RELIGIOUS EDUCATION AND CLIMATE ACTION: COMPARING UNIVERSITY TEACHERS' PERSPECTIVES IN SPAIN, POLAND, AND ITALY
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- Tytuł: RELIGIOUS EDUCATION AND CLIMATE ACTION: COMPARING UNIVERSITY TEACHERS' PERSPECTIVES IN SPAIN, POLAND, AND ITALY
- Autor/Autorzy:
- Nazwa czasopisma: Scientific Culture
- Rok: 2026
- Tom: 12
- Numer: 4
- ISSN: 2408-0071
- e-ISSN: 2407-9529
- DOI: 10.5281/zenodo.124261066
- Adres www:: https://sci-cult.net/index.php/cult/article/view/6523/4012
- Strony od-do: 11143-11160
- Abstrakt: Current global challenges related to climate change and social inequality highlight the need for educational approaches that integrate ethical, cultural, and spiritual dimensions. In this context, sustainability education, environmental psychology, virtue ethics, and eco-theology, particularly the Catholic concept of integral ecology presented in Laudato si’, offer a valuable framework for addressing the persistent value-action gap in climate education through value-based learning. This study explores the potential of Catholic religious education in higher education as a context for promoting sustainability and climate action. It examines how university teachers in Spain, Italy, and Poland conceptualise and implement educational approaches that connect faith, ethics, and ecological responsibility. An exploratory mixed-methods design was employed, using a collaboratively developed questionnaire administered to 62 higher education teachers from 36 universities across the three countries. The instrument assessed seven areas: knowledge, competencies, teaching resources, methodologies, difficulties, challenges, and educational values. Quantitative data were analysed descriptively and qualitative responses through inductive thematic analysis. Results indicate strong consensus on the anthropogenic causes of climate change and their ethical implications, as well as a shared understanding of Laudato si’. Ethical engagement and critical thinking emerged as the most valued competencies, while entrepreneurship and leadership were rated lower. Teachers mainly rely on the Bible and Laudato si’ and favour active methodologies such as case studies, cooperative learning, and service learning. The study concludes that Catholic religious education offers a promising framework for integrating sustainability and climate action through transformative, value-based pedagogical approaches in higher education.
- Dyscyplina:
- pedagogika
- pedagogika
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- 002 a RELIGIOUS EDUCATION AND CLIMATE ACTION: COMPARING UNIVERSITY TEACHERS' PERSPECTIVES IN SPAIN, POLAND, AND ITALY
- 003 b 0000-0001-8781-7643
- 003 b 0000-0002-2818-1582
- 003 a A. Hofmann (Autor)
- 003 a ANNA KRÓLIKOWSKA (Autor)
- 003 a BARBARA SURMA (Autor)
- 003 a M. Fuertes - Camacho (Autor)
- 003 a M. FERNANDEZ - MORILLA (Autor)
- 003 a N. Rosati (Autor)
- 004 a Oryginalny artykuł naukowy
- 006 a Scientific Culture
- 008 a 2026
- 009 a 12
- 010 a 4
- 011 a 2408-0071
- 012 a 2407-9529
- 013 a 10.5281/zenodo.124261066
- 014 a https://sci-cult.net/index.php/cult/article/view/6523/4012
- 015 a 11143-11160
- 020 a Current global challenges related to climate change and social inequality highlight the need for educational approaches that integrate ethical, cultural, and spiritual dimensions. In this context, sustainability education, environmental psychology, virtue ethics, and eco-theology, particularly the Catholic concept of integral ecology presented in Laudato si’, offer a valuable framework for addressing the persistent value-action gap in climate education through value-based learning. This study explores the potential of Catholic religious education in higher education as a context for promoting sustainability and climate action. It examines how university teachers in Spain, Italy, and Poland conceptualise and implement educational approaches that connect faith, ethics, and ecological responsibility. An exploratory mixed-methods design was employed, using a collaboratively developed questionnaire administered to 62 higher education teachers from 36 universities across the three countries. The instrument assessed seven areas: knowledge, competencies, teaching resources, methodologies, difficulties, challenges, and educational values. Quantitative data were analysed descriptively and qualitative responses through inductive thematic analysis. Results indicate strong consensus on the anthropogenic causes of climate change and their ethical implications, as well as a shared understanding of Laudato si’. Ethical engagement and critical thinking emerged as the most valued competencies, while entrepreneurship and leadership were rated lower. Teachers mainly rely on the Bible and Laudato si’ and favour active methodologies such as case studies, cooperative learning, and service learning. The study concludes that Catholic religious education offers a promising framework for integrating sustainability and climate action through transformative, value-based pedagogical approaches in higher education.
- 022 a climate action
- 022 a higher education
- 022 a integral ecology
- 022 a religious education
- 022 a sustainability education
- 966 a pedagogika
- 966 a pedagogika
- 985 a Wydział Pedagogiczny
- 985 b Instytut Nauk o Wychowaniu
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- Tytuł: RELIGIOUS EDUCATION AND CLIMATE ACTION: COMPARING UNIVERSITY TEACHERS' PERSPECTIVES IN SPAIN, POLAND, AND ITALY
- Autor (Twórca):
- Tytuł czasopisma : Scientific Culture
- Data: 2026
- Dyscyplina: pedagogika
- Słowa kluczowe w j. angielskim:
- Struktura: