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The purpose of this paper is to examine the integration of Okala curriculum into Interior Design coursework. Okala, as a teaching package, is utilized extensively in industrial design education. However, this study examines the expansion and insertion of Okala modules in an existing interior design curriculum. The Okala modules included were: broad ecological information, eco‐design history, and strategies and processes for ecological design implementation. To interpret if the integration was effective, an online survey was developed and distributed to students enrolled in the course.

The survey was administered at the end of the spring 2009 semester. To evaluate the effectiveness of Okala modules and the perceived perceptions of the students' awareness toward the environment – ecologically, economically and sustainably – the researchers used the New Ecological Paradigm (NEP) questionnaire. Developed by Dunlap and Van Liere in 1978, the NEP has been a reliable instrument in several previous studies, has measured other populations' attitudes toward the environment, and correlates well with the intent of researching Okala modules.

The key findings suggest that the incorporation of Okala modules: heightened students' confidence that humans' ability to produce environmentally‐friendly technologies will not allow for environmental collapse; equalized students' feelings about humans' and nature's rights; and did not change students' perception about Earth's capabilities and limits. Overall, the study had successfully determined students' environmental feelings prior to and after course instruction.

This paper exposes the importance of integrating sustainable development and interdisciplinary coursework into the content of a curriculum‐required course.

In recent years, the concept of gamification is one of the fastest-growing trends in the field of marketing to persuade, motivate and manipulate customer behavior. The application of gamification has become a priority for marketers as a new way of exploiting customers. Despite the increasing use of gamification mechanisms in marketing activities, there remain limitations. Although there is extensive literature in the field of customer experience and gamification, few studies have empirically examined how gamification influences customer experience by considering the mediating role of brand engagement in the online retailing context.

To obtain this aim, a cross-sectional survey was used. The statistical population was customers of online grocery retailers. The convenience sampling technique was used as a sampling technique. Out of 402 received questionnaires, 384 were selected for analysis. Structural equation modeling approach was applied to test the research hypotheses using AMOS 24 and SPSS 22 software.

The results indicated that all research hypotheses were supported. Gamification has a significant and positive impact on customer experience, gamification has a positive and significant effect on user customer brand engagement and customer brand engagement has a positive and significant impact on customer experience. Also, it revealed that customer brand engagement mediates between gamification and customer experience.

A review of the digital marketing literature reveals that there are few empirical studies, which adequately examined significant effective factors of customer experience in online grocery retailing; despite, the majority of researchers consider customer experience as the most important concept in digital marketing. The main contribution of this study is to examine the role of gamification on customer experience through the mediating role of customer engagement in the online grocery context. It adds value to the digital marketing and online retailing literature by providing new insight about determinants of customer experience in online grocery.

The purpose of this paper is to highlight the challenges of Nigerian Professional Football League teams at the club level, with a view to aligning this with developments at the country level, and especially so in the aftermath of the 2014 FIFA World Cup in Brazil – an international event – where Nigeria participated alongside four others – Algeria, Cameroon, Ghana and Ivory Coast.

The meta-analysis adopts a qualitative research approach, drawing upon a review of secondary data sources and the observation technique.

Although Nigeria’s first team players ply their trade in Europe, there remains a challenge epitomised by the “disconnect” between the domestic league and the national team composition. As a consequence, brand ambassadors are proposed as one of the key conduits for re-aligning the identified disconnect.

The dual focus on club level and a single country – albeit in the light of Nigeria, former African champions, poses a limitation as the domestic league in that country may not be representative of others across the continent. However, some insight is also derived from developments in another African football giant – i.e. Ghana, runners-up of the recently concluded 2015 African Nations Cup.

In the long history of the FIFA Football World Cup, only three African teams have ever reached the quarter-finals – notably Cameroon in 1990, Senegal in 2002 and Ghana in 2010. Although the Super Eagles relished the label of African Champions going in the World Cup finals, they remain incapacitated, having failed to “fly” into the round of 16 since their 1994 debut. Furthermore, the alignment at the micro or club level to the meso or country level remains to be investigated at both scholarly and policy levels.

There are success stories on the management and development of football in Africa and as the case of Nigeria demonstrates, Stephen Keshi, the national coach, symbolises missed opportunities – i.e. brand ambassadors – to increase visibility and engagement with the domestic league.

This is one of the very few studies that have sought to highlight the misalignment between club and country within the research context of Africa. It is also one of the few papers that have called on the need for brand ambassadors as a means of bridging the gap in this area.

