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1 – 10 of over 61000
Article
Publication date: 2 March 2023

Gláucya Daú, Annibal Scavarda, Maria Teresa Rosa Alves, Ricardo Santa and Mario Ferrer

Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice…

Abstract

Purpose

Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario.

Design/methodology/approach

This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education?

Findings

A total of 636 papers were recovered. The “Higher Education AND Opportunities,” “Higher Education AND Challenge,” “Higher Education AND Challenges,” “Higher Education AND Opportunity,” “Brazilian AND Higher Education” and “Brazil AND Higher Education” search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement.

Originality/value

The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 12 May 2020

Vesna Nikolic, Tamara Vukic, Tatjana Maletaski and Milica Andevski

The purpose of this paper is to examine university students’ attitudes towards the concept of sustainable development and towards the need for the implementation of education for

Abstract

Purpose

The purpose of this paper is to examine university students’ attitudes towards the concept of sustainable development and towards the need for the implementation of education for sustainable development into the higher education system. To that end, the paper explores in a process-oriented focus which drivers and barriers are experienced as being the most important ones and how they relate to one another.

Design/methodology/approach

The study is based on the questionnaire for the evaluation of attitudes towards the concept of sustainable development. This instrument consists of 9 batteries with 83 items presented in the form of the five-point Likert scale. The questionnaire evaluated different aspects of respondents’ attitudes towards the concept of sustainable development, but students’ attitudes in relation to the items from the following subscales will be presented for this paper: understanding the concept of sustainable development, position of sustainable development in the system of higher education, sources of information about sustainable development and entities responsible for sustainable development. The study sample consisted of students from the University of Novi Sad, specifically from the faculties with accredited programs in the field of humanities and technological sciences.

Findings

In general, students recognized the main determinants of sustainable development and they support an integral approach to sustainability, i.e. the need to include the knowledge, values and skills for sustainable development in the higher education programs. In addition, they identified a number of obstacles and the uncertainties of overcoming them. In this regard, the students did not recognize the responsibility of the higher education institutions as the key responsibility or their own responsibility in relation to sustainable development, which can be related to their feeling of marginalization and the doubt that their behaviour and decisions can influence the development of the local society, as well as the development of the society as a whole. On the other hand, the respondents acknowledged the role, the importance and the responsibility of the mass media in the process of developing the attitudes towards and opinions about the problems related to environmental protection and sustainable development.

Practical implications

The results of the study indicate the students’ attitudes towards sustainable development, thus making the directions for higher education reform clearer and in line with the present needs for sustainable development in Serbia. The obtained results can serve as a recommendation to the governing structures, i.e. to the relevant ministries of education and environmental protection, as well as to the universities in terms of which direction their process of planning and creating paths of sustainability should take. This is particularly important in the case of the Republic of Serbia, which is currently in the process of joining the European Union and responding to the requirements set by the process of negotiation for Chapter 27 in terms of improving the strategic framework and plans for the education for sustainable development and building the capacities in response to climate change. On the other hand, linking the results of this research with the results of similar studies around the world contributes to the further enrichment of the scientific knowledge base in this field and confirms the need for stronger and united efforts on the path to a sustainable future. It is a fact that, regardless of the national, economic, socio-political and cultural context, there is a global lack of success in shaping a humane and sustainable relationship between man and nature. Therefore, the results of this research should be considered as an invitation for new research initiatives regarding the ways to support the positive attitudes of students towards the concept of sustainable development and to facilitate their further development in the educational process, as well as in other academic domains.

