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This study aims to determine the impact of resource use behaviours of students of a public university in Ghana on ecological sustainability. It examines the land area required to provide the resources used and also to assimilate the wastes produced. It also suggests an effective way to initiate participative discussions on environmental sustainability and consequences of resource use in a university setting.

This study adopts a mixed methods approach to gather and analyse data on students’ lifestyles concerning ecological footprint. The data was analysed using the Predictive Analytics Software and a modified version of the ecological footprint analysis (EFA).

The current ecological footprint of students in the university is not environmentally sustainable. The sample population had high average ecological footprint of 3.62 hectares, representing an ecological impact score of 135.85. The findings provide lessons on how universities and analogous institutions interested in sustainable practices could foster ecologically sustainable development.

Additional data collection methods such as a longitudinal study would provide a more comprehensive assessment of the impact of resource use behaviour of students in a public university in Ghana on ecological sustainability.

EFA and findings can support universities to effectively integrate sustainability practices into their policies and practices to help students contribute to making society more sustainable.

This is an original research and makes a contribution to EFA and sustainable practices of public universities in Ghana.

The purpose of this paper is to present a case study of how ecological considerations can be integrated into campus strategic and statutory spatial planning. A process of developing ecological objectives and guidelines for inclusion in campus strategic and statutory spatial plans is presented.

This case study introduces a three-phase ecological assessment process developed and applied to the Technion – IIT campus. Ecological considerations are reviewed in multiple campus strategic and spatial plans (primarily in North America and Europe) and in institutional sustainability guidelines; biodiversity and ecosystem service surveys of the campus are conducted and considered with regard to planning; university administrative structures that enable the implementation of ecological planning guidelines are also assessed.

Ecological considerations (biodiversity conservation, habitat preservation and ecosystem integrity) play a relatively minor role in sustainability planning on university campuses. The concepts of connectivity and compactness are applied broadly, but generally refer to social and educational considerations. Physical planning provides an opportunity for integrating ecological priorities into the university’s mission.

Some of the insights may not be generalizable, so it is crucial to continue accumulating similar studies. It is crucial, too, to conduct follow-up research, reporting on the ecological outcomes of plan implementation.

Ecological stewardship is commensurate with the sustainability commitments of universities. Considering their spatial extent and diverse locations, universities can assume an important role in ecological conservation.

Relatively little attention has been given to ecological considerations (biodiversity, ecological integrity and ecosystem services) in campus plans and sustainability documents. This paper suggests how universities can move towards fulfilling a role as ecological stewards through strategic and spatial planning.

This paper aims to highlight the contribution of ecological fairs to the promotion of sustainability in university campuses, based on a case study carried out at the University of Passo Fundo, located in Southern Brazil.

Producers and consumers of the ecological fairs were interviewed to analyse how the social, economic and environmental spheres of sustainable development are impacted by these fairs. In total, 24 interviews were conducted.

The results showed how fairs positively impact the academic and local community while bringing sustainability into university campuses.

The main limitations of this study were the number of interviews and the short period during when the study was conducted.

This case study demonstrated how the promotion of ecological fairs on a university campus plays an important role in the implementation and practice of sustainability and can serve as an example for other institutions that intend to work on similar projects.

This paper contributes to the literature by providing a discussion on how ecological fairs represent a good addition in the process of universities to become more sustainable and which aspects of each sustainability sphere are involved.

The ecological footprint represents a simple way to assess the amount of materials consumed and waste produced by a given entity. The approach has been applied to countries, towns, households, and more recently university campuses. One of the challenges of using the ecological footprint at a university is the difficulty of determining how large the footprint should be. The authors have developed a calculator specific to the needs of a university campus, and applied it to the University of Toronto at Mississauga (UTM). Rather than focus on the overall size, the purpose of this paper is to instead create several scenarios to help communicate the relative impacts of alternative actions.

An ecological footprint calculator appropriate to the campus was developed and applied to UTM. Three scenarios were then created: on‐campus electricity generation versus electricity purchased from the grid, current commuting patterns versus those expected if a student bus pass is adopted, and use of virgin office paper versus recycled office paper.

The results of the calculator suggest that energy consumption represents the largest component of UTM's footprint, followed by commuting to campus.

The relative benefits of on‐campus electricity generation, increasing public transit use, and the adoption of recycled paper are all highlighted through the scenario calculations.

This paper presents a way to avoid the difficulty of determining how large a university's footprint should be through the use of an alternative scenario method, which provides an easy way to communicate the impacts of consumption decisions to a campus' community.

