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Article
Publication date: 13 February 2017

Subarna Sivapalan

This paper aims to discuss the outcomes of a study conducted to explore the perceptions and expectations of undergraduate engineering learners on the potential of incorporating…

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Abstract

Purpose

This paper aims to discuss the outcomes of a study conducted to explore the perceptions and expectations of undergraduate engineering learners on the potential of incorporating sustainability within the Professional Communication Skills (PCS) module, via blended learning.

Design/methodology/approach

A mixed methods case study approach was used, using surveys, learner reflections and interviews.

Findings

Key findings include (a) learners finding a heightened sense of awareness of environmental, social and cultural dimensions of sustainability, (b) development of sustainability literacy and communication skills for the real world, (c) scepticism and apprehension of blended learning teaching and learning methods, (d) development of capacity for self-directed learning resulting from flipped learning and (e) differences in quality of peer and lecturer interaction online and in the traditional classroom set up.

Originality/value

Sivapalan’s (2015) study suggests that Malaysian engineering graduates lack sustainability knowledge, competences and values, and often struggle to cope with professional responsibilities that require them to exercise these literacies. Much of this is attributed to the lack of sustainability integration within the undergraduate engineering curriculum, and within teaching approaches used. To date, there is little research within the Malaysian engineering education context to gauge the extent to which non-technical academic modules such as the PCS module could be used as a platform to incorporate sustainability learning outcomes. Research to gauge learners’ feedback and reflections on the integration of sustainability via non-technical modules and blended learning approaches is also scarce.

Article
Publication date: 8 February 2023

Walter Leal Filho, Laís Viera Trevisan, Maria Alzira Pimenta Dinis, Subarna Sivapalan, Zujaja Wahaj and Olena Liakh

Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the…

Abstract

Purpose

Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level.

Design/methodology/approach

A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts.

Findings

Through case studies of international HEIs, the study lists the opportunities, benefits and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities.

Originality/value

This study provides a welcome contribution to the literature because it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 18 November 2021

Walter Leal Filho, Maria Alzira Pimenta Dinis, Subarna Sivapalan, Halima Begum, Theam Foo Ng, Abul Quasem Al-Amin, Gazi Mahabubul Alam, Ayyoob Sharifi, Amanda Lange Salvia, Qudsia Kalsoom, Mustafa Saroar and Samara Neiva

It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the…

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Abstract

Purpose

It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD.

Design/methodology/approach

The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student’s t-test.

Findings

The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices.

Research limitations/implications

Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study.

Practical implications

Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years.

Originality/value

The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 19 July 2019

Suganty Kanapathy, Khai Ern Lee, Mazlin Mokhtar, Sharifah Zarina Syed Zakaria, Subarna Sivapalan and Azizah Mohd Zahidi

This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the…

Abstract

Purpose

This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the potential barriers and opportunities they face in adopting the concept of sustainable development in the teaching of the pre-university level chemistry module at a public university in Malaysia.

Design/methodology/approach

A survey was conducted with eight educators of a pre-university programme at a public university located in Selangor, Malaysia. This pre-university programme exposes students to advanced courses in science, which are very much like first-year university courses for candidates who are interested in gaining admission to degree programmes. For this study, the focus was on chemistry educators only. The collected data were analysed through descriptive analysis following which interviews were conducted with the respondents.

Findings

In general, the educators have good knowledge and attitudes towards the concept of sustainable development. Moreover, their projected knowledge (K), attitude (A) and behaviour (B) focus more on environmental dimensions, as opposed to other sustainable development dimensions. While the integration of the concept of sustainable development in chemistry teaching is restricted by a few barriers, such as content-based learning, lack of guidebooks related to sustainable development and an overcrowded curriculum, positive responses from the chemistry educators indicate that there are opportunities to implement sustainable chemistry concepts in the pre-university chemistry module.

Research limitations/implications

The present study was conducted with several limitations; the data were obtained from a small sample size at an institute located within a public university. The respondents of this research consisted of only three existing chemistry educators and five administrators who are also educators. Further studies about sustainable chemistry teaching should include samples from other public and private universities.

Originality/value

This paper is instrumental in assisting the Ministry of Education, administrators, as well as educators within the pre-university sector to shift their goals towards sustainable chemistry teaching to achieve success in education for sustainable development.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 6 November 2018

Suganty Kanapathy, Khai Ern Lee, Subarna Sivapalan, Mazlin Mokhtar, Sharifah Zarina Syed Zakaria and Azizah Mohd Zahidi

This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept.

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Abstract

Purpose

This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept.

Design/methodology/approach

Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics.

Findings

Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions.

Practical implications

This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development.

Originality/value

This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 16 June 2021

Suganty Kanapathy, Khai Ern Lee, Mazlin Mokhtar, Sharifah Zarina Syed Zakaria and Subarna Sivapalan

In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development…

Abstract

Purpose

In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach.

Design/methodology/approach

This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software.

Findings

The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders’ engagement. The proposed framework was formulated by considering these aspects.

Originality/value

The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 4 December 2020

Nguyen Thi Thao Ho, Subarna Sivapalan, Hiep Hung Pham, Lan Thi Mai Nguyen, Anh Thi Van Pham and Hung Viet Dinh

By using a technology acceptance model (TAM) on survey results collected from two member schools of a Vietnamese educational institution, this study aims to uncover the key…

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Abstract

Purpose

By using a technology acceptance model (TAM) on survey results collected from two member schools of a Vietnamese educational institution, this study aims to uncover the key factors that affect students’ acceptance of e-learning during the Covid-19 period.

Design/methodology/approach

A bilingual questionnaire in English and Vietnamese was delivered. It was pre-tested on 30 participants before it was finalized. The authors first reviewed the measurement model and made adjustments to the theoretical TAM model. Then the adjusted TAM was used to investigate the relationships of the constructs in the model.

Findings

The results of the structural model show that computer self-efficacy (CSE) has a positive impact on perceived ease of use (PEOU). There is also a positive relationship between system interactivity (SI) and PEOU. Surprisingly, the authors documented that PEOU has no significant impact on students’ attitudes (ATT). The results show that SI can moderately affect ATT. Finally, it is noted that the social factor (SF) directly affects the student’s attitudes (ATT).

Research/limitations/implications

This study contains three limitations. First, as this study only focuses on undergraduate programs, readers should be careful in applying the findings and/or implications of this study to other education levels such as K-12, vocational training and postgraduate programs. Second, the findings are generated within the context of one type of e-learning, conducted via Google Meet. Therefore, future research is needed to provide further validation and comparison across other forms of e-learning. Finally, to further prevent the common bias problem, future research should use both five-point and seven-point Likert scales for the response options in the survey, as well as use negatively worded items. This will help prevent respondents from providing similar answers to all questions.

Originality/value

This study has both theoretical and practical implications. From a theoretical perspective, the study can provide a solid framework for similar studies. From a practical perspective, this study offers implications for governments and universities in the process of adopting e-learning, given that the Covid-19 pandemic is currently in its second and more dangerous wave.

Details

Interactive Technology and Smart Education, vol. 18 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Article
Publication date: 15 September 2021

Tomayess Issa, Pedro Isaias and Theodora Issa

273

Abstract

Details

Interactive Technology and Smart Education, vol. 18 no. 2
Type: Research Article
ISSN: 1741-5659

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