The purpose of this paper is to examine the challenges of accountability and development in Nigeria. In the literature, corruption is seen as an indicator of a lack of political accountability in most countries of the world, especially in less developed countries such as Nigeria. The Nigerian Government has taken several actions to address the problems of bad governance and corruption that have impeded economic development, but unfortunately these measures have not yielded the desired results.

Thus, this study examined accountability and developmental issues in Nigeria using secondary data and then made use of the auto-regressive distributed lag econometric technique to analyze the data.

The results from the study found that a rise in total government expenditure poses a danger of reducing Nigeria’s economic development in the long run and that control of corruption and political (the institutional variables) has a direct and significant effect on Nigeria’s economic development.

Therefore, upon these findings, this paper recommended that for Nigeria to experience development, corruption should be eliminated, and the Nigerian Government should spend on viable projects and economic activities that will be beneficial to the populace and the society at large and hence bring about economic development. Accountability is the hallmark of a prudent government that ensures efficient management of resources and transparency in the utilization of funds by the government. The absence of accountability mechanism allows corruption to thrive, which hinders the developmental process.

The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.

The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.

This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.

The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.

The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.

Aiming to find out how to incorporate green building into the architectural curriculum, this study aims to explore the psychological path for cultivating architectural students’ awareness and motivation to learn the green design concepts and related technologies.

Based on a global review of relevant architectural courses in universities, a set of green building learning behaviors was proposed and a survey was conducted in architectural schools in South China to verify the “value-belief-norm” theory through the lens of green building learning behaviors. The psychological path that affects students’ green building learning behaviors was analyzed using structural equation modeling.

The results showed that biospheric and altruistic values could directly affect students’ motivation to learn green building, while personal norms served as the mediating condition for personal values and beliefs, and ultimately improved motivation.

The study suggests that the cultivation of environmental awareness and a sense of the ecological crisis should be developed through foundation courses, by establishing an ecological architecture curriculum, to more effectively guide students to learn and practice green building.

This study, for the first time, applied the “value-belief-norm” theory, which was developed to explain the psychological path for pro-environmental behaviors, to green building learning behaviors of architectural students.

The purpose of this study was to introduce a sustainability course to interior design students and explore how working with industry could address challenges with integrating sustainability education into and ensuring student motivation in non-studio courses.

This is a case study presenting qualitative evaluation from the 15-week “IAED 342 Sustainable Design for Interiors” course with a sample of 98 third-year interior architecture students at Bilkent University, Turkey.

The findings were analyzed from the perspectives of two processes learning and working with industry. The results revealed that an active learning environment and industry collaboration positively influenced students' awareness of sustainable design, increased their ability to integrate sustainability knowledge to design studio projects and improved academic outcomes.

This study is a unique effort by the Department of Interior Architecture and Environmental Design at Bilkent University by being the first to introduce a sustainability course and create a responsive and social learning environment through industry collaboration. The results of the study highlighted that better outcomes are achieved by working directly with industry than by performing theoretical exercises.

This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which takes environmental ethics into account will be proposed through the discussion of The Ecocentric and Anthropocentric Attitudes Toward the Sustainable Development (EAATSD) scale.

The paper opted for a general review approach, covering literature that provides an overview of the concepts and practices of ESD, as well as program evaluation studies. Additionally, qualitative evaluation of EAATSD scale with students of higher professional education was conducted, using in-depth interviews and dialogue with individual students as well as classroom discussions.

It was found that there are wide and inconclusive debates about the aims of ESD based on the critique of sustainable development discourse in general and instrumentalism embedded in ESD in particular. According to the qualitative evaluation, EAATSD scale can be used for testing anthropocentric and Ecocentric Attitudes Towards Sustainable Development in students of higher education. Based on these results, this scale was found to be revealing of the critical view of paradoxes and challenges inherent in multiple goals of sustainable development as well as useful for testing anthropocentric and ecocentric attitudes in students of higher education.

Reliability of the scale needs further statistical testing, and as is the case in conventional EE/ESD evaluations, and consequent research is necessary to improve institutional, national, and international applicability to particular cases. Future research should draw from this critical review in order to devise alternative evaluation tools.

In practice, this implies that currently administered evaluations of generic ESD, while useful in concrete cultural or institutional settings, might be premature. The article concludes with the reflection upon which conceptual, methodological, cultural, and ethical challenges of ESD which should be useful for ESD researchers and practitioners in different national settings.

This article fulfills an identified need to address the paradoxes of sustainable development and to study how ESD can be more effective.