Search results

This study aims to introduce management students to climate change by providing them with an opportunity to address it in their own lives, through a class exercise.

An in-class exercise was designed, carried out and described in this study. Student teams were assigned different questions on how to address major causes of climate change. Each team did research to generate answers, and ranked their answers based on the speed of implementation. Teams reported their answers to the class. The instructor facilitated a debriefing session, during which all responses were ranked with respect to other variables, including cost savings, time savings and lifestyle fit. This exercise uses few resources and can be adapted to different time lengths and teaching/learning formats (e.g. on-ground, virtual, asynchronous online).

This exercise can help students to gain an understanding of climate change and its causes and complexities. Students learn how to implement a diverse set of personal actions to mitigate climate change; these can start in the present and continue throughout their lives. In addition, this exercise may help students to make the leap from individual climate change mitigation practices to organizational and societal practices, when they are in the position to do so as future leaders.

Although classes, exercises, and assignments ask management students to consider issues such as climate change at the organizational level, this individual-level exercise can allow students with limited organizational experience to engage more quickly with climate change and better understand organizational and societal implications in the future. That is, if students first understand how to address climate change in their own lives, they may more effectively transfer and apply that understanding at organizational and societal levels and ultimately synthesize solutions to address climate change in the world.

This paper aims to find out if there is a relationship between access to climate change information and student activism.

Exploratory study focused on the survey of 400 [n = 400] students from 10 universities in Spain from April to May 2022. A questionnaire with 19 questions was divided into blocks of knowledge, awareness, and action and bivariate analysis with a margin of error of ±5% and a confidence level of 95%.

The greater the degree of information received, the greater the activism of university students, who tend to use digital media and social networks to get informed. However, they perceive that the university generates little information and a low number of activities related to climate change. Students demand that universities implement informal, formal, and service-learning environmental education strategies on sustainable consumption.

Given the results of previous studies showing the variable “type of degree” does not show differences at the beginning and end of studies, it has not been considered in this research. Nevertheless, it would be convenient to introduce it in future investigations to confirm if this may have an impact on informational habits.

This paper urges universities to act as sources of environmental education, given the relationship between the information received and the pro-environmental attitudes of students.

The universities are powerful social actors that can shape public and political discourses for eco-social transition.

This research adds the variable access to information in studies on pro-environmental attitudes. Furthermore, this research provides data about student perceptions of the university, government, industry, and NGO climate actions.

Considering that food security is a global responsibility, the purpose of this study is to examine the impact of agricultural industries on vulnerability to climate change and the moderating effects of gender-diverse parliaments, education expenditures, research and development (R&D) expenditures and foreign direct investment (FDI).

Using concepts in governance, innovation and knowledge theory, a large panel data set of 125 countries covering 1997–2018 (1,852 country-year observations) was analyzed. Data were sourced from the Notre Dame Global Adaptation Index, the World Bank, the Heritage Index and the International Monetary Fund. Moderated random effects regression was conducted in Stata.

The results reveal that agricultural industries are positively associated with vulnerability to climate change and provide support for our predictions that education expenditures and FDI both reduce the impact of agricultural industries on vulnerability to climate change. However, contrary to predictions, the percentage of women in parliament and R&D expenditures both increase this impact.

To the best of the authors’ knowledge, this is the first quantitative study that uses large, established data sets to explore the relationship between agricultural industries and country vulnerability to climate change. This study shows the significance of country-level factors that both decrease and increase the impact of agricultural industries on vulnerability to climate change.

The objective of this study is to explore the level of understanding and actions taken by the people of Gurugram (erstwhile Gurgaon) to mitigate the impact of climate change, given its critical importance as a global issue.

Using a qualitative approach, primary data were collected through in-depth interviews by means of semi-structured interview methods.

The findings indicate that while people are aware of climate change, the information is deficient for them to translate their knowledge into effective action. Some of the major challenges identified are lack of appropriate understanding, resources, education, motivation and government initiatives, as well as the old habits, peer influence, feeling of incapability and limited media exposure. To bridge the intention-action gap, it is recommended that people should be empowered to act desirably. There is a change need for awareness and education on ways to mitigate the effects of climate change. The study has implications for researchers, environmentalists, policymakers, non-government organizations and local residents of Gurugram.

