About this Research Topic
The framework of Active Methodologies is mainly based on the experiential learning theory proposed by Dewey (1938). New trends in education describe that learning happens within a particular environment. In this regard, active learning in higher education must stimulate the acquisition of knowledge in a constructive way, favoring sociocultural learning and promoting active students with the promotion of social justice. Previous studies in the field of Higher Education show that Active Methodologies increase the knowledge of the students regarding the curriculum as well as perceived applied skills.
These findings reinforce the idea that active learning represents a great opportunity to develop professional skills combining theory, practice and motivation between other factors. Several studies have also analyzed the effect of Active Methodologies academically and professionally, while other works have focused on the impact of this teaching method from a social standpoint.
The Sustainable Development Goals (SDGs) from Agenda 2030 can help to promote active learning in Higher Education in line with health, economic, social and environmental goals in our current society (Sachs, Schmidt-Traub, Kroll, Lafortune, Fuller and Woelm, 2020). According to these authors, all SDGs are composed of six transformation frameworks that can be useful guides for governments, healthcare and education systems, social services as well as international, national and local infrastructures. This Research Topic is focused specifically on four frameworks:
Transformation 1 (Education, Gender and Inequality)
Transformation 2 (Health, Wellbeing, and Demography)
Transformation 5 (Sustainable Cities and Communities)
Transformation 6 (Harnessing the Digital Revolution for Sustainable Development)
Both Active Methodologies and sustainable development in higher education can provide improvement of psychological factors as motivation, emotions and wellness in students' daily life. Thus, the present Research Topic is presented as an opportunity to share research related to the effects of Active Methodologies and sustainable development on higher education students' psychosocial factors.
These findings reinforce the idea that active learning represents a great opportunity to develop professional skills combining theory, practice and motivation between other factors. Several studies have also analyzed the effect of Active Methodologies academically and professionally, while other works have focused on the impact of this teaching method from a social standpoint.
The Sustainable Development Goals (SDGs) from Agenda 2030 can help to promote active learning in Higher Education in line with health, economic, social and environmental goals in our current society (Sachs, Schmidt-Traub, Kroll, Lafortune, Fuller and Woelm, 2020). According to these authors, all SDGs are composed of six transformation frameworks that can be useful guides for governments, healthcare and education systems, social services as well as international, national and local infrastructures. This Research Topic is focused specifically on four frameworks:
Transformation 1 (Education, Gender and Inequality)
Transformation 2 (Health, Wellbeing, and Demography)
Transformation 5 (Sustainable Cities and Communities)
Transformation 6 (Harnessing the Digital Revolution for Sustainable Development)
Both Active Methodologies and sustainable development in higher education can provide improvement of psychological factors as motivation, emotions and wellness in students' daily life. Thus, the present Research Topic is presented as an opportunity to share research related to the effects of Active Methodologies and sustainable development on higher education students' psychosocial factors.
Keywords: Active Methodology, Social justice, Service-Learning, Teaching, Sustainable Development, Higher Education
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