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The purpose of this paper is to identify and discuss the most important initiatives and the strategic framework of the European Union (EU) supporting the 2030 Agenda for Sustainable Development. This paper also presents an overview of the progress towards the 4th Sustainable Development Goal (quality education) mainly in tertiary and adult education in the EU context.

The adopted research method includes a literature survey, a study of law regulations and strategic documents of the EU and their critical analysis. The main axis of empirical investigation is a comparative analysis. Thematic scope of the analysis embraces indicators such as tertiary educational attainment, employment rate of recent graduates and adult participation in learning.

The results of the comparative analysis confirm the diversity between Member States in achieving the goals of sustainable development. Overall positive trends in the development of quality education can be observed in the EU. However, the gender gaps in tertiary educational attainment and in the employment rate of recent graduates have been widening. Moreover, the EU is not on track to meet its 2020 benchmarks for adult participation in learning.

The paper systematizes knowledge of initiatives of the EU for sustainable development and supplements it with a comparative analysis in the field of statistical data, which allows for a better understanding of the state and the prospects of implementing the idea of quality education at the EU level.

The Philippines is one of the signatories to the historic Agenda 21 and was noted to be among the first countries to establish a National Council for Sustainable Development. Ten years after Rio, global society is again confronted with the question of whether sustainable development as a concept, philosophy and practice has improved the lives of peoples in different countries and cultures. This article attempts to discuss initiatives through which tertiary education has helped bring about sustainable development in the Philippines. It posits that for sustainable development to happen it must take root in the consciousness and cultures of society, a task in which education plays a very important part. The article discusses the efforts of two national networks for environmental education, the Environmental Education Network of the Philippines, Inc. (EENP) and the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM), which advocate for the integration of sustainable development in school curricula as well as in campus administration and organizational culture. It also includes the pioneering efforts of one institution, Miriam College, to integrate environmental education in its programs as part of its mission and commitment to become a genuine “steward of creation”.

The purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the interactive dynamics between the tertiary education sector and economic development in BRICS countries. The author also aims to examine how the structure of higher education contributes to economic expansion.

The author uses the time series data of BRICS countries across approximately two decades to determine the statistical causality between the size of tertiary enrollment and economic development. The linear regression model is then used to figure out the different impact levels of academic and vocational training programs at the tertiary level to economic development.

Data from all BRICS countries exhibited a unidirectional statistical causality relationship, except the Brazilian data. The national economic expansion Granger Caused increased tertiary enrollment in Russia and India, while in China and South Africa, higher education enrollment Granger Caused economic progress. The impact from tertiary academic training is found to be positive for all BRICS nations, while tertiary vocation training is shown to have impaired the Russian and South African economy.

This project is based on a rather small sample size, and the stationary feature of the time series could be different should a larger pool of data spanning a longer period of time is used. In addition, the author also neglects other control variables in the regression model. Therefore, the impact level could be distorted due to possible omitted variable bias.

Tertiary academic study is found to have a larger impact level to all countries’ economic advancement, except for China, during the time frame studied. There is a statistical correlation between the education and economic progress. This is particularly true for BRICS countries, especially China. But the exception is Brazil.

The government should provide education up to the certain level, as there is a direct correlation to the job creation and economic progress. Furthermore, the government should also work closely with industry to ensure growth of industry and creation of new jobs.

The comparative analysis and evaluation of the dynamic interaction of tertiary enrollment and economic output across all five BRICS nations is unique, and it deepens the understanding of the socioeconomic development in these countries from a holistic management perspective.

The concepts of environmental education and education for sustainability have been acknowledged by many tertiary institutions for over a decade. An appreciable number of institutions have signed agreements to educate students in all disciplines about sustainability. Although several Australian institutions of higher education have signed the Talloire Declaration, a recent survey finds little indication that their curricula have been changed to include sustainability education. Despite the apparent widespread support for the concept of student education in sustainability, there is little implementation. The experience of Royal Melbourne Institute of Technology (RMIT) University suggests that those concerned about education and environment/sustainability need more than conviction and vision. A strategic approach – based on change management and supported by staff development – is needed to implement these sorts of changes. Rather than attempting to outline a grand plan or model for implementation, this paper identifies key issues and looks into the current experience associated with implementation approaches.

