Browsing by Subject "SDG"

Now showing 1 - 6 of 6
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    ¿Hacia un turismo más sostenible tras el COVID-19? Percepción de las agencias de viajes españolas
    (Escuela Universitaria de Turismo. Universidad de Murcia, 2020) Rivera García, Jorge; Pastor Ruíz, Ricardo
    Algunos de los rasgos característicos del turismo sostenible ofrecen una mejor predisposición a cumplir los protocolos sanitarios necesarios cuando se retomen las actividades en el sector turístico tras la Crisis del COVID-19. Se observa este periodo como una oportunidad para reconsiderar una transformación del sistema turístico global hacia uno más alineado con los Objetivos de Desarrollo Sostenible para 2030 (ODS) de las Naciones Unidas y se augure que existirá un auge de este nicho de mercado tras la pandemia. Las agencias de viajes se están quedando fuera de esta realidad y el presente trabajo, por medio de una gran encuesta, analiza el impacto en un sector que percibe la coyuntura actual como un punto de inflexión a partir del cual el turismo sostenible va a ir en aumento en el mercado y observa con temor la escasez de oferta especializada a su alcance y el desconocimiento de este tipo de producto.
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    Integrating the global competence with telecollaboration in CLIL Teacher Training
    (Universidad de Murcia, Servicio de Publicaciones, 2022) García-Esteban, Soraya; Colpaert, Jozef
    Global competence will define learning for decades to come as it encompasses basic life skills. However, there is a lack of data in current academic research on the assessment and integration of this competence in teacher training with current educational technology. Thus, this project had a dual purpose: On the one hand, it aimed to examine the global competence of different groups of student teachers through the development of Sustainable Development Goals (SDG) following a content and language integrated learning (CLIL) approach. On the other, researchers aimed to determine optimal methods for the improvement and integration of this necessary competence in the curriculum. The project was developed with the collaboration of pre-service and in-service teachers enrolled in various master's programs at two European universities in Spain and Belgium. The research was carried out following a pre-test / post-test type design with various assessment instruments based on the OECD (2018) global competence framework. The quantitative analyses showed that, by integrating the SDGs when teaching contents, the participants improved in various domains of Global Competence (adaptability, openness to diversity, perspective taking), but also decreased in other areas (ability to interact in a multicultural world, respect for other cultures, ability to adopt another culture). The qualitative research showed that among the main educational technology examined, telecollaboration can optimise at least five dimensions of Global Competence. Despite the small size of the sample and the complexity of evaluating this competence, this study contributes to educational innovation by presenting didactic telecollaborative proposals and a theoretical framework for the integration and appraisal of Global Competence in (future) educators.
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    Learning about Sustainability and SDG with Future Primary Education Teachers in Initial Training
    (MDPI, 2021-10-22) Robles Moral, Francisco Javier; Didáctica de las Ciencias Experimentales
    The current situation of global change, caused by our way of life and our consumption habits, has negative effects on the social, economic and environmental spheres. To alleviate these changes, from the field of education, various actions focused on sustainability are being carried out. Knowledge of sustainable environmental development is essential in the formation of citizenship, and therefore in education. That is why the purpose of this work is to introduce future primary school teachers to the Sustainable Development Goals (SDG) of the 2030 Agenda for Sustainable Development established by the UN, as an educational tool for teaching and learning sustainability in classrooms. The 4th Degree of Primary Education students worked at designing a didactic intervention, based on the development of Education for Sustainable Development Competencies (ESDC), complemented with the dissemination on Instagram of visual creations on the SDGs designed for primary education students. As a result, 5 didactic proposals and 84 posts were generated on Instagram with 1131 comments. In conclusion, in teacher training, it is necessary to become familiar with the scientific contents and the various ways of working on them in the classroom, to enable the necessary didactic transfer.