Originality/value

This research is inspired by the fact that, in the Balkan countries, education for sustainable development has not been extensively discussed within the scientific discourse on higher education for sustainable development. This is one of the first papers to provide data about students’ attitudes towards the concept of sustainable development and the need for its implementation in the higher education system in Serbia. The value of the paper lies in its potential to help understand the role that different drivers and barriers play in higher education for sustainable development.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 27 May 2020

Stefanie Mallow and Hilligje van’t Land

The Whole Institution Approach is part of UNESCO’s Education for Sustainable Development program. This chapter explores what a “Whole Institution Approach” is and what it…

Abstract

The Whole Institution Approach is part of UNESCO’s Education for Sustainable Development program. This chapter explores what a “Whole Institution Approach” is and what it translates to in different higher education institutions around the world. This chapter provides background information to understand the complexity of sustainable development in higher education and how universities engage with the United Nations Agenda 2030. This chapter is based on an autumn 2018 International Association of Universities qualitative study, which looked at how the sustainable development goals (SDGs) are changing the dynamics of universities. To illustrate the findings, this chapter presents five case studies highlighting different approaches to integrating sustainable development into the whole institution. This chapter shows that there is no one-size-fits-all approach; each university engages with sustainable development and the SDGs in its own way. Finally, this chapter explains what the 2030 Agenda can mean for higher education institutions and more specifically Whole Institution Approaches.

Details

Teaching and Learning Strategies for Sustainable Development
Type: Book
ISBN: 978-1-78973-639-7

Keywords

Book part
Publication date: 1 March 2022

Clinton Cassar

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as

Abstract

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as global warming, deforestation, poverty and economic instability, calls for a shift from government to governance. This change demands a collaborative type of governance on the quest to implement sustainability. Collaborative governance can be initiated by its workforce, who are the individuals closest to the structures of public administration and can act as agents of change in this mission. Thus, personnel need to be equipped with the required knowledge, attitudes and skills, about and for, sustainable development. This can be addressed through education for sustainable development (ESD), a lifelong tool which requires adaption to national requirements, but most importantly to societal needs.

Aim: This research focusses on a longitudinal case study from the Maltese islands, the smallest state of the European Union. Since enacting the Sustainable Development Act in 2012, through which sustainable development has been mainstreamed in the Maltese public sector, never was the need felt to educate public officers for sustainable development. Hence, this research aims at shedding light on the curriculum design process of an education module called ‘Public Administration and Sustainability’ as part of a Bachelor of Art’s programme at the University of Malta.

Method: Framing an educational module in a tertiary institution requires tact in aligning the syllabus, not only to the pedagogical requirements, but also to the place of work. In this exploratory study, two research questions, each linked with a set of original hypotheses are tackled through a pool of data obtained from a variety of methodological tools employed, by analysing two important variables – the curriculum and the student. The former is reviewed through a content analysis exercise whereas feedback from the latter is scrutinised through a questionnaire.

Findings: Data triangulation demonstrates that the curriculum design of the educational module promotes a holistic learning experience, since it integrates effectively the cognitive, affective and psychomotor domains of the Bloom’s Taxonomy. Furthermore, the different student cohorts share common positive views about this module.

Originality of Study: Previous studies indicate that there is a lacuna in research regarding curriculum design and review, especially regarding sustainable development. This research is significant as it attempts at filling this void by scrutinising closely curriculum design in higher ESD.

Implications: Drawing upon the results, a number of recommendations are provided, among them is ‘The Multiplier Transformation Triad Model’, which portrays the institutional, educational and individual transformations needed to promote sustainability. Moreover, this research might provide more insights about governments’ commitment towards sustainability but should also serve useful to researchers or practitioners in various fields such as public administration, governance, sustainability and even higher education.

Details

Managing Risk and Decision Making in Times of Economic Distress, Part A
Type: Book
ISBN: 978-1-80117-427-5

Keywords

Open Access
Article
Publication date: 24 March 2022

Lise Janssens, Tom Kuppens, Ingrid Mulà, Egle Staniskiene and Anne B. Zimmermann

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep…

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Abstract

Purpose

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks.

Design/methodology/approach

The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed.

Findings

Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment.

