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Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).

Data are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.

The findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.

These insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.

This study aims to analyze the effectiveness and efficiency of research-based community service programs in Indonesia that used government funds in 2017–2021.

The design of this research is a quantitative research method using a data envelopment analysis to evaluate 370 leading universities in Indonesia. Furthermore, six analytical models were considered to compare effectiveness and efficiency between universities. It involved two resource (budget and staff academic involved), three output (intellectual property, prototype and publication) and three outcome variables (economic impact, social impact and capacity building).

The findings showed that several universities are considered necessary, with great potential to increase output and outcome efficiency in community involvement. The study mapped and divided the position of 370 universities for additional information. The effectiveness aspect provides another perspective in assessing the performance of tertiary institutions in Indonesia and can be an option for evaluating research performance to improve the quality of output.

The authors use data from research and community service management information systems used, both the resources used and the results. Efficiency and effectiveness of 370 universities were compared in this study, including comparing their position on the previous assessment with the assessment of the results of this study. Approach to the concept of Mandl et al. (2008) regarding the relationship between input, output and outcome as the main component of the indicators, the authors apply to analyze efficiency and effectiveness.

This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.

This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).

This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.

Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

Academic institutions have the power to generate positive change by implementing sustainable development initiatives. This study aims to make a holistic assessment of the universities’ sustainability practices by explicitly focusing on equality and communication and by providing a general model for a university sustainability structure. In this context, the following questions were taken as references: How are the sustainability management mechanisms of universities? What are universities’ practices regarding “gender equality and equal opportunities”? How do universities integrate education, training, R&D and community development activities into their systems to be sustainable and how do they manage sustainability communication? This study aims to present an exemplary model for universities planning to develop a sustainability system and integrate the sustainable development goals (SDGs) into their ordinary work structures. It draws an exhaustive picture of what a sustainable structure and equality practices for universities look like by providing data about basic development areas regarding sustainability and social development.

This paper examines universities’ general sustainability system from a holistic standpoint to illustrate the implementation of sustainability practices within the universities’ plans and structure. In this qualitative research, the descriptive case study method is used. For this purpose, purposive sampling method is used where Jaume I University (Universitat Jaume I [UJI]) is selected as the sample due to its higher rankings despite its young age and its commitment to sustainability and equality. UJI is a public higher education and research university established in 1991 and is located in Castellón de la Plana in Valencia region of Spain. Its vision is to be a leading institution contributing to the social, cultural and economic aspects of sustainable development and to promote innovation, entrepreneurism, internationalization and social responsibility. It also has an non-governmental organization (NGO) working on equality. Three main data collection methods of descriptive research are used: (1) analysis of academic literature on sustainability in higher education institutions (HEIs); (2) document review: this review includes the systematic analysis of the case study university’s documents such as strategic plans, workflow charts, procedures and protocols of the related units. These documents were analyzed in a multidimensional way, and all related reports were examined comparatively. (3) Observation and semistructured interview notes: The interviews were conducted with nine unit managers and some academics working on this issue to obtain details surrounding the collected data. With this method, it became possible to obtain detailed data about the strategy and practices of the institution and identify the relationship between them. The research was conducted between April 2022 and September 2022.

According to the data, the main topics within the sustainability structure can be classified as (1) “sustainability in teaching system”, (2) “sustainability in research, development and innovation research, development and innovation (R&D&I) activities”, (3) “sustainability in management structure”, (3.1) governance, (3.2) ethics, (3.3) equality, (3.4) social responsibility and sustainability management and (3.5.) “networks and collaborations”, (4) “sustainability communication” and (5) “community development.” Each main heading includes subitems. In this context, 12 s subheadings and a total of 51 indicators under them have emerged. In addition to these, additional recommendations have been developed as a result of the analysis. This study’s findings reveal that sustainability is related to each unit of the university and that every unit engages in practices for sustainability. However, for holistic sustainability management, all practices should be coordinated and integrated according to a strategic goal. The current situation and strategic goals related to sustainability should also be defined in line with the university’s priority issues and stakeholders. Moreover, to achieve greater success and visibility, effective communication plays an important role. As such, alongside the conventional communication systems of academic units, it is crucial to establish a dedicated sustainability communication system as a distinct department.

This research is based on a case study method and is limited to the case of Jaume I University.

To the best of the authors’ knowledge, this research is an original study designed in line with the in-depth analysis of all systems of a university and also the data obtained through face-to-face interview methods.

This paper aims to find out if there is a relationship between access to climate change information and student activism.

Exploratory study focused on the survey of 400 [n = 400] students from 10 universities in Spain from April to May 2022. A questionnaire with 19 questions was divided into blocks of knowledge, awareness, and action and bivariate analysis with a margin of error of ±5% and a confidence level of 95%.