This study provides unique insights into the understanding of climate change by the general public and challenges faced in taking pro-environment actions. It emphasizes the urgent need to create awareness and educate individuals about ways to mitigate the impact of climate change.

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

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.

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

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.

This study aims to evaluate the current situation of education for sustainable development, climate change education and environmental education in a nationwide context. Methodologically, this study calls for more research to go beyond case studies and take a similar approach to examine university curricula and facilitate cross-country comparisons.

This paper examines the status of climate and sustainability curricula in Taiwan’s higher education system. Using the course catalog for the 2020–2021 academic year, the authors constructed a unique data set that includes 1,827 courses at 29 major universities in Taiwan. In each institution, the authors search for course titles that include “climate,” “sustainable/sustainability” and “environment/environmental” as keywords and code the courses according to their disciplines.

The finding highlights the variations across institutional types and subject matters. Public universities have an average of 4.94 related courses per 1,000 students, whereas private universities have only 3.13. In general, the relevant courses are more concentrated in the STEM and bioscience fields. The curricula, however, are seriously constrained by the disciplinary structure and foster few transdisciplinary perspectives.

The authors seek to go beyond case studies and offer one of the most comprehensive curricula samples at the national level. Taiwan adds an important data point, as the current literature focuses heavily on the USA and Europe.

Libraries are currently undergoing a significant transformation, emerging as dynamic advocates for environmental sustainability, surpassing their conventional roles as mere repositories of knowledge. In today’s world, dominated by the growing climate crisis, these evolving institutions are poised to play a pivotal role in addressing climate change. However, they confront a range of challenges, including the need to establish sustainable operations, provide accessible climate information, engage diverse audiences and uphold ethical standards.

The research methodology used for this study involves an extensive review of literature. The authors analyze existing studies concerning green libraries and their role as catalysts for climate change action globally. This analysis draws from a variety of scholarly sources, encompassing articles, books and reports, to provide a comprehensive overview of the subject.

The findings indicate that despite the aforementioned challenges, libraries in developed countries worldwide have demonstrated noteworthy success through initiatives such as green building projects, community engagement programs, collaborative partnerships, expansion of digital resources, innovative climate literacy initiatives and a commitment to ethical stewardship. These achievements serve as a source of inspiration, fostering hope and spurring action as libraries empower communities to embrace environmental stewardship. They showcase the potential of libraries as catalysts for positive environmental change.

The originality and value of this research lie in its insights into the potential of green libraries initiative as a catalyst for climate change action. Ultimately, this study opens the door to untold literary exploration, revolutionizing the art of green library capacity in the ever-evolving technological landscape. To augment their impact, libraries are encouraged to broaden the scope of their climate education initiatives, expand their digital resources, cultivate strategic collaborations, prioritize ethical responsibility and implement thorough evaluation and communication practices.

Debates regarding climate change risk perception (CCRP), particularly its scale and impact on social and environmental sustainability, have continued for decades. CCRP is experiencing a renaissance with an increased focus on environmentally relevant behaviors to mitigate the effects of climate change. However, CCRP lacks investigation from the employee perspective. Supported by the social exchange and value–belief–norm theories, this study aims to address the impact of employees’ CCRP on their proenvironmental behavior (PEB) via the moderating roles of environmental values and psychological contract breach.

The nonprobability convenience sampling technique was used to collect survey data from a sample of 299 employees across 138 manufacturing firms in Pakistan.

The results show that employees’ CCRP positively impacts their PEB and that this relationship is moderated by their environmental values and psychological contract breach. Specifically, environmental values strengthen the CCRP–PEB relationship, while psychological contract breach weakens it.

The findings of the study emphasize useful guidance for managers and practitioners as a future avenue to restructure the climate change framework by emphasizing the conditions (i.e. environmental values and psychological contract breach). In doing so, the study is beneficial for managers and practitioners in helping to increase employees’ PEB through the development of climate change action plans.

To the best of the authors’ knowledge, this study is one of the first investigations into CCRP–employees’ PEB nexus in the developing country context. The study incorporates social exchange and value–belief–norm theory, which serve as the CCRP’s theoretical underpinnings. The findings advance the new knowledge about a firm’s social responsibility to achieve the sustainable development goals outlined in the UN’s 2030 Agenda.

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.

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.

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.

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.

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.

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

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.