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Open Access
Article
Publication date: 14 December 2022

Alice Annelin and Gert-Olof Boström

The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO…

4036

Abstract

Purpose

The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations’ sustainable development goals. To plan education for sustainability, teachers need to know the students’ competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed.

Design/methodology/approach

Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors’ conceptualise how the competencies influence each other and provide propositions for future research.

Findings

The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need.

Originality/value

The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors’ offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Purpose

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

Design/methodology/approach

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Findings

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Research limitations/implications

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Practical implications

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

Social implications

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Originality/value

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

Details

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

Keywords

Article
Publication date: 13 September 2023

Jessica Ostrow Michel, Peter Siciliano, Michaela Zint and Sarah Collins

One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary…

Abstract

Purpose

One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses.

Design/methodology/approach

More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research.

Findings

Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North.

Research limitations/implications

Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions.

Originality/value

Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield’s limited diversity is important to highlight and address moving forward.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 7 March 2023

Heidi Hyytinen, Senja Laakso, Janna Pietikäinen, Rami Ratvio, Lotta Ruippo, Tarja Tuononen and Annukka Vainio

This study aims to assess higher education students’ interest in learning sustainability competencies and their pro-ecological worldviews at a large research-intensive university…

2527

Abstract

Purpose

This study aims to assess higher education students’ interest in learning sustainability competencies and their pro-ecological worldviews at a large research-intensive university in Finland to provide a background information for developing a sustainability science course.

Design/methodology/approach

In total, 797 students participated in the study. The data were collected through an online survey that measured students’ interest in learning sustainability competencies and their pro-ecological worldviews. Participants were classified into five categories based on field of study. The data were analysed by using Pearson’s correlation, independent samples t-tests, and analysis of variance.

Findings

The participating students perceived learning of critical thinking and values thinking most interesting. Interest in learning sustainability competencies and pro-ecological worldview appeared to differ across fields of study. Participants studying humanities expressed lower interest in collaborative use of digital technology compared to the participating students in science and agriculture. Participating students in health and welfare scored lower on interest in learning values thinking than students in other study fields.

Research limitations/implications

The response rate was low. It is likely that the participants felt strongly about sustainability challenges, therefore making them more interested in sustainability competencies. The limited number of sustainability competencies studied does not allow generalisation to all sustainability competencies.

Practical implications

The differences in interest in learning sustainability competencies and pro-ecological worldview should be understood and considered when planning sustainability education.

Originality/value

These results provide new insights into the interlinkage of students’ interest in learning sustainability competencies, their pro-ecological worldviews and their field of study.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 19 January 2024

María Ángeles García-Fortes, Isabel Banos-González and Patricia Esteve-Guirao

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and…

Abstract

Purpose

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

Design/methodology/approach

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

Findings

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

Originality/value

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.

Details

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

Keywords

Book part
Publication date: 13 December 2023

Joseph Odhiambo Onyango

This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a…

Abstract

This chapter frames the digital age transformation journey for sustainability from the lenses of transformation skills and competencies required for future work. It provides a synopsis of the digital transformation considering digital technologies, connecting digital transformation to future work and reflections on the new digital age to sustainability issues. In detail, this chapter comprehensively reviews digital technologies transformation skills, including digital skills and integrated skills for the digital economy linked to integrated skills. This chapter takes into consideration the possible effects from a competency point of view from the domains on issues like: global independence, trust, a shift in skills and ways of work, commitment to justice, improving the know-how, financial inclusion, data and data privacy that are critical imperatives for sustainability. Developing a digital economy requires integrated sustainable development competencies; this chapter considers combined skills for digital transformation in triple connecting points of human skills, business skills and digital building blocks skills to argue for sustainability. Because attaining Sustainable Development Goals (SDGs) requires input from different quotas globally, sustainable competencies are needed to ensure individuals work cohesively through new-age digital technologies. This chapter further highlights emerging competencies such as critical thinking, appreciative equity, open communication and acting on collective well-being as imperatives transforming digital disruptions. The final section of this chapter puts into perspective the implication of required digital technologies for the future of work and its significance on the need to reskill and retool. It concludes by reflecting on opportunities and challenges for crucial consideration towards creating a sustainable digital age.

Details

Fostering Sustainable Development in the Age of Technologies
Type: Book
ISBN: 978-1-83753-060-1

Keywords

Open Access
Article
Publication date: 27 February 2023

Mar Carrió Llach and Maria Llerena Bastida

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to…

1782

Abstract

Purpose

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.

Design/methodology/approach

Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.

Findings

The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.

Originality/value

The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 11 January 2023

Maike Buhr, Dorli Harms and Stefan Schaltegger

Individual change agents for corporate sustainability can drive the transformation of organizations and foster sustainable development. Current research literature is growing and…

Abstract

Purpose

Individual change agents for corporate sustainability can drive the transformation of organizations and foster sustainable development. Current research literature is growing and is published in a wide variety of journals. This systematic literature review provides an overview and synthesis of different understandings of individual change agents for corporate sustainability transformation. It identifies gaps and puts forward propositions to contribute to theoretical development in the field.

Design/methodology/approach

This paper conducts a systematic literature review and thematic content analysis of individual agency in light of corporate sustainability transformation.

Findings

The analysis identifies five research streams, three key dimensions of individual change agency for sustainability (beliefs, actions and competencies) and presents levels of individual agency for transformation. An integrated definition of change agents for sustainability is proposed.

Research limitations/implications

The review concludes with implications to support individuals in fostering sustainability transformations of organizations, markets and societies. The synthesis and propositions help in identifying which dimensions are already and could in future be addressed by individual change agents. While acknowledging the usual limitations of literature reviews, this paper can inspire future empirical research on the effectiveness of individual change agents for sustainability.

Originality/value

By synthesizing different understandings in the literature of individual change agents for sustainability, this article contributes to the theoretical development of individual agency in the areas of understandings, research streams, dimensions and perspectives. It also develops propositions on how individual change agency can effectively contribute to sustainability transformations at individual, organizational and systems levels.

Details

Benchmarking: An International Journal, vol. 30 no. 10
Type: Research Article
ISSN: 1463-5771

Keywords

Book part
Publication date: 4 December 2023

James Hunt, Lucy Turner, Scott N. Taylor and Danna Greenberg

Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how…

Abstract

Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how to design a pedagogy that supports the development of these competencies, particularly the development of self-awareness. In this chapter, we introduce an experiential pedagogy in which students and faculty work together to develop self-awareness as the basis for sustainability leadership. We present three pedagogical principles that support the emotional learning that is foundational for sustainability leadership: student self-discovery, faculty as co-learners, and a developmentally focused learning environment. We demonstrate how these three principles work together to enable students and faculty to grow their self-awareness, providing the foundation for sustainable leadership. We conclude with a discussion on how management educators can learn from this case to develop sustainability leaders who have the self-awareness and relational competency to lead positive, inclusive organizations that are committed to sustainable business practices.

Details

Higher Education for the Sustainable Development Goals: Bridging the Global North and South
Type: Book
ISBN: 978-1-80382-526-7

Keywords

Article
Publication date: 3 July 2023

Salvador Baena-Morales, Gladys Merma-Molina and Alberto Ferriz-Valero

The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the…

Abstract

Purpose

The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.

Design/methodology/approach

A conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.

Findings

Strategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.

Practical implications

This study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.

Social implications

Physical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.

Originality/value

This document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

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