Congresos de Innovación Educativa

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Examinando Congresos de Innovación Educativa por Autor "Crespo Martín, Cristina"

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    Ítem
    Integrando criterios de sostenibilidad en la formación universitaria a través de metodologías activas.
    (2025-07) Guerrero Márquez, José Luis; López Mir, Berta; Lillo Ramos, Francisco Javier; Crespo Martín, Cristina; Martínez Coronado, Alba; Najarro de la Parra, María; Herrera Espada, Raquel; Rincón Ramos, Sandra; Fraguas Herráez, Marta
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    Ítem
    Integrando criterios de sostenibilidad en la formación universitaria a través de metodologías activas.
    (2025-07-10) López Mir, Berta; Guerrero Márquez, José Luis; Lillo Ramos, Francisco Javier; Crespo Martín, Cristina; Martínez Coronado, Alba; Najarro de la Parra, María; Herrera Espada, Raquel; Muñoz González, Sandra; Rincón Ramos, Marta; Fraguas Herráez, Ángela Raquel
    Esta comunicación describe una actividad docente desarrollada en la asignatura de Gestión de Suelos y Recursos Hídricos del tercer curso de Ciencias Ambientales de la Universidad Rey Juan Carlos durante el curso 2023-24. La actividad se centró en evaluar, mediante dos acciones formativas, el estado del suelo del campus de Móstoles, donde se había suspendido el riego en ciertas áreas para ahorrar agua. Esto permitió estudiar el comportamiento del suelo frente la sequía y comprender la importancia de formular estrategias conjuntas para el manejo de los recursos hídricos y edáficos mejorando la sostenibilidad del entorno.
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    Ítem
    INTEGRATING SUSTAINABILITY INTO HIGHER EDUCATION THROUGH ACTIVE LEARNING
    (Copernicus, 2025-04) López Mir, Berta; Crespo Martín, Cristina; Lillo Ramos, Francisco Javier; Martínez Coronado, Alba; Herrera Espada, Raquel; Guerrero Márquez, José Luis; González Muñoz, Sandra; Rincón Ramos, Marta; Najarro de la Parra, María
    Recent changes in the Spanish Educational System, including the Organic Law 3/2020 (LOMLOE), require universities to integrate sustainability into their study programs to address the Sustainable Development Goals (SDGs) of the 2030 Agenda. The Universidad Rey Juan Carlos (URJC) has been a pioneer in this effort, with the strategic plan URJC 2030 and a dedicated Green Office in place for over a decade. These initiatives aim to incorporate sustainability across all university activities, including teaching, research, and administration. However, developing the necessary skills to achieve the SDGs in higher education remains an ongoing challenge. This communication describes an innovative educational activity developed during the 2023-24 academic year within the Soil and Water Resource Management subject, aimed at third-year graduate students of Environmental Sciences. The central theme was the analysis of a practical case in a familiar environment: the Móstoles campus of the URJC, where the Environmental Science degree is taught. Here, the URJC Green Office implemented a water conservation project by suspending irrigation in certain areas. Although necessary, this action led to soil erosion in non-irrigated grass areas, highlighting the need for detailed soil property analysis to develop effective water management strategies. At the same time, it provided a natural laboratory to study soil reactions to drought, offering a hands-on learning experience that heightened students’ awareness and engagement with the SDGs. The learning experience combined practical fieldwork, laboratory analyses, and active methodologies to foster the critical thinking and analytical skills necessary to relate the course content to the SDGs. Case-Based Learning linked sustainability concepts to tangible scenarios, while Cooperative Learning involved a group practical project to evaluate soil conditions and suggest practical solutions for improving campus sustainability. This sustainability analysis required prior Flipped Classroom work, which included analyzing historical or recent soil degradation case studies through concept maps, interactive videos, and text analysis. This approach enhanced motivation, concept assimilation, and reflection, connecting classroom content with the environmental issues addressed by the 2030 Agenda, particularly SDG 6 (Clean Water and Sanitation) and SDG 15 (Life on Land). It also highlighted how the SDGs are interconnected, demonstrating that achieving one can have positive or negative impacts on others. Therefore, the activity also addressed the direct or indirect contributions to other goals such as Quality Education (SDG 4), Sustainable Cities and Communities (SDG 11), Responsible Consumption (SDG 12), Reduced Inequalities (SDG 10), Climate Action (SDG 13), and Partnerships for the Goals (SDG 17). The integration of field practices, laboratory analysis, and real-case scenarios provided a practical and tangible learning experience, enabling students to progressively assimilate theoretical concepts and adopt a more active role in their learning process. Student feedback indicates a strong interest in expanding this activity in future iterations, underscoring its potential to enhance the university’s commitment to achieving the SDGs.