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    Measuring global sustainable development and the Impact of SDG interlinkages in the XXI century
    (Springer, 2026-01-24) Abellán-Salinas, María D.; López Martínez, María; Soto Pacheco, Gloria María; Economía Aplicada; Facultad de Economía y Empresa
    This paper analyzes the implications of the interrelationships (linkages) between the Sustainable Development Goals (SDGs) for measuring sustainability, using a synthetic indicator based on the distance P2. This indicator solves several problematic aspects of aggregating data, such as the choice of weightings and the existence of interrelationships, and verifies the mathematical properties necessary to be a rigorous measure. An extensive database is used that collects the sustainable development index and the seventeen SDGs of one hundred and ten countries during the period 2000–2023. As a starting point, the existence of important interrelationships between the SDGs that justify adopting the P2 distance is established. The analysis reveals notable differences between the statistical distributions of the indicator based on the P2 distance and the sustainable development index of the United Nations Development Programme (UNDP) and that, from the point of view of the P2 distance, the UNDP index overestimates the sustainability of the countries with the greatest advances and underestimates that of the countries with the greatest lag due to its weighting scheme, which is based on equal weights. In contrast, the P2 distance gives more importance to environmental goals and the SDG17 (partnerships). The composition of the distance P2, as well as other aspects derived from its methodology, has significant implications in the orientation of measures to improve sustainability. Additionally, the convergence analysis with both indicators shows that the convergence results depend crucially on the indicator used and that the level of income is a relevant differential factor for evaluating convergence.
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    Nuevos modelos de análisis del capital humano turístico (KHT): innovación y sostenibilidad
    (Universidad de Murcia: servicio de publicaciones, 2025) Lillo Bañuls, Adelaida; Fuster, Begoña; Sin departamento asociado
    En los últimos años los países turísticos sufren el efecto de la pandemia, la situación geopolítica por la guerra en Ucrania-Rusia e Israel-Gaza. Las incertidumbres generadas en este nuevo escenario han provocado un cambio de paradigma en el capital humano turístico (KHT). En este trabajo se analizan los distintos aspectos que se han venido estudiando en la literatura de capital humano en turismo y se proponen dos nuevos modelos de análisis. En el primero se estudian los diferentes puntos de análisis del KHT para cualquier destino turístico dados los Objetivos de Desarrollo Sostenible (ODS) para el capital humano, y en el segundo se analiza la innovación y sostenibilidad del KHT dentro de la empresa turística y los nuevos requerimientos del turismo actual en un nuevo contexto internacional
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    “Sevehuellas” una gamificación para implantar los ODS en un centro educativo
    (Universidad de Murcia, Servicio de Publicaciones, 2021) Martínez Orenes, Gracia; Guinea Serrano, Antonio Luis; Centenero de Arce, María José
    La educación ambiental es un reto y una realidad que debemos incluir en los centros educativos de todo el mundo. A partir de los Objetivos de Desarrollo Sostenible 2030 (ODS) lanzado por Naciones Unidas, nos planteamos la necesidad de actuar contra el calentamiento global, el cambio climático y en general cambiar para mejorar nuestros hábitos, tanto sociales, como personales. Vimos que este cambio tan necesario y urgente en nuestro modo de vida lo podríamos acercar a los más jóvenes a través del juego. Para ello se buscó una metodología práctica para trabajar a través del juego y de la tecnología los conceptos necesarios para el cuidado del medio ambiente. Con esta gamificación buscamos motivar al alumnado para iniciar este cambio de estilo de vida de una forma divertida y en equipo sin olvidar el objetivo de alcanzar la mayoría de las metas propuestas. La utilización del juego como instrumento de aprendizaje favorece la participación e implicación del alumnado y ayuda a la cohesión de los equipos. Retos de lógica, artísticos, de cuidado de medio ambiente, talleres de igualdad han convivido con las materias habituales durante este curso. La completa participación de profesorado y alumnado ha hecho que este reto educativo se haya convertido en una realidad extrapolable a otros cursos e incluso a otros centros que deseen incorporarlo