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Article
Publication date: 12 February 2024

María Victoria Rosique Rodríguez, Carmen de-Prado Ruiz-Santaella and María Ángeles Jordano Barbudo

The 2030 Agenda and the sustainable development goals (SDGs) constitute a new global roadmap for all institutions and sectors of society. Therefore, thanks to the initiative of…

Abstract

Purpose

The 2030 Agenda and the sustainable development goals (SDGs) constitute a new global roadmap for all institutions and sectors of society. Therefore, thanks to the initiative of Club of Córdoba for the Unesco (CUCO), a nonprofit association, in collaboration with the University of Cordoba, the need to create a tool for heritage management has been identified to guide personnel responsible for cultural heritage resources in the implementation of SDGs. The goal of this universal guide is to raise awareness of the importance of cultural heritage resources being aligned with the 2030 Agenda and provide the keys to apply the SDGs in the day-to-day activities of the different institutions. This publication is part of the proyect of the Junta de Andalucía “The Guide to Action on a Heritage Resource on the SDGs” (GARPODS).

Design/methodology/approach

SDG Compass is a powerful tool for the application of the SDGs in the business field and therefore has been considered appropriate to create a guide for cultural heritage resources based on it. To this end, we have held meetings with experts in the heritage field (directors and managers of different heritage resources in the province of Córdoba) both individually and collectively. Surveys have also been carried out on different interest groups (managers, employees, suppliers, visitors) which in turn have made it possible to provide an interdisciplinary nature to the sample and the results.

Findings

With the completion of this work, it has been proven that cultural heritage resource managers lack the necessary knowledge and resources to implement the SDGs in their management. Therefore, the proposed guide will be a practical tool that will allow all heritage resources to incorporate the SDGs into their management.

Originality/value

The tool proposed in this work, although it based on the SDG Compass methodology, aims to go beyond the business sphere and adapt to heritage resources so that they can apply the SDGs in their management. This work is ongoing and the full guide will be presented in February 2024.

Details

Journal of Cultural Heritage Management and Sustainable Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2044-1266

Keywords

Article
Publication date: 17 October 2023

Jose Manuel Diaz-Sarachaga and Joana Longo Sarachaga

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…

Abstract

Purpose

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).

Design/methodology/approach

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).

Findings

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.

Originality/value

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.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 4 July 2023

Valeria Andreoni and Alice Richard

The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world…

Abstract

Purpose

The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals.

Design/methodology/approach

Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK).

Findings

The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities.

Originality/value

To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 1 May 2023

Carlos Martínez-Hernández and Carmen Mínguez

The current “Anthropocene” epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be…

Abstract

Purpose

The current “Anthropocene” epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students’ professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change.

Design/methodology/approach

The research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed.

Findings

The results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to “sustain” the curriculum, following this highly valued framework.

Originality/value

Geography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 11 August 2023

Ion Yarritu, Nahia Idoiaga Mondragon, Inge Axpe Saez and Cristina Arriaga

The educational community – particularly higher education – should contribute to the new generation’s understanding of what sustainability entails. To do this, teachers must be…

Abstract

Purpose

The educational community – particularly higher education – should contribute to the new generation’s understanding of what sustainability entails. To do this, teachers must be aware of the need for education for sustainability. However, little is known about how university teachers understand or represent sustainability. This study aims to bridge the gap identified in the literature concerning university teachers’ representation of sustainability.

Design/methodology/approach

A total of 403 teachers from the University of the Basque Country participated in the study through a free association exercise based on the grid elaboration method.

Findings

In general terms, teachers are aware of the three dimensions that constitute sustainability, but differences were found in the way sustainability was represented depending on several factors such as the teaching field, previous knowledge of the 2030 Agenda and gender. Despite awareness of the need to incorporate sustainability, there was also reticence toward the way in which sustainability is being addressed in higher education. Those results were discussed considering the previous literature on sustainability.

Practical implications

The results allow the authors to conclude that knowledge of the 2030 Agenda leads teachers to have a more complete representation and greater recognition of sustainability. Thus, it would be necessary for universities to offer more training to teachers to promote a holistic understanding of sustainability and facilitate its incorporation into teaching.

Originality/value

The use of this method made it possible to collect, in a less biased and much more direct way, the teachers’ voices, to know the type of representation (holistic) or partial (only one of its dimensions: environmental, economic or social) that they have of sustainability, and to check whether their representation was linked to specific factors.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 28 July 2023

Sónia Monteiro, Verónica Ribeiro, Estela Vilhena, Kátia Lemos and Cristiana Molho

Some studies investigate the determinants of sustainability/integrated reporting in Higher Education Institutions (HEIs). However, empirical research is still very embryonic in…

Abstract

Purpose

Some studies investigate the determinants of sustainability/integrated reporting in Higher Education Institutions (HEIs). However, empirical research is still very embryonic in the scope of sustainable development goals (SDGs). As far as the authors are aware, previous research related to reporting in HEIs has not considered the linkage with the SDGs. Thus, this paper aims to analyse the disclosure on the websites of the Portuguese HEIs regarding the SDGs and their determinant factors.

