Gisela CebriánUniversitat Rovira i Virgili | URV · Department of Pedagogy
Gisela Cebrián
PhD
About
42
Publications
24,436
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1,298
Citations
Citations since 2017
Introduction
Gisela Cebrián works as a Serra Hunter Fellow in the Department of Pedagogy at Universitat Rovira i Virgili. Her research interests include Education for Sustainability, organisational learning and change, action research, teacher education and sustainability competencies. Her current project relates to 'teaching and learning practices, processes and tools to develop and assess sustainability competencies'.
Additional affiliations
September 2019 - present
November 2014 - September 2019
January 2011 - December 2013
Education
January 2011 - February 2014
September 2009 - October 2010
September 2006 - June 2007
Publications
Publications (42)
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed...
Purpose:
This paper presents a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in Education for Sustainable Development, and learn from everyday practices of academics.
Design/methodology/approach:
An action research approach guided by participatory...
Purpose: Research on sustainability in higher education has focused on environmental management of the university campus, case studies and examples of good practice. Although the value and contribution of these initiatives has been articulated, little holistic and structural transformation of universities has been achieved so far. This paper aims t...
In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved...
Research on school improvement and effectiveness has marked the development of educational reforms to decentralise educational systems, professionalise the management function, increase training programmes for leaders, and develop skills profiles and standards across the globe. This preliminary study explores the practices, challenges and opportuni...
This study explores school principals’ perceptions and sustainability actions held in schools, the perceived role of the management team and the role of technology in facilitating change processes towards embedding sustainability and 2030 Agenda. This study was conceived as an exploratory qualitative research, where thirty-six primary and secondary...
So far little are the studies that have focussed on exploring school principals’ self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master’s programme in Sc...
Transformation towards sustainable development requires people who are motivated and capable of challenging current systems. But what competencies are needed to facilitate and implement effective change for sustainability? This question has been central for the past decade to scholars interested in sustainability and education for sustainable devel...
The advent of the Fourth Industrial Revolution is introducing developments in Artificial Intelligence, Internet of Things, and other technologies in different sectors of our society, including education. This reality leads to a paradigm shift in which web-based cyber-physical environments will shape future learning environments. Thus, learning beco...
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 wa...
The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and sh...
Most countries around the world have temporarily closed educational institutions with the aim of containing the spread of the Covid-19 pandemic. How have schools overcome these challenges and delivered education during the confinement period? The purpose of this research was to analyse how primary and secondary schools in Catalonia (Spain) implemen...
Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a D...
In the last decade, universities worldwide have adopted various measures intended to promote sustainability in higher education and include it in the curriculum. However, although this paradigm shift appears to be contributing to students’ acquisition of the knowledge, skills and values necessary to fight for a more sustainable world, serious globa...
Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical...
En este artículo se presenta una investigación-acción cooperativa, realizada en la Universidad de Southampton (Reino Unido), con el objetivo de promover el desarrollo curricular y profesional en educación para el desarrollo sostenible (EDS) y aprender de las prácticas cotidianas del personal académico. Se creó un grupo de trabajo interdisciplinario...
The 2030 Agenda for Sustainable Development clearly reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and all educational institutions, from preschool to higher education and in nonformal and informal education, can and s...
INTRODUCCIÓN. El objetivo de esta investigación ha sido indagar sobre la influencia de la metodología de aprendizaje-servicio en el desarrollo de competencias en sostenibilidad de los estudiantes de las titulaciones de Educación (Primaria, Infantil y Social) de tres universidades espa- ñolas (UIC, UAM y USAL). MÉTODO. Se utilizó una muestra de 129...
Many universities have signed international and national declarations that have publicly committed them to embed sustainability within education, research, outreach and management operations. To date, research has focused on examples of good practice and case studies. Little research exists that has looked at the change process itself. This paper i...
Higher Education has been widely recognised as a principal agent for addressing the current sustainability challenge that society is facing, because of its key mission of knowledge generation and transfer through research and teaching. Several are the contributions that have sought to model and define the key features necessary for creating more su...
Purpose
This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship...
In the original publication of the article, the co-author Dr. Gisela Cebrián Bernat has not been included in the article.
Este estudio de caso sobre el colegio Claret de Madrid pretende estudiar la percepción del profesorado de Educación Secundaria sobre la educación para la sostenibilidad (ES), así como las diferencias demográficas al respecto (edad, género, experiencia y especialidad). Se ha adaptado un cuestionario con 50 posibles respuestas a una pregunta abierta,...
EDINSOST es un proyecto financiado por el Programa Estatal español de I+D+i. Su objetivo es la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en sostenibilidad en el Sistema Universitario Español. En el proyecto participan 55 investigadores de 10 universidades español...
La presente propuesta de innovación educativa pretende originar una mejora de la enseñanza musical bilingüe en Secundaria, implementando estrategias del siglo XXI. Las nuevas tecnologías, una sociedad plurilingüe y la música son herramientas que promueven la motivación y consciencia sobre las propias posibilidades del alumno, haciéndolo constructor...
Research on sustainability in higher education is often characterised as focusing on two main areas: (i) environmental management of university estates and operations, and (ii) case studies and exemplars of good practice. However, while many associated studies claim to address the change processes of universities seeking to embed sustainability, th...
