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Any building refurbishment is challenging and school buildings offer no exception. They are increasingly in need of refurbishment due to their age and evolving teaching and learning. The purpose of this paper is to present an overview of literature on sustainable refurbishment so as to identify key lessons from selected successful refurbishment projects. The review findings are expected to contribute to the development of refurbishment plans in an effective and innovative manner that should extend building’s service life, focus on resource efficiency, and comfort their users. It will also contribute to knowledge base of refurbishment and suggest future directions for research.

The paper has undertaken a literature review on the sustainability assessment of buildings and frameworks for sustainable refurbishment. Besides, the work also provides a review of recent successful refurbishment projects to collect and structure systems experiences which can be adopted in developing a sustainable refurbishment strategy for school buildings.

Findings include three groups of lessons in terms of reasons, process and barriers in the selected refurbishment projects that assist stakeholders to prepare a suitable refurbishment plan for their school buildings. The potential of 3D scanners and BIM applications in the refurbishment process will also be reviewed in order to develop a proposed framework of 3D scanner vs BIM for the refurbishment process. Recommendations highlight the role of a national strategy as a driving factor for applying the advantages of information technology to enhance optimal solution selection processes to get better and more sustainable results.

The conceptual framework for 3D scanner and BIM applications within sustainable refurbishment for school buildings is currently under researched, and the findings aimed to address such a gap when considering 3D scanners and BIM applications in the refurbishment process.

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.

This paper aims to describe an innovative approach of integrating sustainability into the structures and processes of a business school without creating resistance.

A sustainable entrepreneurship competition was embedded as an independent programme in an already existing business plan competition at the School of Business FHNW. The paper shows, which structural elements of the competition had to be adapted to the needs of sustainable entrepreneurs.

The paper outlines aspects that need to be considered and steps that need to be taken to run a sustainable entrepreneurship competition supporting as many high-quality projects as possible. It describes the importance of developing an independent instrument that meets the specific needs of sustainable entrepreneurs in project planning. The sustainable innovation plan is explained.

The student projects are developed at the School of Business FHNW as part of the entrepreneurship competition, which has been successfully carried out twice. They have numerous measurable positive social and ecological effects, which are described by the students in their sustainable innovation plans and are subsequently reflected in the realization of the projects.

Using the example of the Swiss Student Sustainability Challenge, the paper demonstrates under which conditions a sustainability project can be successfully integrated into the existing structures of an institution of higher education and develop into a beacon project of the university. Other universities can make use of these findings to launch comparable projects at their institutions.

This paper aims to report an investigation of how education for sustainability is conceptualised, incorporated across the curriculum and led in three Western Australian Government secondary schools. It also reports on processes to enable education for sustainability to become embedded into these schools.

Data for the research were gathered through semi‐structured interviews with teachers who were reputedly leading education for sustainability.

With the exception of one participant, the concept of education for sustainability is not widely embraced in the schools of this study. Instead participants focus only on the environmental aspect of sustainability. Again, with the exception of one participant, education for sustainability remains fragmented and vulnerable to changing school conditions. Leadership of education for sustainability occurs whimsically and with little vision for the future across this study with little evidence of alliance building or collaboration among colleagues.

The paper concludes that leading for sustainability requires a combination of a deep knowledge of sustainability; forward thinking and the ability to imagine a different future; the interpersonal and networking skills to build strong relationships; and the energy and capability of taking action to achieve the imagined different future.

The purpose of this paper is to discuss how an organizational triple bottom line approach can be adapted to increase organizational sustainability in a Spanish school setting and assist school directors, who hold the primary role, in the process of adaptation.

Through synthesising different conceptual approaches, a system model was created based on design models, such as the “Design of results” and the “Cogniscope”, and thereafter managerial triple bottom line theory was adapted to Spanish head teacher practices.

The model shows that although there is no regulated training in school management in Spain, sustainability in schools can be managed by following this or similar strategic models, as long as adequate resources and managerial tools are provided.

The paper discusses how sustainability can be achieved through the organization, management and implementation of already available resources in a school setting. This unique model informs, enables and empowers Spanish head teachers to lead and manage sustainable performances by following triple bottom line approaches.

Terms such as triple bottom line and sustainability are fairly new and have received little attention in the field of education, even though research on organizational sustainability shows positive implications for future generations.

