This paper looks at universities as training centers for a sustainable economy. Their remit is to promote the required competencies to achieve that aim, including competencies in sustainability. This article describes the role that the universities in Spain are fulfilling with respect to these issues and presents a training proposal that comprises four key competencies in sustainability with their corresponding performance indicators that permit the evaluation of different levels of achievement in training processes. These competencies must embrace their formative role not only with regard to future graduates who will be employed in “green jobs” per se, but also with regard to those alumni who will work in all the other productive sectors, in addition to all citizens directly and indirectly involved in the wider economy as consumers, producers and (direct or indirect) recipients of its effects. The proposal is based on the recommendations of the Conferencia de Rectores de Universidades Espanolas (CRUE: Conference of Chancellors of Spanish Universities), and can be adapted to the teaching programs of different subjects in order to facilitate the training necessary in general competencies of sustainability within the ambit of the subjects taught. Furthermore, this proposal follows the institutional strategy of CRUE to promote curricula sustainability through the inclusion of the principles and values of sustainable development in every degree and educational program taught. This proposal could also be applied to other cultural contexts with similar characteristics.

https://www.mdpi.com/2071-1050/6/5/2974/pdf

Learning for a Sustainable Economy: Teaching of Green Competencies in the University

This article analyzes, on the one hand, the perception of future teachers (n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.

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Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development

El Aprendizaje Servicio Numerosos autores y organismos sostienen que la Universidad puede y debe asumir un papel clave en la construccion de un entorno natural y social sostenible. Para ello, es necesario incorporar en el modelo formativo metodologias acordes con los principios de sostenibilidad. En este articulo se analizan teoricamente las caracteristicas que convierten el aprendizaje-servicio en una herramienta eficaz para la introduccion de la sostenibilidad en el curriculum y los retos que supone su implementacion en la Universidad. Aprendizaje-servicio y sostenibilidad curricular son dos conceptos poco conocidos, por lo que en primer lugar se hace necesario definirlos. A continuacion se analiza la conexion entre ambos partiendo de los principios aprobados por la Conferencia de Rectores de las Universidades Espanolas para la introduccion de la sostenibilidad en el curriculum, asi como a traves de una revision de documentos e investigaciones sobre el tema. Como conclusion, se defiende que el aprendizaje-servicio es una metodologia idonea para educar sobre, para y desde la sostenibilidad, que cumple con los principios de sostenibilidad en el entorno universitario.

https://revistaseug.ugr.es/index.php/profesorado/article/download/18607/18109

Aprendizaje-servicio: una propuesta metodológica para la introducción de la sostenibilidad curricular en la Universidad.

espanolDesde la teoria de la determinacion objetiva y positiva del hecho se ha propuesto un concepto de coautoria aplicable tanto al delito doloso como imprudente, que se diferencia de los defendidos desde otros sectores doctrinales no tanto por los requisitos que se exigen para constatar la coautoria (objetivo y subjetivo), sino por el contenido que dichos elementos deben poseer. En este trabajo expongo los conceptos de coautoria y de autoria accesoria desde la perspectiva de la teoria de la determinacion objetiva y positiva del hecho para cuestionar el papel que se le otorga al “acuerdo” en esta postura, haciendo un analisis critico. Finalmente, realizo una propuesta para un entendimiento distinto del elemento subjetivo “acuerdo” que, a mi modo de ver, resulta mas coherente con las bases conceptuales de esta teoria y que, por tanto, la refuerza. EnglishBased on the theory of the objective and positive determination of the act, a concept of co- perpetratorship has been proposed. This concept is applicable to intentional crimes and reckless crimes, and it differs from other concepts defended from other doctrinal sectors. The difference stands not so much on the requirements that are requested to affirm the co- perpetratorship (objective and subjective), but for the content that these elements must possess. In this work the author exposes the concepts of co-perpetratorship and accessorial-perpetratorship from the perspective of the theory of the objective and positive determination of the act, making a critical analysis to question the role that is granted to the “agreement”. Finally, the author makes a proposal for a different understanding of the subjective element “agreement”, that is more coherent with the conceptual bases of this theory and, therefore, reinforces it.