Originality/value

The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
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

Book part
Publication date: 25 March 2021

Miloš Krstić

Purpose: The paper aims to examine the link between the indicators of competitiveness of World Economic Forums (WEFs) in the area of higher education, on the one hand, and the…

Abstract

Purpose: The paper aims to examine the link between the indicators of competitiveness of World Economic Forums (WEFs) in the area of higher education, on the one hand, and the Global Competitiveness Index 4.0 and ‘Future Orientation of Government’ sub-pillar, on the other.

Method: Consideration of the link between the mentioned link will be conducted on a sample that includes European Union member countries and potential members. The key information basis for conducting this research makes data from the Global Competitiveness Report 2019 of the WEF. The research was conducted by applying multiple regression analysis.

Findings: The results of the research show that there is a positive correlation between higher education, on the one hand, and the level of national competitiveness and sustainable development, on the other.

Practical Implications: The obtained results of empirical research can serve as a ‘global benchmark’ of future public policy in the field of higher education in the analyzed countries.

Originality/Value: The key contribution of this paper is reflected in providing a clearer insight into the competitiveness factors of the analyzed countries that are expressed in the field of sustainable development and higher education and pointing out the priority activities of competent state authorities to their improving and raising the level of national competitiveness.

Article
Publication date: 26 March 2021

Suzanna Elmassah, Marwa Biltagy and Doaa Gamal

Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the…

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Abstract

Purpose

Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs.

Design/methodology/approach

This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas.

Findings

Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030.

Research limitations/implications

This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD.

Practical implications

HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses.

Originality/value

The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 3 July 2017

Jonas Meyer, Marlene Mader, Friedrich Zimmermann and Ketrina Çabiri

The purpose of this paper is to examine sustainability-related challenges in the two Western Balkan countries – Albania and Kosovo. It discusses the opportunities of local higher

Abstract

Purpose

The purpose of this paper is to examine sustainability-related challenges in the two Western Balkan countries – Albania and Kosovo. It discusses the opportunities of local higher education institutions (HEIs) taking responsibility to tackle these challenges by providing professional development through science–society collaboration in innovative training sessions for university educators.

Design/methodology/approach

A literature review on actual challenges and transformations of higher education for sustainable development (ESD) in Albania and Kosovo will be the starting point of this paper. Subsequently, experiences from the on-going European Union (EU) project “ConSus” will be used to draw both a competence framework for ESD within science–society collaboration based on the training sessions, as well as possible scaling opportunities.

Findings

The paper draws possible approaches of training sessions for university educators promoting sustainable development and science–society collaboration in higher education. They will be concluded by addressing possible scaling opportunities of the project’s activities.

Practical implications

The experiences of the ConSus training sessions will outline competences of university educators in ESD gained in relation to transdisciplinary collaboration in research and teaching.

Originality/value

The paper will contribute to ESD approaches in higher education in Albania and Kosovo. Furthermore, scaling possibilities will be discussed to systematically implement ESD approaches also in higher hierarchical levels and other HEIs.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 5 April 2018

Isabel Novo-Corti, Liana Badea, Diana Mihaela Tirca and Mirela Ionela Aceleanu

This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania’s sustainable development

Abstract

Purpose

This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania’s sustainable development, in particular.

Design/methodology/approach

The conclusions are based on a pilot questionnaire conducted by the authors on the level of Romanian students enrolled in public and private economic faculties. The results were based on a sample of 1,250 respondents – students, master and PhD – from the economic faculties of some prestigious Romanian universities. To identify differences between some groups, t-test analysis and ANOVA were conducted.

Findings

Education is an important pillar for ensuring sustainable development because through education, people understand and learn how to become more responsible toward the environment. Studies conducted in the twenty-first century are showing a direct link between the investment in education and economic, social and human development. The present study revealed that the economic higher education system in Romania has started with small steps to adapt to the environmental requirements. Unfortunately, the efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality. Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students’ reactions are positive.

Originality/value

This paper provides useful insights, allowing a better understanding of the role of universities in fostering sustainable development. This research is useful to find solutions for developing education for sustainable development in Romania and it can be a starting point for ESD programs and policies.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 10 of over 61000