The greater the degree of information received, the greater the activism of university students, who tend to use digital media and social networks to get informed. However, they perceive that the university generates little information and a low number of activities related to climate change. Students demand that universities implement informal, formal, and service-learning environmental education strategies on sustainable consumption.

Given the results of previous studies showing the variable “type of degree” does not show differences at the beginning and end of studies, it has not been considered in this research. Nevertheless, it would be convenient to introduce it in future investigations to confirm if this may have an impact on informational habits.

This paper urges universities to act as sources of environmental education, given the relationship between the information received and the pro-environmental attitudes of students.

The universities are powerful social actors that can shape public and political discourses for eco-social transition.

This research adds the variable access to information in studies on pro-environmental attitudes. Furthermore, this research provides data about student perceptions of the university, government, industry, and NGO climate actions.

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

This program evaluation aimed to investigate the benefits and challenges of an international, intercultural, e-community-engagement experience involving youth and higher education students. The authors sought to understand the meaning that participants would make of an international, intercultural, e-community-engagement experience.

The program evaluation component of this project was qualitative, participatory and action-oriented. It was composed of online reflection sessions with small, international groups of higher education students from Iraq, India, Morocco, South Africa and the USA immediately following each of five interactive exchange sessions with youth from South Africa. It also included one culminating reflection session to which all of the higher education student participants were invited and a written questionnaire that was completed by the youth participants at the conclusion of the project. The reflection sessions were recorded and transcribed. Transcripts and survey data were reviewed for emergent themes.

Cultural exposure emerged as the primary theme with participants valuing the opportunity to learn about different cultures and to connect with individuals from across the globe.

This program evaluation was not designed as a generalizable study. This pilot initiative provides evidence of the potential value and importance of international, intercultural e-community-engagement experiences for youth and higher education students.

The potential value of technology to build exchange opportunities for young people is immense and largely untapped. International, intercultural e-community-engagement initiatives can be made available to students globally with relatively limited resources. A highly structured and focused plan provides clarity about expectations and requirements for students. A high level of commitment is required by all participants, including the faculty coordinators.

Although the project was brief, exposure to numerous countries and cultures allowed participants to challenge their assumptions about different peoples and places in the world. The potential benefits for greater compassion and understanding of communities and cultures in an international context are high.

This program evaluation contributes to and extends the literature on the possibilities and challenges of international e-community-engagement; it demonstrates the potential for e-community-engagement across multiple countries to broaden students' exposure to and interest in global perspectives.

Universities and their actions affect the environment directly and significantly. Therefore, the carbon footprint (CF) needs to be implemented in these institutions for mitigating climate change and its potential risks. Based on this understanding, the university consortium quality and environment (QualEnv) stands out by its main objective – to increase the university's contribution to sustainable development (SD) through the deployment of systematic environmental practices and quality processes. Hence, the purpose of this paper is to present the CF of the Latin American universities of the QualEnv consortium.

The study was based on the actions for adopting CF and its implementation at the universities that take part in the QualEnv consortium. The measurement process and report presentation were done properly by the universities and published as institutional documents. Therefore, data were collected and analyzed through a document search, systematic literature review and participant observation.

The results show knowledge deepening and systematization on CF in higher education. In addition, it presents the effort of a group of universities that, through a research network, seek to adopt practices towards a carbon-neutral university, which requires an incremental and systematic change to break out of the traditional system.

This paper discusses the practical implications for universities and the need to implement initiatives for measuring and reducing their CF since it shows how the institutions belonging to QualEnv consortium have created their own strategies to mitigate climate change and contribute to SD.

The library and information science profession finds itself grappling with substantial difficulties and hurdles when addressing the trustworthiness and accuracy of information disseminated through social media platforms. This study aims to highlight the educational authority of librarians and propose a framework for librarians to establish their identity, understand the meaning behind their practice and integrate their expertise through knowledge practices, ensuring their relevance and effectiveness in the social media environment.

This study delves into a conceptual framework rooted in philosophical inquiry, seeking to establish a harmonious connection between interrelated concepts of civic roles, professional identity and knowledge practices. It draws upon both original research findings and a review of existing literature in the field.

Civic responsibilities reflect the professional identities of librarians. Evidence of knowledge practices collected from scientific literature emerged to be the important characterization of how librarians uphold their image as educational authorities. It describes the meaning of civic roles and professional practice.

The study sheds light on how librarians maintain their reputation as educators and the knowledge practices that underpin their civic responsibilities amidst the pervasiveness of information disorders.

The framework presented in the study offers a timely and relevant contribution to the complex realm of social media information disorders, a challenge that librarians grapple with regularly. It highlights the emerging role of librarians in society to assert their identity and recognize their civic responsibility in addressing this pressing issue that society faces.