Enhancing Sustainability Competence: A Case Study of Physics and Mathematics Curricula at the University of Maribor
持続可能性コンピテンスの向上：マリボル大学の物理学・数学カリキュラムの事例研究 (AI 翻訳)
Petra Cajnko, Robert Repnik, Matej Mencinger, Eva Klemenčič
🤖 gxceed AI 要約
日本語
この研究は、マリボル大学の物理学・数学プログラムにおける持続可能性コンピテンスの育成状況を調査した。卒業生の認識では、批判的思考や問題解決には自信があるが、エネルギー政策や循環経済については十分に理解していない。カリキュラムは一般的なスキルを育成しているが、特定のエネルギー関連トピックへの重点化が必要である。
English
This study examines sustainability competence in physics and mathematics curricula at the University of Maribor. Graduates report confidence in critical thinking and problem-solving, but fewer than a third feel informed about energy policies and circular economy. The curricula foster general skills but require greater emphasis on energy-specific topics.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本のGX教育やカリキュラム改革の参考として、特に大学の理系分野での持続可能性教育の現状を示している。ただし、日本の政策や規制との直接的な関連は薄い。
In the global GX context
This paper provides insights into integrating sustainability competence into STEM curricula, relevant for global efforts to align higher education with green transition needs. However, it does not directly address climate disclosure or corporate sustainability practices.
👥 読者別の含意
🔬研究者:Educators and curriculum designers can use the findings to improve sustainability content in physics and math programs.
📄 Abstract（原文）
Sustainability competence is increasingly recognized as a vital skill for addressing global environmental challenges. As societies transition to sustainable energy solutions, individuals must acquire the knowledge and skills to make informed decisions. According to the European sustainability framework GreenComp, competences supporting green transition are categorized into embodying sustainability values, embracing complexity, envisioning sustainable futures and acting for sustainability. This study examines the development of sustainability competence within the Physics and Mathematics programs at the Faculty of Natural Sciences and Mathematics University of Maribor. The analysis focuses on compulsory and elective courses to evaluate how curricula have adapted to challenges and market needs. Additionally, the evolution of teaching methodologies and their impact on students' understanding of sustainability is assessed. Closed-ended questionnaires were distributed to measure graduates’ perceived sustainability competence. The findings indicate graduates are confident in critical thinking and problem-solving. However, fewer than a third felt adequately informed about energy policies and the circular economy. Furthermore, only half reported sufficient knowledge of energy-saving practices, energy sources, sustainability concepts, and energy efficiency. The results highlight that while the curricula successfully foster general skills in critical and exploratory thinking, greater emphasis is needed on specific topics, particularly energy policies and sustainability practices. Keywords: sustainability, higher education, curriculum analysis, graduate competences, questionnaire
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.30958/aje.13-3-5first seen 2026-06-16 04:44:32
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