Design/methodology/approach

This study is based on content analysis of the information disclosed on the websites of all Portuguese HEIs. Through bivariate and multivariate statistics analysis, the authors also aim to identify the explanatory factors for the SDGs reporting (such as geographical location – coast/inland, HEIs’ size, educational system – Universities and polytechnics, institutional status – public and private).

Findings

The results indicate that 63.6% of Portuguese HEIs disclose information on SDGs in their websites. Findings of bivariate analysis revealed that public and larger HEIs are those that disclose more information about SDG on their websites. However, the logit regression result found that size is the only determinant factor of SDGs reporting.

Originality/value

To the best of the authors’ knowledge, this paper is the first Portuguese approach to SDGs reporting in the Portuguese higher education sector. The results will be of interest to policymakers and regulators who decide to implement and standardize SDGs reporting at higher education, as well as of HEIs’ managers who wish to follow these new trends in their reporting cycle.

Details

Social Responsibility Journal, vol. 20 no. 3
Type: Research Article
ISSN: 1747-1117

Keywords

Article
Publication date: 17 July 2023

Iluta Arbidane, Anita Puzule, Daina Znotina, Ramute Narkuniene and Jurgita Daubariene

This study analyses the role of tourism in the context of the 2030 Agenda for Sustainable Development, as well as the need to integrate sustainability into tourism policies, which…

Abstract

Purpose

This study analyses the role of tourism in the context of the 2030 Agenda for Sustainable Development, as well as the need to integrate sustainability into tourism policies, which contribute to the development and accessibility of technologies and the quality of society.

Design/methodology/approach

This study reviews the accessibility of the tourism industry and the expansion of smart tourism in terms of sustainability, reviewing a wide range of research papers and analysing the concepts, findings and approaches suggested by scientists from various countries, as well as examples from the Baltic States.

Findings

The results reveal that the tourism industry is capable of adapting to changing conditions in modern society in a short enough period, thus contributing to the expansion of smart tourism and their active implementation at tourist attractions. In view of the goals set by the 2030 Agenda for Sustainable Development, the accessibility of tourist attractions to various social groups should be provided through cooperation between public and private organizations.

Originality/value

This study explores the accessibility of tourism attractions and the development of smart tourism in the context of sustainability. Further, the article analyses some best practice examples from the Baltic States, which underpin the adaptation of the tourism industry to the changing conditions, as well as indicating the adaptation of the industry to the demands of modern society.

Details

Worldwide Hospitality and Tourism Themes, vol. 15 no. 5
Type: Research Article
ISSN: 1755-4217

Keywords

Article
Publication date: 13 July 2023

Sónia Monteiro, Verónica Ribeiro and Cristiana Molho

The implementation and reporting of the sustainable development goals (SDGs) is one of the emerging challenges for higher education institutions (HEIs), but the lack of…

Abstract

Purpose

The implementation and reporting of the sustainable development goals (SDGs) is one of the emerging challenges for higher education institutions (HEIs), but the lack of well-defined reporting structures and topics for this sector makes it difficult to map and evaluate HEI performance in relation to 2030 Agenda. This study aims to assess the SDG performance and reporting by the 13 HEIs that integrate the Times Higher Education Impact Ranking (THE_IR), from the perspective of the five pillars of the 2030 Agenda in the Portuguese context, where research on this topic is quite scarce.

Design/methodology/approach

Considering the THE_IR methodology, an SDG reporting assessment framework with 85 key topics has been developed to search for in the institutional reports of the 13 studied HEIs. For each topic, depending on the number of institutions that disclose it, a reporting index (RI) has been calculated, which was used to compare the level of reporting between the different SDGs and pillars.

Findings

Concerning HEIs’ SDG performance in the THE_IR, the People pillar was the one with the most HEIs ranked, followed by the Prosperity pillar. The Planet pillar was less highlighted. SDG reporting varied widely among Portuguese HEIs. The SDG RI presented a mean value of 43.1%. The Kruskal–Wallis test revealed that the RI for the Planet pillar (RI = 23.6%) was statistically and significantly lower than those for the People and Prosperity pillars (RI = 48.6% and 53.5%, respectively). The results thus demonstrated some conformity of the SDG reporting with Portuguese HEI performance in THE_IR. Aside from Goal 5, the SDGs 4 and 3 stood out in the first four positions of the HEIs in the THE_IR. Goals 3 and 4 were also the most disclosed in institutional reports.

Originality/value

This study proposed and applied a new SDG reporting assessment framework for HEIs, contributing to better evaluation of the inclusion of important SDG-related topics in their institutional reports.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 22 March 2024

Elizabeth Agyeiwaah and Bob McKercher

The purpose of this paper is to argue for the development of a vibrant domestic tourism sector in emerging economies as a means of moving towards a more sustainable tourism sector…

Abstract

Purpose

The purpose of this paper is to argue for the development of a vibrant domestic tourism sector in emerging economies as a means of moving towards a more sustainable tourism sector and achieving many of the goals outlined in the UNWTO’s 2030 Agenda for Sustainable Development.

