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Article
Publication date: 13 February 2024

Hamed Rezapouraghdam and Sina Vahedi

The purpose of this research is to understand how educational tourists in Northern Cyprus perceive and respond to the concerns associated with climate change.

Abstract

Purpose

The purpose of this research is to understand how educational tourists in Northern Cyprus perceive and respond to the concerns associated with climate change.

Design/methodology/approach

A qualitative method was employed and the data gathered from educational tourists enrolled in tourism planning and sustainable tourism courses in Northern Cyprus and analyzed using the content analysis technique.

Findings

Four major themes emerged in this study including “weather changes”, “human-induced causes”, “collective responsibility” and “waste management and recycling”.

Originality/value

Climate change-related issues among educational tourists have received little attention in the literature. This study contributes to the body of knowledge by examining educational tourists' perspectives and reactions to climate change in Northern Cyprus.

Details

Worldwide Hospitality and Tourism Themes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1755-4217

Keywords

Article
Publication date: 13 November 2023

John Trixstan Santos Ignacio, Charlotte Kendra Gotangco Gonzales and Queena Lee-Chua

A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the…

Abstract

Purpose

A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning.

Design/methodology/approach

The study implemented e-learning modules using an ST approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study.

Findings

The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change.

Research limitations/implications

The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes.

Originality/value

This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively.

Details

International Journal of Disaster Resilience in the Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1759-5908

Keywords

Article
Publication date: 29 December 2023

Sue Rodway-Dyer and Stewart Barr

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and…

Abstract

Purpose

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

Design/methodology/approach

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

Findings

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

Practical implications

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

Originality/value

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

Details

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

Keywords

Article
Publication date: 31 January 2024

Huthaifa Al-Hazaima, Mary Low and Umesh Sharma

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for…

Abstract

Purpose

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

Design/methodology/approach

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

Findings

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

Research limitations/implications

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

Practical implications

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Social implications

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

Originality/value

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

Details

Journal of Public Budgeting, Accounting & Financial Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1096-3367

Keywords

Article
Publication date: 23 January 2024

Ana Elena Builes-Vélez, Juliana Restrepo and Juan Diego Diego Martínez

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Abstract

Purpose

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Design/methodology/approach

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

Findings

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Research limitations/implications

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

Practical implications

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

Social implications

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

Originality/value

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

Details

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

Keywords

Article
Publication date: 26 December 2023

Xueting Gong, Dinkneh Gebre Borojo and Jiang Yushi

Due to their limited capacity for adaptation and dependence on natural resources for economic growth, developing countries (DCs) tend to be more prone to climate change. It is…

Abstract

Purpose

Due to their limited capacity for adaptation and dependence on natural resources for economic growth, developing countries (DCs) tend to be more prone to climate change. It is argued that climate finance (CF) is a significant financial innovation to mitigate the negative effects of climate variation. However, the heterogeneous impacts of CF on environmental sustainability (ES) and social welfare (SW) have been masked. Thus, this study aims to investigate the heterogeneous effects of CF on ES and SW in 80 CF receipt DCs from 2002 to 2018. This study also aims to investigate the effects of CF on ES and SW based on population size, income heterogeneity and the type of CF.

Design/methodology/approach

The method of moments quantile regression (MMQR) with fixed effects is utilized. Alternatively, the fully modified least square (FMOLS) and dynamic least square (DOLS) estimators are used for the robustness test.

Findings

The findings revealed that DCs with the lowest and middle quantiles of EF, carbon dioxide (CO2) emissions and human development exhibit large beneficial impacts of CF on ES and SW. In contrast, the positive effects of CF on ES breakdown for countries with the largest distributions of EF and CO2 emissions. Besides, the impacts of CF on ES and SW depend on income heterogeneity, population size and the type of CF.

Practical implications

This study calls for a framework to integrate CF into all economic development decisions to strengthen climate-resilient SW and ES in DCs.

Originality/value

To the best of the authors’ knowledge, this is the first study to investigate the effects of CF on ES and SW in a wide range of DCs. Thus, it complements existing related literature focusing on the effects of CF on ES and SW.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 5 February 2024

Verena Berger and David Koch

Educational institutions have a special social responsibility to initiate processes of sustainability transformation in society, nevertheless, activities that effectively address…

Abstract

Purpose

Educational institutions have a special social responsibility to initiate processes of sustainability transformation in society, nevertheless, activities that effectively address students as well as employees are rather moderate. To initiate change alongside strategic and political decisions, this paper aims to present findings of a gamification intervention (hereafter referred to as climate duel), which was implemented in a field study and tested to assess its potential as a supporting and transformative approach in a university context.