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La coautoría con imprudencia desde la teoría de la determinación objetiva y positiva del hecho: una reinterpretación del papel del acuerdo para reforzar el carácter objetivo de la teoría

The University Jaume I of Castellon (Spain) launched the “ImpSDGup” course in 2017. The aim of this training course on professional education for sustainable development (ESD) skills and competences for higher education teachers is to help academics in reorienting their subjects’ curricula in order to contribute to the sustainable development goals of the United Nations’ Agenda 2030. The “ImpSDGup” course is based on the Training Model in Transformative Action for Sustainability (TMTAS) model that is structured in three main areas: the content on sustainability, the theoretical approaches, and the ESD teaching and learning methodologies. In this paper, we describe the design and the contents of the training course and we investigate the changes that participants of the course implemented in the design of their subject programs. The methodology of the study was based on content analysis. The main results show that most of the 55 university teachers that undertook the course in its three editions succeeded in transforming course objectives and that they incorporated some of the SDGs and several ESD active learning methodologies in their teaching. As a consequence of this, we consider that the course helps in enhancing university teachers’ ESD professional competences.

https://www.mdpi.com/2071-1050/12/19/8267/pdf

Implementation of SDGs in University Teaching: A Course for Professional Development of Teachers in Education for Sustainability for a Transformative Action

La universidad juega un papel determinante en la formacion integral de los individuos, es por ello que tiene la obligacion de incluir la sostenibilidad en sus curricula, con el fin de que los futuros profesionales desarrollen su trabajo desde una perspectiva sostenible, que los conduzca a actuar de manera responsable y comprometida con su entorno mas directo. El proceso de sostenibilizacion de la Universidad no es facil y conlleva una profunda transformacion del modelo educativo. El reto consiste en encontrar la mejor forma para que sea eficaz, camino que debe construir cada universidad. Teniendo en cuenta el contexto actual de convergencia europea, que aboga una formacion en base a competencias, parece un buen momento para iniciar el viaje. Desde la universidad de Cadiz, pensamos que las propuestas metodologicas son una via para incluir criterios de sostenibilidad en las aulas. Esta investigacion se centra en la metodologia empleada en las aulas de la Universidad de Cadiz, por docentes interesados en el ambito de la sostenibilidad curricular y analizar como se reflejan en estas practicas criterios asociados a la misma.

Aproximación al nivel de inclusión de la sostenibilidad en los curricula universitarios

This research paper analyses the influence of Animal RightsMovements on the recognition of a standard of animal protection in the legal system. After outlining the main rules that regulate Animal Welfarein european law and administrative law in Spain, as well as developmentsthat the protection of animals by criminal law has experienced in recentyears. Article seeks to concretize what is protected with the regulationof animal cruelty crime and others criminal infractions related to animalabuse. Finally it is analyzed the essential elements that make up the legaldefinition of these criminal offenses at present

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La protección del bienestar animal a través del derecho penal

En las paginas que siguen se realiza un pequeno repaso historico de los hitos fundamentales que condujeron a la elaboracion de la “Doctrina Parot” y se analiza a continuacion la fundamentacion que uso la jurisprudencia espanola para dar lugar a dicha Doctrina, junto a las posiciones judiciales contrarias que ya se pronunciaron en nuestro pais en su momento y el contenido de la Sentencia del Tribunal Europeo de Derechos Humanos que la anula. Asimismo se analiza la regulacion legal de la refundicion de condenas y el criterio jurisprudencial con el que se aplica, que constituye un ejemplo palmario de creacion judicial del derecho al margen de lo dispuesto en la legislacion positiva. Palabras clave: Doctrina Parot, irretroactividad de la ley penal, refundicion de condenas, prision permanente revisable. Abstract: The following pages go over some historical events that led to the development of "Parot Doctrine" and then analyze the rationale of the Spanish jurisprudence in order to create that Doctrine, along with judicial positions in Spain that already were contrary to its application and the Grand Chamber judgment of the European Court of Human Rights in the Del Rio Prada case. Spanish Law about combination of sentences is also analyzed, as well as the practice of the courts which constitutes a glaring example of judicial law making against legislation in force. Keywords: Parot Doctrine, non-retroactivity of Criminal Law, combination of sentences, revisable permanent prison.

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Esther Hava García

Papers

Aproximación al nivel de inclusión de la sostenibilidad en los curricula universitarios

La protección del bienestar animal a través del derecho penal

Antes y después de la doctrina Parot: la refundición de condenas y sus consecuencias

La tutela penal de los animales

La imprudencia inconsciente