Design/methodology/approach

It uses a perspective approach through a critical state-of-the-art review of selected domestic and international tourism studies.

Findings

This paper illustrates how developing such a sector will provide a range of economic and social benefits to emerging economies and their residents, as well as lowering the per-capita tourism carbon footprint of destination areas.

Practical implications

This study identifies policy initiatives that can be developed to help emerging economies transition from an international tourism focus to a more balanced focus.

Social implications

This study indicates the social benefits of developing a domestic tourism sector in emerging economies.

Originality/value

It equips national tourism organisations and small and medium tourism enterprises with specific actions for the use of tourism as a prosperity tool in the pursuance of these benefits. It, further, calls for a research agenda on investigating how emerging economies are uniquely progressing towards this global goal through thriving domestic tourism recognising that each economy is culturally different.

目的

本文主张在新兴经济体发展充满活力的国内旅游业, 以此作为迈向更可持续的旅游业和实现联合国世界旅游组织《2030 年可持续发展议程》中概述的许多目标的手段。

设计/方法

通过对选定的国内和国际旅游研究进行批判性的最新文献回顾, 采用了前瞻性的方法。

研究结果

本文阐述了发展这样一个产业将如何为新兴经济体及其居民提供一系列经济和社会效益, 并降低目的地的人均旅游碳足迹。

实践意义

确定可以制定的政策举措, 以帮助新兴经济体从国际旅游业向更平衡的旅游业转型

社会影响

展现了新兴经济体发展国内旅游业的社会效益。

原创/价值

为国家旅游组织和中小型旅游企业提供了将旅游业作为繁荣工具以实现上文提到的这些利益的具体方向。此外, 论文还呼吁制定一项研究议程, 调查新兴经济体如何通过繁荣的国内旅游业独特地朝着这一全球目标前进, 也需要认识到每个经济体的文化都不同。

Objetivo

Este trabajo defiende el desarrollo de un sector turístico interno fuerte en las economías emergentes como medio para avanzar hacia un sector turístico más sostenible y alcanzar muchos de los objetivos esbozados en la Agenda 2030 para el Desarrollo Sostenible de la OMT.

Diseño/metodología/enfoque

Adopta un enfoque de perspectiva a través de una revisión crítica del estado del arte de estudios turísticos nacionales e internacionales seleccionados.

Resultados

El trabajo ilustra cómo el desarrollo de este sector aportará una serie de beneficios económicos y sociales a las economías emergentes y a sus residentes, así como la reducción de la huella de carbono per cápita del turismo en las zonas de destino.

Implicaciones prácticas

Identifica las iniciativas políticas que pueden desarrollarse para ayudar a las economías emergentes en la transición de un enfoque turístico internacional a un enfoque más equilibrado.

Implicaciones sociales

Se indican los beneficios sociales de un desarrollo del sector turístico interno en las economías emergentes.

Originalidad/valor

Proporciona a las organizaciones nacionales de turismo y a las pequeñas y medianas empresas turísticas acciones específicas para el uso del turismo como herramienta de bienestar en la consecución de estos beneficios. Además, propone un programa de investigación sobre el modo en que las economías emergentes avanzan hacia este objetivo global a través de un turismo interno floreciente, teniendo en cuenta que cada economía es culturalmente diferente.

Abstract

Purpose

This paper aim to propose a methodological mapping approach for the evaluation of dissertations and theses of graduate programs in the area of environmental sciences in Brazil in relation to the UN sustainable development goals (SDGs).

Design/methodology/approach

The research is characterized as exploratory with qualitative/quantitative approach. The proposed model was developed as a computational algorithm with a pilot being adopted as a professional master in national network for teaching in environmental sciences (ProfCiAmb) comprising associated courses from nine Brazilian public universities. 230 dissertations completed between 2018 and 2020 were analyzed.

Findings

A total of 266 correlations were identified between the texts and descriptors of each SDG. Correlation values between 0.100 (minimum value – Vmin) and 0.464 (maximum value – Vmax) were observed. SDG 4 – Quality Education (Vmax = 0.399) and SDG 6 – Drinking Water and Sanitation (Vmax = 0.464) were those with the highest correlation values, followed by SDG 3 – Health and Well-Being (Vmax = 0.299) and SDG 17 – Partnerships and Means of Implementation (Vmax = 0.249).

Practical implications

The construction of the computational algorithm provided consistent quantitative analyses with potential to contribute to the improvement of the multidimensional evaluation of graduate studies, as well as to support public policies related to teaching and research and strategic planning of the programs.

Originality/value

The relevance of this study lies in the creation of a model that involves the creation of metrics and tools regarding the impact of graduate studies on society.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

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