With documented declines in the biophysical state of the planet, there is a need to develop indicators of sustainability. Ecological footprint analysis (EFA) can be considered an indicator of sustainability that converts consumption and waste production into units of equivalent land area. Based on the reality of biophysical limits to growth, and presenting data in an aggregated, quantifiable, yet easily comprehensible form, EFA is also a useful tool for environmental policy and management. EFA has typically been applied at the national and regional level as well, as for assessment of technology. This paper develops an ecological footprint model for institutional contexts and this study of the University of Newcastle (NSW) is the first institutional level EFA undertaken in Australia. The case study shows tertiary institutions to be net importers of consumption items and thus dependent on a vast external environment. The EFA highlights those areas of consumption which constitute the largest part of the footprint and thus provides the opportunity for targeting those areas for active management. EFA for this tertiary institution clearly identifies that a reduced ecological footprint would mean a movement towards sustainability.

Since the environmental movement began, teachers, researchers, and activists on college and university campuses have made great strides toward making campuses “greener” places. As effective as these efforts have been and continue to be, some increasingly salient questions about sustainability remain unanswered. This paper offers an answer to the question, “How big is the University of Redlands’s ecological impact?”, using a recently developed technique called ecological footprint analysis (EFA). The output of EFA, as used here, is a partial ecological footprint for the University of Redlands (UR). UR’s ecological footprint is then evaluated using criteria derived from several different theoretical approaches to sustainability.

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the survival of all species (humans, animals, and plants) is wholly dependent on a healthy planet, urgent action at the highest levels to address large-scale interconnected problems is needed to counter the thinking that perpetuates the “folly of a limitless world.” Paralleling critical societal roles played by universities – ancient, medieval, and modern – throughout the millennia, this chapter calls for all universities and higher education institutions (HEIs) generally – estimated at over 28,000 – to take a lead together in tackling the pressing complex and intractable challenges that face us. There are about 250 million students in tertiary education worldwide rising to about 600 million by 2040. Time is not on our side. While much of the groundwork has been done by the United Nations (UN) and civil society, concerns remain over the variable support given to the UN-2030 Sustainable Development Goals (SDGs), especially in light of the negative impact of global biodiversity loss on achieving the UN-2030 SDGs. Ten propositions for global sustainability, ranging from adopting the SDGs at national and local levels to ensuring peaceful uses of technology and UN reforms in line with global socioeconomic shifts, are provided for consideration by decisionmakers. Proposition #7 calls for the unifying One Health & Well-Being (OHWB) concept to become the cornerstone of our educational systems as well as societal institutions and to underpin the UN-2030 SDGs. Recognizing the need to change our worldview (belief systems) from human-centrism to eco-centrism, and re-building of trust in our institutions, the chapter argues for the re-conceptualization of the university/higher education purpose and scope focusing on the development of an interconnected ecological knowledge system with a concern for the whole Earth – and beyond. The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

The purpose of this paper is to argue that Richard Register's ecocity model offers a strategic framework to help guide sustainability initiatives in North American higher education (HE) institutions.

This conceptual paper examines the theory of the ecocity and investigates the implications for its proposed building strategies for university and colleges, as institutions seek to create more sustainable campuses. The paper examines previous efforts to achieve sustainability and how the concept of the eco‐campus can be practically and productively applied.

There is no single campus that has fully embraced every facet of sustainability, but numerous HE institutions are strong leaders in diverse areas. The eco‐campus model provides concrete principles that proactively address HE institutions' ecological footprints and develops sustainable community practices.

Sustainability is a pressing social issue. As world leaders in research, innovation, and education, universities and colleges are key places to address this global issue and foster progressive action within current and future generations. The eco‐campus approach represents an opportunity to initiate a cultural paradigm shift, whereby university and colleges become global leaders in sustainability.

While sustainability is now a cornerstone of research and teaching, North American HE institutions are faced with the challenge of realigning institutional practices, processes and resources to fully institute sustainability on campus. The eco‐campus model provides an innovative guide around which to hinge the development of sustainable institutional practices, structure progressive action, and foster meaningful change.

The purpose of this paper is to think through the value of History as a way of interrogating ideas around environmental change as well as bridging the gap between definitions of natural and cultural heritage. In terms of the sustainability in higher education imperative, it argues that youth climate change movements and endeavours to diversify curriculum content make this a moment of critical mass to push forward with new historical programmes that embed environmental themes in a wider intellectual pedagogy.

This paper looks to combine an urgent need to engage with environmental sustainability with progressive endeavours at decolonising the curriculum to explore how humanities (and History, in particular) can be brought into the service of the ecological university.

Thereafter, it looks specifically at “green heritage” in the city as a useful example in which the greening agenda can be used to re-contextualise historical approaches, encourage useful conversations around the role of History as a conservation and heritage management tool and build active partnerships with local stakeholder groups.

The originality of this approach lies in thinking both of content and intellectual practice, pedagogy as content and behaviour and in reconstructing the terrain of a theme such as heritage to think through opportunities for sustainability in education.