the results, although the faculties had a general idea about sustainability, their specific knowledge was scarce and limited. Furthermore, there were no significant differences according to gender and center of assignment. It is concluded that it is necessary to promote university policies to design and implement specific training programs on sustainability.

University education for sustainable development: the disposition towards critical thinking of the postgraduate students in education

Diego Gavilán-Martín, Lilyan Vega-Ramírez, Salvador Baena-Morales — Fri, 30 Jun 2023 00:00:00 +0000

A key competency for advancing the 2030 Agenda is critical thinking. Therefore, the purpose of this study was to know the disposition towards critical thinking of the students of the Master’s degree in Educational Research (MER) and Master's degree in Academic Staff of Secondary Education (MASSE) of the University of Alicante (Spain). For this purpose, the quantitative method was used. The sample consisted of 54 participants and the instrument with which the data collection was carried out was the Critical Thinking Motivation Scale of Valenzuela (2007). The data analysis was conducted with SPSS v. 26 software. The main findings show that the usefulness of critical thinking was the most valued, followed by the factors importance and interest, while the factor that obtained the lowest average rating was expectation. When segregating the sample by the type of master's degree, some differences were found in the utility factor, being the MER students who gave a greater relevance. Participants were aware of the importance of acquiring critical thinking skills for their good professional and personal performance; However, they had few expectations of themselves. It is concluded that it is necessary to strengthen their self-esteem and self-confidence through specific training programs.

Sustainable development goals in the final project of studies in sports sciences

Fri, 30 Jun 2023 00:00:00 +0000

This research provides a proposal for the integration of the Sustainable Development Goals (SDGs) in the Final Project of the Master's Degree in Physical Activity and Sport Studies-PAS. Likewise, as an open proposal, it could be applied to PAS's Final Degree Project, adapting the level of demand to the level of Degree studies. In both cases, the objective is to assume the social responsibility of universities in the commitment to a more equitable development of knowledge and social action. The curricular design carried out focuses on design-based research as a means to integrate values and SDGs in the studies of Physical Activity and Sports Sciences. This proposal is inserted in the innovations of learning and research in this field of knowledge. The curricular design of the subject has allowed us to embark on the adventure of entering a learning classroom, knowing for what, why or how we have to act.

Incorporation of the discipline of gender, interculturality and rights in the educational curriculum

Mercy Julieta Logroño, Germania Maricela Borja Naranjo — Fri, 30 Jun 2023 00:00:00 +0000

The Faculty of Philosophy, Letters and Education Sciences began in 2020, the process of evaluation and reformulation of the designs of the majors of the Faculty, which will last 10 years. In this context, this article recovers the interdisciplinary academic reflection of the Faculty, which determines the need to incorporate the discipline of gender, interculturality and rights in the curricula. This experience is pioneering, since Philosophy is the first faculty in the country to incorporate these topics in all education majors. In this scenario, the question is how to advance, once we have gained recognition of this subject in academia, giving value to gender, intercultural and rights studies, in a sustainable process that effectively allows us to question the power, gender, ethnic and social relations that are manifested in education? This is a major challenge because that would mean a change, both epistemological and pedagogical; Hence, given the importance of this process, the experience is systematized from the case study method, highlighting both the theoretical approach, as well as the contents and methodology that from a feminist and decolonial perspective support the curricular design of the discipline.

Sustainable development goals: Education, gender equality and inclusion in the master's degree in social development of FLACSO-Cuba

Fri, 30 Jun 2023 00:00:00 +0000

The objective of the research was to identify and analyze the inclusion of Sustainable Development Goals (SDGs) 4, 5 and 10 in the Master's Degree in Social Development (MSD) of the Latin American Faculty of Social Sciences (Flacso-Cuba), of the University of Havana, through analysis of documents of the master's degree, theses of the students, discussion groups with graduates and questionnaire to the faculty. The results of the research demonstrated that the MSD promotes and provides knowledge for the inclusion of the SDGs in its courses and research.

Feminist education and sustainable development goals 4, 5 and 10

Fri, 30 Jun 2023 00:00:00 +0000

Higher education, as a space for the reproduction of multiple inequalities related to knowledge that generate violence against women and feminized bodies, requires structural responses. The United Nations 2030 Agenda, adopted in 2015, has identified key elements, such as the incorporation of the World Education Program for Sustainable Development, with the purpose of influencing the education of students through critical thinking and their connection with the contexts in which they are immersed. The purpose of this article is to integrate Sustainable Development Goals (SDGs) 4 (quality education), 5 (gender equality) and 10 (reduced inequalities) in the design of the MOOC course "Feminist knowledge and practices in curricular integration experiences", aimed at teachers at the National University of Córdoba and the National University of San Juan in Argentina. The purpose is to build knowledge around the implementation of feminist perspectives in university educational practices. In this article, the strategies developed in Curriculum Design to address pedagogical and political challenges as part of the methodological planning process focused on learning objectives, competencies and specific contents from a feminist perspective will be shown.

Curriculum design for the integration of the SDGS: University and sexual diversity

Fri, 30 Jun 2023 00:00:00 +0000

We consider that Higher Education is a strategic space for cultural transformation. We live in a context in which, despite the consolidation of legal instruments that guarantee rights of the LGBTIQ+ persons, we face an apparent paradox resulting from the increase in homo/lesbian/trans/bi-hating violence on a regional scale. In this context, we propose the critical approach of the Sustainable Development Goals (SDGs) as a possible and necessary tool to contribute to the eradication of this violence. In this article, we present the curricular integration of SDGs 4 "Quality education", SDGs 5 "Gender Equality" and SDGs 10 "Reduced inequalities", through a postgraduate course aimed at teachers of Higher Education. Guided by the planning of the course, we will address content, resources and strategies designed to strengthen educational processes in a university thought as a territory that contemplates sex/gender diversities and dissidences. Focusing on the potential offered by the planning of a Curriculum Design with a gender and feminist approach, we will analyze the elaboration of pedagogical objectives, competences, theoretical content and methodologies.

Obstacles for the formulation of postgraduate and specializations on gender and dissidence in the Chilean

Juan Cornejo-Espejo — Fri, 30 Jun 2023 00:00:00 +0000

The purpose of this article is to problematize and reflect on the economic, bureaucratic-administrative but above all ideological-religious obstacles that hinder the development and strengthening of postgraduate studies in the area of gender and dissidence; Despite the discourses that appeal to diversity and inclusion, the legislative advances in terms of individual and collective rights, and the political will of certain progressive sectors, we are faced with reactionary forces that try in different ways, including politics, not only to obstruct these advances, but to reverse them. Among the main conclusions are the strong rejection to the gender studies and feminist demands and disapproval from confessional universities. The backwardness of private universities where gender bursts forth as a mandate of authority and not as the product of processes of maturation and discernment of the university communities. And the ambivalent attitude of secular public universities that show the greatest institutional development in the area, while little or no interest in strengthening postgraduate and gender studies and dissidence. Equally relevant is the political interventionism and intimidation of certain parliamentarians to academics who cultivate these disciplines.

Sustainability in university education: gender equality, inclusion and quality education

Gladys Merma Molina, Arlen Córdoba Núñez — Fri, 30 Jun 2023 00:00:00 +0000