Search results

Food literacy is a multidimensional concept that prioritises the aspects individuals require to navigate the contemporary foodscape successfully. The study aims to map the knowledge base and intellectual structure of the concept of food literacy to assess if the most cited definitions reflect these constructs.

The inclusion criteria of full-text, peer-reviewed articles or conference papers, in English, using “food literacy” within the title, abstract, keywords or linked to the research focus produced 538 articles from the Scopus database from its inception until January 31, 2023. Articles were analysed according to exponential growth, geolocations, authors, articles, research areas and keywords using VOSviewer, CiteSpace and Excel.

Food literacy research grew exponentially between 2012 and 2022 at a rate of 50% and spanned 62 research areas, with nutrition and dietetics being the most common. Vidgen and Gallegos were the most cited authors of the most cited article, and Australia was the most influential food literacy research geolocation. Research originating from developing countries within Asia, the Middle East, Africa and South America was underrepresented, and COVID-19 impacted research trends between 2020 and 2023.

It is recommended to link “food literacy” to appropriate publications to increase its visibility and that food literacy be redefined and conceptualised to better reflect its intellectual structure. To complete this task, further research guided by keyword clustering can enhance conceptual understanding.

This study provides new insight into the knowledge base and intellectual structure of food literacy and provides scope for future research to develop the concept further.

This study aims to investigate the integration of education for sustainable development (ESD) into landscape architecture (LA) programs in North American universities to understand its benefits and challenges and provide insights into the implementation of sustainability principles, pedagogies and teaching methods.

This study analyzed survey data from 128 LA faculty members from 85 Council of Educators in Landscape Architecture member schools. The survey assessed the implementation of sustainability principles, pedagogies, teaching benefits and challenges to integrating sustainability into their courses. To complement the survey data, 62 LA course syllabi were analyzed using a grounded theory approach to identify the topics covered, learning objectives and learning activities.

The study revealed that LA programs incorporate sustainability topics in various courses using project-based and interdisciplinary learning approaches. Integrating ESD into LA curricula promotes sustainability literacy, improved understanding of sustainability concepts and the development of sustainability skills. The study also found positive correlations between teaching methods, the enhancement of sustainability literacy and the development of design and planning skills.

This research examined the effects of teaching methods on student learning outcomes and the challenges instructors faced, providing practical insights into the integration of ESD in LA education. It offers recommendations to enhance the ESD knowledge of future LA practitioners, considering the inclusion of ESD as a core value of the standard by the Landscape Architectural Accreditation Board.

This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students.

With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion.

Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice.

When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution.

The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions.

A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change.

This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.

This study aims to analyze the evolution and current state of talent management in learning organizations and the design of managerial curricula, highlighting the challenges and opportunities in the context of a rapidly changing global business environment.

A narrative literature review was conducted, tracing the conceptual evolution of learning organizations. Seminal works emphasizing continuous learning and transformation were highlighted, and the progression of managerial education was analyzed, from its early focus on ethics and soft skills to its current emphasis on sustainability, digital literacy and experiential learning.

The research reveals challenges in balancing foundational knowledge with emerging competencies in curriculum design. Tensions are evident in maintaining relevance in rapidly changing, globally interconnected environments. Notable limitations include the trade-offs in innovation and the need to cater to diverse student demographics.

This review uniquely synthesizes developments at the intersection of curriculum innovation, organizational learning and curriculum design, offering valuable insights for institutions aiming to nurture talent for modern learning organizations.

The purpose of this paper is to analyze how sustainability was operationalized in the Spanish universities through plans and actions that contribute actively to the achievement of the sustainable development goals (SDGs).

A systematic search and content analysis served to examine information available on websites belonging to the 76 universities listed in the Conference of Rectors of the Spanish Universities (CRUE).

The participation of Spanish universities on initiatives focused on sustainability is very limited, highlighting the negligible role of private institutions in which topics like sustainability and the 2030 Agenda/SDGs were scarcely addressed.

The study outlines the actual extent of the inclusion of sustainability in particular co-curricular actions toward the SDGs in the CRUE. The findings enable to define a long-term sustainability road map for the Spanish university system.

Financial illiteracy could pose a significant challenge to micro-entrepreneurs. There is a pressing need to foster financial literacy;, therefore, the purpose of this study is to examine particularly how Islamic financial literacy may enhance their businesses toward achieving financial sustainability.

This study uses quantitative methods. Three hundred (300) questionnaires were distributed to micro-entrepreneurs in three states in Malaysia, namely, Kedah, Kelantan and Terengganu. This study used the partial least squares (PLS) analysis using the SmartPLS 3.2.

