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This paper seeks to situate the green economy (GE) within the broader history of sustainable development (SD), bringing related lessons and insights into its fold.

We critically examine the history of SD, focusing on the relationship between SD outcomes and a variety of theoretical and political influences, such as demodernization theories, ecological modernization, neoliberalism, and state theory. We situate the GE within this broader history and identify emergent pathways to successful GE development.

We suggest that a strong GE discourse, one that prioritizes both people and the environment, provides an opportunity to revitalize the state, combat neoliberal primacy, and drive progressive economic and environmental policy.

A critical examination of SD history can provide important lessons for GE actors seeking progressive social and environmental change.

As social and environmental crises deepen, the need for developing and propagating discourses that engender economic reform and ecological protection becomes ever more evident.

In recent decades, the concepts of sustainable development (SD) and sustainability have become a part of the everyday information flow. Is there real impact on students who have potential to become stakeholders and decision-makers? To be able to answer this question, the authors focussed on the following problems: whether the discourse of SD has any impact on students of economics concerning their knowledge of the environmental pillar of SD; and whether it has an impact on their individual value orientation towards the New Ecological Paradigm (NEP).

A group of 120 university students of economics programs from the Czech Republic was chosen for the quantitative research of this study. About a half of them have already encountered environmental education. The questionnaire included topics of environmental pillar of SD and revised NEP scale.

Using correlation analysis, the results show that the discourse of SD does have an impact on the students’ knowledge of the environmental pillar of sustainability and it also has an impact on their individual value orientation towards the NEP in general. The knowledge of the environmental pillar of SD is not significantly influenced by the study of a subject which included the topic of SD and its principles. Value orientation towards NEP is not significantly influenced by the study of a subject which, among other things, included the topic of SD and its principles.

Findings should be accepted with the knowledge of the limited sample from one country, on the other hand, information flow – usual discourse of SD is global.

There is positive NEP orientation among the students of economics – young women and men have pro-environmental attitudes. This can be considered as great unused social potential in higher education.

This study deals with knowledge of SD, environmental education and value orientation. It is broader concept taking into account the real social environment in terms of usual SD discourse and individual value orientation, not only direct influence of education on knowledge. The study rejected direct impact of the environmental education on knowledge and value orientation in terms of SD discourse among the students of economics. The findings bring several important questions regarding the effective forms of environmental education.

The purpose of this study is to examine how accounting for sustainable development (SD) in Malaysian organisations decouples economic growth from ecological consequences. The research analyses the empirical evidence of organisational responses and actions that purport to support SD in a developing country.

This study uses a discursive model of institutional theory to examine the relationship between texts, discourse and action within Clean Development Mechanism (CDM) organisations. This study uses both qualitative content and interpretive textual analysis of Malaysian organisations project design documents (PDDs) and interview transcripts to interpret and determine the “conceptions” of SD.

Documentation and interviews with Malaysian CDM organisations show that SD conceptions range from “business as usual” to weak ecological modernisation. The key narratives are both economic and technocratic but have little to do with SD concerns about ecological limitations and social equity.

The empirical evidence provides insights into the motivations and challenges of a developing country's commitment to SD. We perform the study in an accountability space other than corporate financial reporting. Unlike external corporate reports, PDDs are closer to the underlying organisational reality as they are internal project documents made publicly accessible through the United Nations Framework Convention on Climate Change, allowing for a more transparent evaluation. The evidence shows how the organisational approach to SD is institutionalised through the mediating role of discourse and texts used by the actors within the CDM.

The rising dominance of sustainable development (SD) and green growth (GG) in contemporary societies have become one of the foremost sources of contentions that most states face today in the developing world. It is often suggested that institutionalizing key policies of the SD and GG present a win-win situation. The purpose of this paper is to scrutinize and evaluate such a debate in the light of existing empirical evidence on SD, GG and economic development (ED). It seeks to answer the question “does the sustainability discourse fit in the modern socioeconomic needs of the developing nations or not.”

This paper adopts a qualitative research technique. It mainly relies on secondary sources of data. In aligning with key technical approach of qualitative research; the secondary sourced data were also subject to content and thematic analyses from which facts, and assumptions were derived to undertake the present study.

The main verdict of the paper is that SD and GG discourses do not fit in the crucial socioeconomic needs of the underdeveloped nations. Endorsing SD and GG policies in emerging countries is essentially about restraining their economic prosperity. In fact, it is an anti-growth agenda in its essence. What makes it anti-growth is the core element of minimal use of critical natural capital to grow economically, which lies at the heart of entire SD and GG. What makes it hard for the emerging nations to comply with core elements of the sustainability is their capacity to comply with alternative growth pathways. Thus, limiting the growth process by promoting the agendas of SD is fundamentally about keeping deprived state/people poor.

The work is exclusively limited to the author’s understanding of issues and key concerns of developing world concerning institutionalization of the SD and GG. The author’s comprehension may not fully reflect the foremost concerns of the emerging nations. Moreover, Just a single research approach was employed in this study. A further empirical investigation is required in this field for acknowledging and documenting all the key motives and perspectives of third-world states when endorsing SD and GG policies.

