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The notion of students as change agents have widely been used in the campus sustainability literature, but very little has been done to unpack what it really means in practice. This paper aims to critically investigate university students’ perspectives on their role as a change agent for campus sustainability in the context of Malaysian universities.

In-depth interviews were carried out with 21 students that have been categorized as change agents through selection criteria at three leading universities in the area of campus sustainability in Malaysia. The data collected from the interviews were analysed through content-based and thematic analysis.

Findings demonstrate that students are the backbone behind the implementation of campus sustainability activities. They play the multi-faceted role of leaders, supporters and ambassadors in initiating and driving campus sustainability. The results further suggest that support and freedom to act are the empowering factors that have driven these change agents in carrying out their initiatives. However, without a position, the students’ voices are not significant.

This study provides deeper evidence-based insights on the notion of students as change agents and how it can be operationalized in the context of campus sustainability.

Government green procurement (GGP) is becoming a popular environmental policy instrument to spur the economy whilst protecting the environment. However, the implementation of GGP is impeded by various barriers. This paper aims to analyse the existing literature on barriers impeding GGP.

This systematic literature review was guided by the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) review method. A total of 29 articles from the Scopus and Web of Science databases were selected for the review.

Five themes, i.e. finance, legal, people, knowledge and organisation, emerged from this review, which further produced 16 sub-themes. Lack of knowledge and awareness were the major barriers for GGP, while financial constraint was not the major barrier for GGP, as previously perceived. Barriers related to organisation were the most complex. Certain barriers were found more in developed or developing countries.

Only article journals with empirical data were selected. Review articles, book series, books, chapters in books and conference proceedings were excluded.

Public managers should place highest priority to enhance knowledge and awareness of procurers on GGP. Other important initiatives to be undertaken include emulating best practices, implementing change management and incentivising suppliers to tackle the prevalent barriers of GGP. Finally, with increasing evidences on barriers related to GGP, public managers should consider mapping and analysing specific barriers hindering GGP in their organisation/country.

A less challenging and efficient implementation of GGP contributes to a cleaner environment.

This article will be the first to systematically review the barriers of GGP.

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The study aimed to explore the knowledge of and attitudes to sustainability of the academic staff at the university, and the pedagogical approaches they used in curricula. Through a mixed method approach, primary data were collected through an online quantitative survey containing 90 statements related to Education for Sustainable Development Goals, knowledge, attitudes, pedagogical techniques, and learning objectives. Following the survey, a focus group discussion was conducted involving several academic staff from the university to explore their perspectives on current sustainability teaching practices and to identify emerging issues. Findings revealed that there were generally positive levels of understandings and attitudes among the academic staff toward education on sustainability development (ESD). Furthermore, the staff agreed highly with ESD learning objectives, and various pedagogical approaches were in use. These are important findings as the levels of awareness and attitudes among academics play a key role in shaping successful implementation of a range of pedagogical techniques for ESD goals. As well as the challenges identified in the study, the chapter puts forward useful insights and key aspects to enhance ESD practices at all levels in the country. Options for policy and practice to move beyond sustainable development as a goal or aspiration for teaching and learning to a practical and pedagogical reality of ESD practices in Malaysian higher education institutions are also discussed.