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Higher education institutions (HEIs) offer courses and programmes focusing on sustainability in economics, as courses on sustainable development (SD), which examine the economic, social and environmental dimensions of SD. This paper aims to examine sustainability integration in economics degree programmes.

Through an extensive literature review in Web of Science (WoS) and information search in Google, conducting to 28 relevant case studies, this paper elucidates the emphasis given to sustainability as part of economics degree programmes in HEIs.

The results suggest that, whereas the inclusion of sustainability components in this field is a growing trend, much still needs to be done to ensure that matters related to SD are part of the routine of university students studying economics.

It is worth noting that the literature review conducted in WoS was primarily aimed at assisting in the selection of university case studies. The 28 university case studies scrutinised in this study may lack sufficient representation from numerous developing countries.

This study highlights challenges in integrating the SD into economics degree programmes, suggesting the need for curriculum adjustments as underscoring operational issues, acting as barriers. The inclusion of sustainability in economics programmes must navigate operational issues stemming from packed timetables and busy schedules, requiring innovative solutions.

As far as the authors are aware, this study holds substantial importance in its emphasis on implementing sustainability within HEIs’ economics programmes, assisting in pursuing SD.

The novelty of this study lies in addressing sustainability with the specific economics focus programmes within the HEIs context.

The COVID-19 pandemic has led to changes in academic routines. These changes have also contributed to an increase in the number of papers submitted to journals, citations and, ultimately, to changes in metrics. This study aims to address a gap between theory and practice, analysing the changes in the impact factor (IF) of a sample of 30 environment/sustainability-related journals, in the face of the COVID-19 pandemic.

The study used an expert-driven literature analysis and an assessment of a selected sample of 30 environment/sustainability-related journals’ increased trends.

The unprecedented trend observed when analysing the results obtained in the IF of environment/sustainability-related journals contribute to the body of knowledge on this topic, allowing us to understand how specifically the COVID-19 pandemic has influenced scientific publishing, despite the restrictions imposed by lockdowns and access to research knowledge and facilities.

Based on a sample of 30 environment/sustainability-related journals, this study can highlight lessons learned from the COVID-19 pandemic, suggesting specific measures which may be addressed to contribute to upkeep levels of publishing in the environment/sustainability field covered in this study.

This study will contribute to setting the stage for additional research on the influences of the COVID-19 pandemic on scientific publishing’s impact in environment/sustainability areas of knowledge. The implications of this research will allow us to set the basis for more extensive research in other areas of knowledge.

To the best of the authors’ knowledge, this study is unique, as it addresses the implications of the COVID-19 pandemic in 30 considered exemplary environment/sustainability-related journals, the main research area of all the authors involved in this publication.

This paper aims to understand the difficulties faced by Latin American oil and gas (O&G) companies in adopting integrated practices aligned with the UN Sustainable Development Goals (SDG) Agenda.

A Delphi study was conducted with 14 experts with extensive knowledge and experience in the O&G sector to collect opinions and investigate sustainable practices in the Latin American context.

A consensus was reached after two rounds, demonstrating a unified view of sustainability experts on the difficulties faced by O&G companies to adopt practices aligned with the SDGs. The difficulties identified through the Delphi method were allocated into five clusters named: “public sector and governments,” “civil society,” “corporate issues,” “technology and innovation” and “financial aspects.” These clusters were used to discuss the main challenges associated with implementing business practices that recognize the SDGs and their achievement as a synergistic reinforcing system rather than an additive structure.

This study provides further insights into the underexplored subject relating to the challenges experienced by Latin American O&G companies in the implementation of the SDGs, adopting the perspective of academic and industry experts in this field. The findings can help professionals in O&G companies implement sustainable practices, policymakers in debates about futures laws and regulations and academic in future research.

This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues).

Trends on sustainability research were investigated by means of an online survey – the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme.

The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common.

The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them.

This study aims to analyse the essential characteristics for the success of social projects developed with undergraduate students of higher education institutions (HEIs).

A case study was conducted to verify the main characteristics of projects in a social entrepreneurship initiative. These features were used to perform a survey with experts to understand which of these items are essential for social projects success, through Lawshe’s method.

Of the ten items evaluated, two were considered essential by the experts: “Proper alignment between project scope and actual local community needs” and “Good level of interaction between students participating in the project and the local community”.

These findings can be useful for professors and coordinators to prepare future projects in HEIs. They may also be advantageous for researchers who may use them as a starting point for future studies.

The novelty of this study is the methodological approach used: a case study of projects in a social entrepreneurship initiative in a relevant Brazilian university; and a Lawshe’s method analysis of responses of experts in social projects developed in HEIs. The findings can greatly contribute to the debates in this field. No similar research was found in the literature.

There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts.

The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing.

Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed.

This research has been limited by the availability and ability to procure information from the sampled universities.

The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other.

Universities with SD policies can contribute to models of economic growth consistent with sustainable development.

The study is the one of the largest research efforts of this kind ever performed.

Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level.

A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts.

Through case studies of international HEIs, the study lists the opportunities, benefits and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities.

This study provides a welcome contribution to the literature because it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts.

Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed.

Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects.

The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach.

Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

The purpose of this paper is to describe the need to accelerate the implementation of the UN Sustainable Development Goals (SDGs) and the actions needed to reach them. In particular, it outlines a variety of actions which higher education institutions may undertake, to take an active part in the process.

This paper presents an analysis of the trajectory leading to the SDGs, their relevance and the problems seen in the implementation.

There are many needs to be met to implement the SDGs, and there is a perceived need to accelerate their implementation.

The viewpoint tackles the complexity inherent to the implementation of the SDGs and points out some of the needs to be met, so as to enable their implementation.

The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education.

A case study and action research were carried out in a Brazilian business school during an academic semester. Specifically, in the context of a discipline entitled “Socio-environmental Management in Companies”, several pedagogical strategies were designed and implemented to ensure undergraduate students’ learning. This study involved the collection and analysis of both quantitative and qualitative data from multiple sources, which were analysed using descriptive statistics, thematic and content analysis techniques.

By assessing the strategies, tools and resources used during the course, the findings of this study show that the discipline supported the students' transformative learning towards sustainability.

This study has both theoretical and practical implications by describing and evaluating an innovative and engaging pedagogical approach to sustainable development in management education.

The approach developed through this research provides educators and higher education institutions with innovative strategies for transformative learning towards sustainability in management education. Moreover, the approach can be adapted and implemented in other fields of knowledge.