The paper sheds light on the political aspects of promoting the SD, and the long-lasting fact that the key concerns of sustainability pose challenges to the very existence poor states in the south. Most of them are highly exposed to socioeconomic shocks. They cannot afford to implement the policies of SD and GG as the majority of their citizens are living under poverty line. The only panacea they have to overcome the existing social deprivation is the massive ED. Furthermore, institutionalizing SD and GG may cause societal clashes in the poor states.

This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020.

By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy.

The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN’s SD agenda; some weaknesses of the UN’s orchestration of SD are translated into weaknesses in the EHEA’s formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA’s work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents.

The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies: the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.

In the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.

This active interview study enrolled a cohort of academics (n = 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.

In addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.

Faculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.

Thematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.

This study investigates the UNESCO Creative City of Gastronomy Network as a global spatial brand and explores the tensions that emerge when this global brand is appropriated locally.

This paper is based on case study research that uses critical discourse analysis to identify the implications of a transferable learning capacity.

This paper identifies three different types of tensions in place brand management that emerge during the local appropriation of global brands: tensions inherent in multi-scalarity, tensions associated with integrating governance and strategy-related tensions.

This study advances the theoretical understanding of the spatial complexity inherent in place brand management practices by focusing on the UNESCO Creative City of Gastronomy Network as a global brand in a Scandinavian context.

This paper explores how sustainability consciousness varies among undergraduate students at a higher education institution in the Republic of Korea. Based on the analyses of survey data, this paper aims to understand the present state and future prospect of education for sustainable development, specifically within higher education in the Republic of Korea.

This study involves analyzing 254 complete responses from undergraduate students at Seoul National University using confirmatory factor analysis. Subsequently, it explores how five variables (gender, grade year, type of college, prior exposure to sustainable development and prior exposure to education for sustainable development) influence the level of sustainability consciousness among these undergraduates.

The goodness-of-fit indices of the adapted sustainability consciousness questionnaire indicate a good fit. The analysis reveals a notable gender-based disparity in sustainability consciousness, with female students exhibiting higher levels than their male counterparts. Additionally, academic progression also affects sustainability consciousness; students in their first and second years show greater awareness compared to those in their third year. Furthermore, the academic discipline of respondents plays a role, as evidenced by students from the College of Education displaying higher sustainability consciousness than those from other colleges.

This research distinguishes itself from prior studies in two key dimensions. First, it offers an analysis of the sustainability consciousness among South Korean undergraduate students, with a particular focus on those who have experienced the COVID-19 pandemic. Second, this study endeavors to establish the validity of sustainability consciousness as a psychological construct, expanding the understanding of its implications and relevance in the context of higher education.

The purpose of this paper is to describe the research preferences and differences of education for sustainable development (ESD) researchers. A model with the continuums assimilation‐accommodation and adaptation‐agency was applied resulting in quantitative, qualitative, theoretic and participative research orientations.

Reunamo's general model of agentive perception was used to design the 32‐item questionnaire, Research for ESD so as to reveal the degree to which the researchers are accommodating their thoughts and actions to real phenomenon, and considering their research as having theoretical or practical agency. The questionnaire was administered to 83 ESD researchers, mainly from European countries.

The most valuable discovery was the desire of ESD researchers to contribute to societal development. The results describe the first continuum of research activity with the need for opening up to the requisites and possibilities of environmental change while applying the existing prerequisites of scientific rigour and validity. The second continuum highlights the research as a knowledge resource for just political or individual choices on the one hand, and the direct application of the models and actions for needed change on the other hand.

It would be difficult to create a reliable register of ESD researchers worldwide. Thus, the opportunity sample of ESD researchers available to the authors was used in the study.

The model, after adjustments, appears to be a promising tool in the study of research orientations. To study complex and controversial subjects such as sustainable development, the researchers need to be aware of their preferences and orientations.

The paper shows the possibilities of the agentive perception model in the case of ESD researchers.

This study operationalizes risks in stakeholder dialog (SD). It conceptualizes SD as co-produced organizational discourse and examines the capacities of organizers' and stakeholders' practices to create a shared understanding of an organization’s risks to their mutual benefit. The meetings and online forum of a German public service media (PSM) organization were used as a case study.

The authors applied corpus-driven linguistic discourse analysis (topic modeling) to analyze citizens' (n = 2,452) forum posts (n = 14,744). Conversation analysis was used to examine video-recorded online meetings.

Organizers suspended actors' reciprocity in meetings. In the forums, topics emerged autonomously. Citizens' articulation of their identities was more diverse than the categories the organizer provided, and organizers did not respond to the autonomous emergence of contextualizations of citizens' perceptions of PSM performance in relation to their identities. The results suggest that risks arise from interactionally achieved occasions that prevent reasoned agreement and from actors' practices, which constituted autonomous discursive formations of topics and identities in the forums.

This study disentangles actors' practices, mutuality orientation and risk enactment during SD. It advances the methodological knowledge of strategic communication research on SD, utilizing social constructivist research methods to examine the contingencies of organization-stakeholder interaction in SD.