Many universities have signed international and national declarations that have publicly committed them to embed sustainability within education, research, outreach and management operations. To date, research has focused on examples of good practice and case studies. Little research exists that has looked at the change process itself. This chapter...
The research presented in this paper emerged from the need to identify the factors influencing academic staff members when engaging in Education for Sustainable Development in real practice. The aims of this study were to explore: (i) the factors influencing academic staff engagement in Education for Sustainable Development; and (ii) the views and...
Research on sustainable development in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainable d...
La investigación que se presenta en este artículo se basa en un estudio exploratorio sobre la visión de un grupo de futuros maestros de educación primaria en relación a la Educación para la Sostenibilidad desde un punto de vista competencial. En primer lugar se redefine un marco conceptual de competencias profesionales de los maestros en Educación...
Research on sustainability in higher education has tended to focus on environmental management of university estates and operations, and case studies and examples of good practice, without presenting the coherent theoretical or methodological approaches required to look at the change processes of universities seeking to embed sustainability. Althou...
There is wide agreement that problem-based learning is a key strategy to promote individual abilities for ‘learning how to learn’. This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six reflective journ...
Research is currently being undertaken at the University of Southampton that aims to embed the principles of Education for Sustainable Development (ESD) within its undergraduate curriculum. This methodological paper seeks to discuss the use of an emancipatory action research (EAR) approach within a critical paradigm as an approach that can foster s...
p> Se ha generado un amplio consenso según el cual el aprendizaje basado en problemas permite promover mayores capacidades individuales para “aprender cómo aprender”, algo que nuestros estudiantes van a precisar en su aprendizaje futuro a lo largo de su vida profesional. En el análisis de los datos del caso desarrollado hemos pretendido encontrar a...
Considering that higher education should play a vital role in promoting peace, mutual understanding and tolerance, and in creating mutual confidence among peoples and nations; (Lisbon Convention 1997) the Technological Catalonian Universities have undertaken as a framework the Competences for Sustainability, to develop the new degrees in accordance...
Teacher education linked to Education for Sustainable Development (ESD) is a high priority at UNESCO and within the United Nations Decade of Education for Sustainable Development. Moreover, teacher education within the European Space for Higher Education (ESHE) requires a new focus on teaching/learning processes closely related to professional comp...
El estudio consiste en un Diagnóstico socioambiental de la Comunidad Huarpe de Huanacache y un Plan de ambientalización con acciones destinadas a mejorar la calidad de vida de los pobladores. Surge a partir de la propuesta de la Universidad Nacional de Cuyo de participar en el proyecto “Ordenamiento del territorio, turismo y educación desde el para...
Projects
Projects (4)
We are hosting a Special Issue on “Smart Classrooms in Higher Education for Sustainability” in the Education Sciences Journal, with the aim to disseminate the latest advances and research in learning spaces in higher education, to explore the relationship between Smart Learning Environments (SLE), smart classrooms, sustainability and Education for Sustainable Development, and the transformative potential of SLE in promoting student learning and 21st century competencies’ development.
Potential topics include, but are not limited to:
• Innovative pedagogical approaches linking smart classrooms and sustainability
• Curriculum developments and innovations in smart classrooms
• Smart classrooms and education for sustainable development (ESD)
• Assessment approaches and tools to determine the influence of smart classrooms on student learning and 21st century competencies development
• Environmental factors within smart classrooms
• Inclusive education and smart classrooms
• University educators’ professional development in smart classrooms
• Big data and artificial intelligence applied to classrooms
Link to the special issue webpage: https://www.mdpi.com/journal/education/special_issues/Smart_Classrooms
Deadline for submissions: 31st October 2021
Please consider contributing to this special issue and help us promote this call to your colleagues and networks.
With best wishes,
The Guest Editors:
Gisela Cebrián (Universitat Rovira i Virgili)
Ramon Palau (Universitat Rovira i Virgili)
Rob Koper (Open University of the Netherlands)
Jordi Mogas (Universitat Rovira i Virgili)
To show all of our research about Smart Classroom, Cognitive Classroom, Smart School, Smart Education, ...
Following the success of the first volume (https://www.mdpi.com/journal/sustainability/special_issues/Competencies_ESD), we are now pleased to host Volume II of the Special Issue on Competencies on Education for Sustainable Development of the Sustainability Journal.
Potential topics include, but are not limited to:
• Integration of ESD competencies in policies, strategies and programmes
• Innovative pedagogical approaches to ESD competencies
• Curriculum developments—teaching and learning practices to develop ESD competencies
• Processes and tools to assess ESD competencies
• Connecting quality education with ESD competencies development
• Professional development in ESD (school teachers, university staff, non-formal educators, etc.)
• ESD competencies in teacher education
Link to the special issue webpage: https://www.mdpi.com/journal/sustainability/special_issues/Competencies_ESD_II
Deadline for submissions: 30th October 2020.
Please consider contributing to this special issue and help us promote this call to your colleagues and networks.
With best wishes,
The Guest Editors:
Mercè Junyent (Universitat Autònoma de Barcelona)
Gisela Cebrián (Universitat Rovira i Virgili)
Ingrid Mulà (Universitat de Girona)