Design/methodology/approach

A three-month field study was conducted with two universities of applied sciences. The study included an environmental impact analysis of the two participating university departments, the conception and testing of the intervention and associated surveys to evaluate the effectiveness of the intervention in order to and to obtain feedback that would allow the duel to be scaled up at other universities or institutions.

Findings

Three hundred seventy-five people took part and saved 2.6 tons of greenhouse gas emissions through their participation in the climate duel and their corresponding behavioural changes. In addition, feedback from the participants yielded positive results in terms of behavioural changes and generated valuable evidence for future implementations. Nevertheless, there is still room for improvement, especially in terms of supporting communication activities that promote social relatedness to motivate each other, share experiences or deal with implementation difficulties in everyday life.

Originality/value

Building on the promising effects of gamification, the study is a showcase for applied science. With the possibility of testing a theory-based intervention in practice, an implementable, effective and scalable measure for universities that helps to accelerate the transformation process is available.

Details

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

Keywords

Article
Publication date: 1 January 2024

Warren G. Lavey

While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare…

Abstract

Purpose

While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students’ shortcomings in considering socioeconomic dimensions.

Design/methodology/approach

This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students’ final projects proposing sustainability legislation with social, economic and environmental dimensions.

Findings

Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students’ understanding and preparedness to act.

Originality/value

Despite experts’ attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents’ sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments.

Details

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

Keywords

Article
Publication date: 18 March 2024

Nafiya Guden and Farzad Safaeimanesh

This theme issue sought to find answers to the question: What should be the role of tourism education social structures to create and support collaborative learning environments…

Abstract

Purpose

This theme issue sought to find answers to the question: What should be the role of tourism education social structures to create and support collaborative learning environments and the tourism sector?

Design/methodology/approach

A thematic analysis of the articles in this collection draws together the key outcomes related to the strategic question, with particular reference to the contribution to knowledge, important to generate ideas and conceptual researches that will support institutions teaching tourism and hospitality. Archive research results and recommendations to encourage the collaboration of different stakeholders involved in sustainable tourism development. Most importantly to raise awareness of the question of what educators are doing in tourism education for social, organizational structures in learning environments and the actual tourism sector.

Findings

Two key players, the educator and sector has been challenged to consider their roles in education as well as depicting the role of social and organizational structures that support the students, institutions and the tourism sector. The main findings have proven the important role education plays for a truly sustainable tourism model, suggesting that it is not possible to create awareness of the sustainable development goals without incorporating them in the tourism education system with the support of information computer technology.

Originality/value

This paper reflects on the strategic question discussed in this theme issue, and it contains valid reviews, research studies by practitioners who are experienced in the field of tourism education with an opportunity to research, reflect and develop new possibilities in learning, mitigate negative points and increase positive tourism education roles for sustainable tourism development, in the destination and industry.

Details

Worldwide Hospitality and Tourism Themes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1755-4217

Keywords

Article
Publication date: 2 January 2023

Mudassar Hussain, Noshina Saleem, Mian Ahmad Hanan and Rab Nawaz Lodhi

The purpose of this study is to fill the gap by researching the direct effects of media and personal characteristics on online participation in climate change, indirect effects…

Abstract

Purpose

The purpose of this study is to fill the gap by researching the direct effects of media and personal characteristics on online participation in climate change, indirect effects when mediated by interpersonal communication and personal characteristics as predictors of media communications as sources of information about climate change.

Design/methodology/approach

A structured questionnaire is distributed to collect data about the uses of communication sources and online responses toward climate change by using a quota sampling technique. The structural equation modeling by using Smart PLS 4 is used to explore the effects’ size.

Findings

Small levels of direct and indirect effects are found. Direct effects are found in online newspapers, YouTube, television news, personal relevance toward climate change and political interest in online participation in climate change. Indirect effects are found of WhatsApp on online climate participation through interpersonal communication. Personal relevance toward climate change has motivated respondents to take information about climate change from Facebook. Climate skepticism is found among respondents who have received information from television news/talk shows, printed newspapers and WhatsApp.

Practical implications

University teachers in Pakistan will have to work on educational strategies to increase the knowledge of university students about energy generation through carbon and renewable energy sources.

Originality/value

The results of this study highlight the communicative-cultural dimensions of online discourse about climate change in the context of the less-researched country of Pakistan. This is the first study of researchers’ knowledge that comprehensively defines the digital media ecology in the context of climate change considering Pakistan.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

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