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Posits that most modern electronic equipment, particularly those involving metal‐oxide‐semiconductor technologies, are susceptible to electric overstresses which can cause performance degradation and lead to equipment failure. Probably the most problematic of these stresses is known as electrostatic discharge (ESD). Since most systems incorporate some sort of electronic components or subassemblies, it is becoming increasingly important for manufacturers of such systems to employ good ESD prevention practices whenever possible. Therefore deals with the ESD phenomenon in general terms, covers the types of failures associated with ESD, and addresses the need for implementing ESD control programmes to improve quality and reliability.

This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.

A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.

Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.

The long-term effect of the training could not be determined.

There should be regular ESD training and coaching for university teachers.

There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.

This chapter discusses the pilot study of an Education for Sustainable Development Self-Evaluation Tool (ESD-SET), created by the Quality Enhancement Directorate (formerly the Learning and Teaching Development Unit) at Cardiff Metropolitan University, as both a means of auditing the extent to which academic programs embed ESD and a catalyst for curriculum development.

The chapter evaluates the effectiveness and usefulness of the self-evaluation for both auditing ESD and curriculum development. Responses to the self-evaluation questions by Programme Directors were analyzed and follow-up interviews carried out with the Programme Directors to explore their experiences of the tool.

Results indicate that the self-evaluation tool is fit-for-purpose as a means of auditing the integration of ESD within academic programs. The self-evaluation exercise promoted team discussion around sustainability issues and raised staff awareness and understanding of the concept of ESD and how to effectively embed sustainability-related themes within their discipline. The exercise had a transformative impact on the way some program teams approached curriculum design and delivery. There was evidence that engagement with the tool contributed to further embedding of sustainability within curricula across all disciplines involved in the pilot study.

Education for sustainable development (ESD) has gained significant attention, but integrating ESD into existing education systems is challenging. The study aims to explore the challenges of ESD experienced by school leaders, focusing on the context of Malaysian schools.

The study uses a qualitative approach with a single-case study design. Eight school leaders involved in the Johor sustainable education action plan (JSEAP) were interviewed and analyzed. The study uses thematic analysis to identify the challenges and other causes associated with the implementation of ESD.

This study revealed that the school leaders perceived the ESD challenges at three levels. First, restriction to the standardized curriculum (systemic); second, resistance to change (organization) and third, awareness and readiness (individual). These themes stemmed from seven primary codes that school leaders encountered throughout the JSEAP program.

This paper is limited to a case study of the chosen schools and cannot be extrapolated to a larger population.

The study benefits school leaders and educators concerned about ESD and its role in their schools and other academics interested in ESD.

To the authors' knowledge, this is the first study to investigate ESD challenges in Malaysia. The novel discovery of the three levels of ESD challenges helps readers better understand the recent phenomenon of ESD implementation and compare it to other settings.

The issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.

A qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.

This preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.

This paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.

The results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.

To the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.

Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education.

This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from N = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis.

The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD.

To the best of the authors’ knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD.

This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.

This paper aims to develop an improved and harmonized approach to interdisciplinarity in education for sustainable development (ESD)within higher education institutions (HEIs), focusing on maximizing the mobilization of students from all academic disciplines. An attempt is made to reconcile varying strategies for the implementation of interdisciplinary ESD content in HEIs, studying the relative merit and benefit of those strategies and crafting a new approach to combining them, where possible.

This work relies on a robust review and analysis of existing literature proposals on the implementation of ESD in HEIs to elaborate an integrated approach to interdisciplinarity. Specifically, a scoping literature review is applied, analyzing the existing approaches to ESD in HEIs as well as the challenges observed in their implementation. Using this theoretical framework, this paper evaluates the compatibility and efficiency of the approaches currently implemented. Based on this analysis, an integrative approach is outlined, building upon and combining existing proposals.

Building on existing literature, this study identifies two main trends for interdisciplinarity in ESD in HEIs: integration into existing disciplinary curricula and new, stand-alone ESD curricula. This paper suggests adopting the two approaches simultaneously, to reach students from all academic disciplines, especially those with minimal exposure to ESD through their own discipline. Furthermore, this paper stresses that these dual curricula strategies should be combined with further interdisciplinary research initiatives as well as extensive leveraging of technology and e-learning.

This study bridges the gap between diverging visions for ESD in HEIs, harmonizing strategies from the literature to outline a new, multilateral strategy. Furthermore, it extensively studies the need for increased engagement into ESD of students from underrepresented disciplines, including the humanities. This engagement has been little addressed in the literature, rendering the proposed approach original insofar as it outlines the ways to improve current approaches to ESD in HEIs.

This study aims to understand the practices and perceptions of education for sustainable development (ESD) in the university classrooms of Malaysia, exploring how holistic, pluralistic and action-oriented approaches to ESD were linked to their knowingness, attitudes and behavior regarding sustainability.

The perceptions of 2,678 students and 1,013 teachers from a range of undergraduate and postgraduate courses at four Malaysian universities were surveyed. Their views of ESD and sustainability consciousness (SC) were recorded on five-point Likert-type scales, and the resulting data was investigated using descriptive and analytical statistics.

Holistic, pluralistic and action-oriented approaches to ESD teaching and learning were widespread in Malaysian universities, with significant associations found between ESD approaches and SC. While all three approaches enhanced each aspect of SC, the results indicated the need to develop action-oriented approaches more fully.

This research underlines the importance of sustainability education in the context of higher education. It provides empirical evidence for developing action-oriented approaches to ESD and confirms the utility of holistic content and pluralistic pedagogy to the teaching and learning of sustainability.

The purpose of this paper is to examine efforts made by the UNESCO Hong Kong Association (UNESCOHK) in integrating education for sustainable development (ESD) into school subjects and into the curriculum in 2009-2016. It investigates: the distribution and development of the three key components of environment, society and economy in student work, and in school assessment reports; the relevancy level of ESD learning to school subjects; the condition in Hong Kong in practicing the integration of ESD learning into the school curriculum; and the practices of integration of ESD learning into the school curriculum in Hong Kong and other countries.

Grounded theory is deployed to analyze the distribution and development of ESD as understood by students and schools, and the application of knowledge acquired through school subjects to ESD learning activities undertaken by students and schools.

The study succeeds in identifying the precise distribution and development of the three key components of environment, society and economy in ESD, and in establishing the level of relevancy of ESD learning activities to school subjects and to the school curriculum. UNESCOHK’s initiative is in line with the general trend adopted by countries to integrate ESD into the school curriculum.

The scope of investigation is limited to ESD learning activities in eight schools and to one single economy.

The study facilitates attempts to reorientate the lifestyles of students and their parents.

The study is a pioneering work in Hong Kong to integrate ESD learning into school subjects, which is in alignment with the trend to integrate ESD into the school curriculum.