The study found that the most robust Islamic financial literacy factors are financial behavior, followed by financial knowledge and financial attitude .The outcome of Islamic financial literacy, which is financial sustainability, also demonstrates a positive and significant relationship.

All variables show a positive and significant relationship toward financial sustainability. Stated differently, micro-entrepreneurs are aware that understanding the basic concepts of Islamic finance may help them achieve long-term financial sustainability

This study incorporates Islamic financial concepts into financial literacy while also assessing demographic aspects like years of business operation and education as moderators, which were not considered by previous studies.

This study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation.

The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022.

The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates.

First, this study provides a more complete, more reliable and more current assessment of the graduation requirement’s presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.

This study aims to describe and examine the strategy used by the Taman Ismail Marzuki Library for increasing its social sustainability capabilities.

The research questions in this study are (1) What is the TIM Library’s social sustainability strategy for supporting the green library concept? and (2) What are the impediments and facilitators to implementing the green library concept in the TIM Library through a social sustainability process? This study adopted a qualitative approach, using a case study method, in research conducted over the period July–November 2022. The data collection methods used were purposive sampling, interviews, observations and document analysis.

This study’s findings indicate that the TIM library’s social sustainability strategy supports economic sustainability up to the independence stage, whereas environmental sustainability is still at the empowerment stage. The green library concept is sustainable due to the library’s commitment to the “third place” concept and library cooperation. The TIM Library’s continuing strategy to use creative community development programs to attract public interest and change the library’s perception in the community should help it realize the green library concept.

Libraries can use the research findings to guide their strategies for community engagement and inclusivity.

The paper suggests that policymakers supporting libraries can consider incorporating elements of the Green Library concept and community development stages into policies to enhance the societal impact of libraries.

The significance of this study is that it uncovers strategies to help public libraries meet the requirements of the green library concept.

The UK Government has committed to achieving net-zero emissions by 2050, being the first major nation to do so. While laudable, it raises the question, “are future built environment professionals (BEPs) equipped for this?” Although studies related to students’ perspectives exist, they broadly focus on sustainability-related pedagogical aspects, with limited studies conducted in the built environment (BE). This study makes the case that it is timely to investigate this from an emerging perspective using the term “low-carbon future” (LCF), given that it is germane to achieving net-zero emissions and is at the forefront of academic and practice discourse. Therefore, this paper aims to investigate the knowledge level of UK BE students’ in higher education institutions (HEIs) specific to the term LCF.

This is a systematic scoping study review of published papers related to sustainability in BE curricula in the UK HEI context.

The findings reveal that LCF remains at a nascent stage, with no study specifically addressing it. It indicates a knowledge gap that could impact the grounding students require to address current and future sustainability challenges.

The review focused on a specific term, which, while relevant, is very niche. A review of other emerging terms, considering LCF as a theme, and/or empirical data from diverse stakeholders in UK HEIs could enrich the results.

This study provides significant insight into the status of sustainability inclusion in the BE curriculum. It would serve as a reference for stakeholders involved in equipping future BEPs with the requisite knowledge and skills to deal with sustainability challenges that will be consequential beyond the UK context. It would also inform future research.

Sustainability-informed and equipped BEPs will be influential in shaping their immediate surroundings and how people engage with them, which will contribute to developing a more equitable and sustainable society.

Beyond contributing to the discourse on sustainability literacy in UK HEI from an emerging concept perspective, this study would be useful as possibly the first of its kind. Therefore, it fills the theoretical gap and proffers recommendations that would be beneficial for curriculum development.

This chapter will discuss the case of Centurion University of Technology and Management (CUTM), Odisha, one of India’s leading skills universities that provides a hands-on, practice-oriented, experience-based, interactive, and learning-centered educational environment. This chapter will further argue that by designing a skill integrated interdisciplinary and multidisciplinary curriculum, CUTM has built employable and entrepreneurial-minded manpower in order to contribute meaningfully towards a sustainable future. The various courses address Sustainable Development Goals (SDGs) either directly or indirectly through a broad range of disciplines spanning from agriculture to industrial automation to governance. This chapter also highlights five social entrepreneurial initiatives under the brand name of ‘Gram Tarang’. Centurion University has established strong collaborations with industry, national and state governments, non-governmental organizations, and the local community for sustainable development, in line with SDG 17. The impact of Higher Education Institutions through their outreach activities, social entrepreneurship, and their attempts at enhancing critical thinking, creativity, and ethical values among students is also discussed. In the Indian context, these are crucial parameters that define sustainability (Agrawal & Kumar, 2018).