This paper aims to investigate the strategy, accounting and accountability interface in sustainability implementation in a large public tertiary education organisation in New Zealand.

The study uses ethnography as an “engaging research” to help explain the real-life enactment of accounting and accountability in advancing/deterring sustainability initiatives. The study draws upon neo-institutional theoretical perspectives to help interpret the findings.

Accounting and accountability are powerful conduits for strategy implementation. Successful sustainability strategy implementation requires the embedding of financial accountability within the implementation process.

A strong ideological commitment from senior management is required to firmly embed sustainability in the tertiary organisation's belief systems, values and norms to get wider organisational acceptance and institutionalisation. Accounting needs to take a position of centrality within organisations to help facilitate sustainability implementation.

Government policy needs to incorporate specific concepts of sustainability into the tertiary education strategy and funding framework to make public tertiary organisations accountable for sustainability to the wider society.

This study provides unique insights into the sustainability implementation process. It complements existing literature on sustainability accounting and accountability.

Sustainable development is considered by many to be an essential direction for our world to move towards. To educate for sustainability is not an easy task and it is essential for all the education practitioners to make their contribution. It is important to accept and adapt changes for sustainable development, and continuing education sector itself has undergone dramatic changes in development since the formulation of the concept by the United Nations Education Scientific and Cultural Organization in the 1960s. Coping with the metamorphosis of society and its increasing demand for multi‐disciplinary, continuing education in the tertiary institution is a continuous learning process on its own. Leadership empowerment becomes one of the sharpening tools for bringing about the change in the institutions. Looks at an integral and practice‐oriented approach of one of the subject areas to introducing sustainable development into continuing education in Hong Kong as well as to explore the significance of leadership empowerment in bringing change and learning to the continuing education in the tertiary education.

The purpose of this case study is to focus on the role of higher education in the realisation of Sustainable Development Goal (SDG) 4, discussing both challenges and opportunities. Drawing on the example of The University of the West Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica), this paper illustrates how higher education can move SDG 4 forward in a realistic and significant way.

Drawing on the literature and case study experiences implementing education for sustainable development-related activities within a SOE, opportunities and challenges regarding SDG 4 and higher education institutions (HEIs) are identified and outlined. The SOE at the UWI campus is used as an illustrative case study to highlight the ways in which HEIs can drive SDG 4 through teaching, programme and course development, research and outreach activities.

Based on the literature examined, along with the case study, the paper argues that HEIs must help to shape and lead the SDG 4 agenda by being integrally involved and no longer watching from the side lines. A framework to aid HEIs in achieving outcomes associated with SDG 4 is then proffered. The intent is that this will not only help shape discourse but also shape actions, as the demand for higher education increases across the globe.

This paper uses a Caribbean regional HEI as the basis for the framework proposed to aid HEIs in achieving SDG 4 outcomes. This brings to the fore discourse from the global south, as space that is often missing from the discussion.

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.

A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations.

It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work.

There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs.

Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity.

Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities.

The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.

The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.

The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.

The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

The purpose of this paper is to explore students’ perceptions and understandings of, and attitudes towards, education for sustainable development (ESD) at Delta Business School (DBS) in New Zealand[1]. The aim is to extend the limited literature on students’ perceptions of ESD within an accounting and business curriculum.

To ascertain the students’ evaluations of their ESD, a survey was administered to 60 accounting and business students at DBS. The survey data were supplemented with interview evidence from 20 of the 60 students to obtain a deeper understanding of the students’ evaluations.

A majority of the students perceive ESD as a “good thing.” Students were supportive of the sustainable business learning experience offered at DBS. The results suggest that students’ knowledge of sustainable business practices improved significantly from their studies.

The paper should assist education providers to assess how students perceive ESD. This may help bring about changes, to improve the teaching of sustainable development. Universities can be the main providers of ESD, but other educational providers such as the professional accounting bodies will also need to manage the development of ongoing education processes. Most students at DBS believe they are obtaining a good understanding of the concept of sustainability.

There is a shortage of research concerning how students perceive sustainable development education. This paper contributes to the discussion of what to incorporate in sustainable education programmes, to help students properly to understand sustainable development. We believe accounting and business education should develop graduates into broad-minded thinkers with a capacity for independent and critical thought. This will prepare them for future leadership roles.