Circular economy, sustainability and teacher training in a higher education institution

• Published in: International journal of sustainability in higher education Vol. 21; no. 7; pp. 1351 - 1366
• Main Authors: Bugallo-Rodríguez, Anxela, Vega-Marcote, Pedro
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Publishing Limited 13.12.2020; Emerald Group Publishing Limited
• Subjects: Circular economy; College campuses; Colleges & universities; Conservation (Environment); Consumption; Curricula; Education; Educational Strategies; Elementary Education; Energy conservation; Environmental impact; Experiential Learning; Foreign Countries; Higher education; Higher education institutions; Indicators; Instructional Effectiveness; Learning; Learning Activities; Preservice Teacher Education; Preservice Teachers; Primary Education; Qualitative analysis; Schools; Society; Students; Sustainability; Sustainable development; Teachers; Teaching; Water conservation; Spain; Teacher training; Circular economy; Sustainable campus; Resource management; Teaching for action
• ISSN: 1467-6370; 1758-6739
• DOI: 10.1108/IJSHE-02-2020-0049

Purpose Higher education institutions have a valuable dual role in disseminating the circular economy (CE) as a new sustainability paradigm. First, the university teaches students about this subject. Second, it prepares future teachers to incorporate sustainability into other educational levels. This paper aims to present the results of implementing a set of activities designed to improve the attitudes and actions of students to reduce their daily impact on campus and to be active agents for change to the CE. Design/methodology/approach The participants were students enrolled for the Degree in Primary Education at the University of Corunna. Following a qualitative approach, students’ proposals were analyzed using the key indicators identified by the European Commission to measure progress toward the CE. Findings The results demonstrate that these activities make students reflect and act on their daily impact. They propose and develop diverse solutions on campus, such as increased paper-, water- and energy-saving activities and discover the benefits of teaching for action. However, the indicators show that they do not apply the three principles of the CE in a balanced way. Research limitations/implications An improvement should analyze the same students in the following year to verify progress. Originality/value This experience with preservice teachers may help to extend the values and knowledge associated with integral sustainability and provide CE solutions on campus and in schools throughout the country.