Learning Landscapes to Promote Environmental and Social Skills in Higher Education: A Proposal Aligned with SDG 11 (Sustainable Cities and Communities)

Abstract

In the contexts of higher education and Education for Sustainable Development, universities face the challenge of preparing professionals capable of addressing complex urban issues related to Sustainable Development Goal 11 (SDG 11). Learning landscapes, grounded in the theory of Multiple Intelligences and Bloom’s Taxonomy, have been proposed as a pedagogical framework to support the development of sustainability competencies and higher-order thinking; however, evidence regarding their applicability and viability in university teaching remains limited. This study examines an exploratory learning landscape–based training experience oriented toward SDG 11, focusing on university faculty perceptions. A design-based research approach with mixed-methods design was employed, emphasizing the co-construction, pilot implementation, and formative assessment of learning landscapes within a technical-scientific faculty development program. The results indicate generally positive faculty perceptions, particularly in terms of satisfaction, perceived learning, and professional development. Participants also reported pedagogical usefulness and perceived potential to enhance student motivation and engagement. However, stable curricular integration emerged as the main challenge, mainly due to design workload and the need for institutional support. Overall, the findings provide initial empirical evidence on the perceived value and limitations of learning landscapes in sustainability-oriented higher education and point to the need for further research and institutional conditions to support their implementation.