Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South
Abstract
:1. Introduction
- RQ 1: How can we help students understand the complexity of economic interactions in consideration of sustainability criteria?
- RQ 2: To what extent can active-learning methodologies assist students in achieving key cognitive, skill-based, and affective learning outcomes for ESD?
2. Active Learning to Enhance Key Learning Outcomes for Education for Sustainable Development
3. Material and Methods
3.1. Countries
3.2. Companies
3.3. Financial Institutions
3.4. International Organizations
3.5. Civil Society Organizations
4. Methodology
5. Results and Discussion
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Actors | Main Objectives | Status (Defined by) | Dynamics | Specific Tools |
---|---|---|---|---|
Countries | Improve status from the Doughnut Economics perspective | Performance according to the Doughnut Economics perspective GDP | Implement public policies to reduce environmental pressure and improve social foundations | Budget Production Imports Industry |
Companies | Improve status from the circular economy perspective | Performance according to the circular economy perspective Revenue | Implement circular innovations to improve production processes and transform linear processes into circular models | Production Portfolio Manufacturing Circular economy Production chain |
Financial Institutions | Increase profits and social value | Number of circular innovations Revenue | Manage transactions between companies and countries | Trade Budget Financial Circular economy |
International Organizations | Help countries improve their status vis-à-vis the Doughnut Economics perspective | Development public policies | Manage the implementation of public policies by countries | PP agenda PP strategy PP portfolio Budget Develop. agenda |
Civil Society | Ask companies to improve their production processes to become circular | Circular innovations | Manage the implementation of circular innovations by companies | CE agenda CE strategy CE portfolio Budget |
Statements | Before | After | |||||||
---|---|---|---|---|---|---|---|---|---|
N | M | SD | N | M | SD | df | Cohen’s d | Sig. | |
1. The Doughnut Economics and circular economy frameworks are useful when analyzing economic interactions. | 21 | 4.76 | 0.89 | 21 | 5.43 | 0.93 | 20 | 0.22 | - |
2. Countries have enough tools to improve their performance regarding the Doughnut Economics framework. | 21 | 4.14 | 1.42 | 21 | 3.9 | 1.55 | 20 | −0.16 | - |
3. There is a trade-off between environmental boundaries and social foundations (it is difficult to succeed in both dimensions). | 21 | 3.71 | 0.96 | 21 | 4.33 | 0.97 | 20 | 0.64 | * |
4. Countries compete to attract companies (to induce them to set up their factories in their country). | 21 | 4.81 | 1.17 | 21 | 5.38 | 1.16 | 20 | 0.49 | - |
5. It is difficult for countries to implement public policies to improve their performance in accordance with the Doughnut Economics framework. | 21 | 3.95 | 1.28 | 21 | 4.86 | 1.39 | 20 | 0.68 | * |
6. Companies pressure countries to lower environmental regulation and social protection standards. | 21 | 4.52 | 1.03 | 21 | 5.05 | 1.07 | 20 | 0.66 | * |
7. Companies compete to gain access to markets (to set up their factories in specific countries and sell their products). | 21 | 5.14 | 1.53 | 21 | 5.38 | 1.43 | 20 | 0.16 | - |
8. Civil society plays an important role in fostering the Doughnut Economics and circular economy approaches. | 21 | 4.67 | 0,86 | 21 | 5.48 | 0,93 | 20 | 0.9 | ** |
9. It is important for companies to innovate and try to become circular. | 21 | 4.62 | 1.12 | 21 | 5.29 | 1.19 | 20 | 0.58 | - |
10. It is difficult for companies to implement initiatives to improve their performance in accordance with the circular economy framework. | 21 | 3.71 | 1.19 | 21 | 4.67 | 1.24 | 20 | 0.52 | - |
11. Economic interactions between countries and companies in the Global South are complex. | 21 | 5.48 | 0.68 | 21 | 5.86 | 0.48 | 20 | 0.65 | * |
12. Using a common framework (Doughnut Economics, circular economy) is useful when addressing problems and trying to solve economic, environmental, and social needs. | 21 | 4.62 | 1.6 | 21 | 5.67 | 1.62 | 20 | 0.65 | * |
Scheme | N | M | Min. | Max. | SD | Agree (%) | Strongly Agree (%) |
---|---|---|---|---|---|---|---|
Cognitive | |||||||
1. The online simulation helped me better understand the theoretical and practical contents of the subject. | 21 | 5.52 | 1 | 7 | 1.6 | 38 | 29 |
2. Doing this type of simulation at the end of the course is beneficial, since it provided me with an overall view of the subject. | 21 | 6.05 | 1 | 7 | 1.4 | 28 | 48 |
3. After the simulation, I feel that I can apply the acquired knowledge in a practical way to analyze and solve real problems. | 21 | 5.57 | 1 | 7 | 1.54 | 38 | 29 |
4. The simulation helped me understand economic interactions in the Global South. | 21 | 5.71 | 1 | 7 | 1.65 | 33 | 38 |
Skill-based | |||||||
5. The online simulation is useful in terms of developing managerial skills (i.e., time management, critical thinking, organization, decision making, etc.). | 21 | 5.43 | 1 | 7 | 1.86 | 33 | 33 |
6. The online simulation is useful in terms of developing different communication skills (i.e., public speaking, negotiation, reflection, debate, etc.). | 21 | 5.76 | 2 | 7 | 1.37 | 29 | 38 |
7. Online simulations are useful in terms of improving technological skills. | 21 | 5.48 | 2 | 7 | 1.47 | 43 | 24 |
8. The teaching and learning process was improved by using ICT. | 21 | 4.95 | 2 | 7 | 1.43 | 38 | 10 |
Affective (Perception) | |||||||
9. I now have a better idea of the complexity involved in making decisions to improve sustainability performance. | 21 | 6.38 | 5 | 7 | 0.8 | 24 | 57 |
10. Activities such as the simulation increase interest in the subject. | 21 | 6.24 | 2 | 7 | 1.14 | 43 | 47 |
11. By participating in the simulation, I feel that I have learned more in the course. | 21 | 5.62 | 2 | 7 | 1.43 | 38 | 29 |
12. The teaching method used in this course makes it easier to learn about the subject than traditional lectures. | 21 | 6.24 | 4 | 7 | 0.94 | 24 | 52 |
13. After the simulation, I realized that there are some concepts that I need to study more and I will. | 21 | 5.48 | 1 | 7 | 1.69 | 38 | 28 |
14. Participating in this activity before the exams helped me identify areas where I need to study more. | 21 | 5.62 | 1 | 7 | 1.4 | 43 | 24 |
Affective (Enjoyment and Satisfaction) | |||||||
15. The online simulation made the course more enjoyable. | 21 | 5.67 | 2 | 7 | 1.53 | 38 | 33 |
16. Complementing traditional lectures with simulations makes the learning experience more interesting and enjoyable. | 21 | 6.24 | 3 | 7 | 1.22 | 5 | 66 |
17. I am satisfied with the teaching in this course. | 21 | 6.05 | 3 | 7 | 1.16 | 38 | 43 |
18. My experience in this course increased my interest in the degree. | 21 | 5.67 | 1 | 7 | 1.65 | 24 | 43 |
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Sierra, J.; Suárez-Collado, Á. Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South. Sustainability 2021, 13, 7201. https://doi.org/10.3390/su13137201
Sierra J, Suárez-Collado Á. Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South. Sustainability. 2021; 13(13):7201. https://doi.org/10.3390/su13137201
Chicago/Turabian StyleSierra, Javier, and Ángela Suárez-Collado. 2021. "Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South" Sustainability 13, no. 13: 7201. https://doi.org/10.3390/su13137201