Flipped classroom as an active learning methodology in sustainable development curricula

Buil-Fabregá, M, Casanovas, MM, Ruiz-Munzón, N and Filho, WL (2019) Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability (Switzerland), 11 (17). p. 4577.

Preview

Published Version Available under License Creative Commons Attribution. Download (970kB) | Preview

Abstract

© 2019 by the authors. Goal 4 of the Agenda 2030 sustainable development goals (SDGs) is aimed at working towards quality in education. Universities have an important role in teaching sustainability principles. Yet, which methods are effective for engaging students in understanding the importance of sustainable development and introducing them to new perspectives to make changes? The methodology of the flipped classroom is a possible alternative for the pedagogic renovation. This is known as an information-based environment in which teachers provide a variety of learning resources so that students can complete the knowledge transfer process before the class. Once inside classroom, teachers and students can complete the internalization of knowledge by answering questions, and through collaborative consultations and interactive exchanges, among others. A survey of 154 students taught by flipped classroom methodology was conducted in order to analyze whether this helps with learning about sustainable development. The results show the active and reflexive learning from flipped classroom methodology makes students more committed to sustainable development. This research would be useful to anyone interested in applying the flip the class teaching methodology as an integrated form of thinking and training in the curriculum of sustainable development for higher education students.