The purpose of this study is to explore the concept of long-term thinking in a non-business context to gain deeper insights into bridging the gap between the theory of long-term thinking and its application as a management strategy.

To explore the concept of long-thinking further in a non-business setting, a grounded theory study was conducted with preschool leaders in a municipality in Sweden to examine how the leaders describe, define and apply the concept of long-term thinking in their schools. Interviews with school leaders, both written and oral, were used for data collection.

This study illustrates that the concept of long-term thinking can be twofold. First, the description can be as an anchor that reflects a mission. Second, the description can be a steering mechanism that guides decision-making. The findings also reinforce the importance of organisations developing an organisational culture that connect their vision and goals with the values and needs of their customers.

This study was carried out in a single organisation and shows a snapshot of the organisation's status at the time the data were collected. Therefore, the findings are not generalisable to all organisational settings; rather the findings may be transferable to other settings.

The results can be used to help identify areas where preschools in a municipal context can engage with sustainable quality development in order to build systems that support work with quality in a more structured way.

Long-term thinking is seen, within both theory and organisations, as necessary to achieve success in terms of sustainable development and quality, and this study contributes with knowledge about the current gap between theories of long-term thinking and practice in organisations.

This article aims at providing case-based evidence to support the idea that an integral approach using life cycle costs (LCC) would lead to more in-depth argued adjustments towards sustainable and feasible school buildings. There is a gap between the investment in and the operating costs of public school buildings, caused by the splitting up of responsibility for the financing of the accommodation. Municipalities finance the initial costs of construction, and school boards are responsible for the operating costs. According to architecture-based research on this subject, this split results in higher costs during the lifetime of the buildings. This problem is often referred to as the split-incentive problem.

The research conducted nine case studies of newly built secondary school buildings. The schools were examined with reference to building characteristics, building costs and operational costs. The sustainable performance of these cases is described with the aid of a Dutch sustainability measurement tool. The core of the research is the LCC analysis and the overall perspective on the ratio between initial costs and operations costs.

It is often held in the construction sector that investments in sustainability lead to increased expense. However, studies indicate this is not unequivocally true. The authors study, at least, found no clear evidence that schools with investments in specific sustainable solutions have such undesirable higher investment costs. The authors study found some positive effects of sustainable measurements on the LCC of secondary schools.

This study confirms the ratio of Hughes and Ive as defined in office typologies to be true in the school building typology. It is worthwhile for owners and users to keep focus on LCC, as well as for the government as financiers/or funders of school buildings.

The purpose of this paper is to focus on the way to achieve the sustainable development goals (SDGs). Through the introduction and learning of a specific case, this paper summarizes the specific process of green campus’s development and construction and directly discusses how to achieve the goal of sustainable development. By analyzing the achievements and measures of its construction, on the one hand, the experience and shortcomings of its green campus construction are summarized; on the other hand, the impact of Stanford’s own green campus construction on the local community is discussed.

This paper takes Stanford, one of the best green campuses assessed by sustainability tracking, assessment and rating system (STARS), as a case study in three steps. First, it introduces the academics, energy supply and demand, water and land, waste, management, food and living, buildings and transportation of its campus construction in detail; second, it uses the STARS to make a comprehensive sustainable evaluation of Stanford; finally, it discusses the development relationship between Stanford and local community.

The four characteristics of its green campus development model are summarized, namely, based on its own scientific research; from the aspect of environmental friendliness; to achieve joint participation; and forming complementary development with the community. The construction of green campus has changed from a single triangle framework composed of SDGs, STARS and universities to a compound triangle framework composed of SDGs, universities and communities on the existing basis, greatly expanding the way to realize SDGs.

This development mode will have direct guiding significance for the sustainable construction of other campuses.

This paper also discusses the development concept from green campus to sustainable community to provide positive reference to achieve the global SDGs from the perspective of colleges and universities.

According to the historical track of its development, this paper combines the two (SDGs and green campus) to discuss by using campus construction as an effective way to achieve the SDGs. On the basis of literature research and case study, STARS sustainable assessment is introduced. This will lead to quantitative analysis of sustainable construction in the discussion of the specific case, judging the specific sustainable degree of all aspects of campus construction, to provide a scientific basis for summarizing its characteristics of development mode.