International Journal of Sustainability in Higher EducationTable of Contents for International Journal of Sustainability in Higher Education. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1467-6370/vol/25/iss/9?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInternational Journal of Sustainability in Higher EducationEmerald Publishing LimitedInternational Journal of Sustainability in Higher EducationInternational Journal of Sustainability in Higher Educationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/5290361babcc459d6dace7a1c2ab8f76/urn:emeraldgroup.com:asset:id:binary:ijshe.cover.jpghttps://www.emerald.com/insight/publication/issn/1467-6370/vol/25/iss/9?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestUniversity language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teachinghttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0169/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education. A questionnaire was designed to study Finnish university language students’ (n = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data. The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions. To the best of the authors’ knowledge, no previous studies have examined language students’ evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development.University language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teaching
Salla-Riikka Kuusalu, Päivi Laine, Minna Maijala, Maarit Mutta, Mareen Patzelt
International Journal of Sustainability in Higher Education, Vol. 25, No. 9, pp.1-18

This study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education.

A questionnaire was designed to study Finnish university language students’ (n = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data.

The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions.

To the best of the authors’ knowledge, no previous studies have examined language students’ evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development.

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University language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teaching10.1108/IJSHE-05-2023-0169International Journal of Sustainability in Higher Education2024-01-01© 2023 Salla-Riikka Kuusalu, Päivi Laine, Minna Maijala, Maarit Mutta and Mareen Patzelt.Salla-Riikka KuusaluPäivi LaineMinna MaijalaMaarit MuttaMareen PatzeltInternational Journal of Sustainability in Higher Education2592024-01-0110.1108/IJSHE-05-2023-0169https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0169/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Salla-Riikka Kuusalu, Päivi Laine, Minna Maijala, Maarit Mutta and Mareen Patzelt.http://creativecommons.org/licences/by/4.0/legalcode
Science to practice – networked governance of sustainability transitions in an African universityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0317/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities. The analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis. The findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community. This research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.Science to practice – networked governance of sustainability transitions in an African university
Tawanda Jimu, Britta Rennkamp
International Journal of Sustainability in Higher Education, Vol. 25, No. 9, pp.19-39

This paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities.

The analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis.

The findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community.

This research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.

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Science to practice – networked governance of sustainability transitions in an African university10.1108/IJSHE-07-2023-0317International Journal of Sustainability in Higher Education2024-01-25© 2023 Tawanda Jimu and Britta Rennkamp.Tawanda JimuBritta RennkampInternational Journal of Sustainability in Higher Education2592024-01-2510.1108/IJSHE-07-2023-0317https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0317/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Tawanda Jimu and Britta Rennkamp.http://creativecommons.org/licences/by/4.0/legalcode
Co-learning partnerships and carbon management in Denmark and Canadahttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0212/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestClimate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies. This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context. Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results. The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.Co-learning partnerships and carbon management in Denmark and Canada
Sinead Earley, Thomas Daae Stridsland, Sarah Korn, Marin Lysák
International Journal of Sustainability in Higher Education, Vol. 25, No. 9, pp.40-59

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

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Co-learning partnerships and carbon management in Denmark and Canada10.1108/IJSHE-05-2023-0212International Journal of Sustainability in Higher Education2024-02-05© 2024 Sinead Earley, Thomas Daae Stridsland, Sarah Korn and Marin Lysák.Sinead EarleyThomas Daae StridslandSarah KornMarin LysákInternational Journal of Sustainability in Higher Education2592024-02-0510.1108/IJSHE-05-2023-0212https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0212/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Sinead Earley, Thomas Daae Stridsland, Sarah Korn and Marin Lysák.http://creativecommons.org/licences/by/4.0/legalcode
How and why US universities fail to impart environmental literacy to all studentshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2022-0241/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation. The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022. The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates. First, this study provides a more complete, more reliable and more current assessment of the graduation requirement’s presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.How and why US universities fail to impart environmental literacy to all students
Manuel Vallée
International Journal of Sustainability in Higher Education, Vol. 25, No. 9, pp.60-77

This study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation.

The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022.

The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates.

First, this study provides a more complete, more reliable and more current assessment of the graduation requirement’s presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.

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How and why US universities fail to impart environmental literacy to all students10.1108/IJSHE-07-2022-0241International Journal of Sustainability in Higher Education2023-10-20© 2023 Manuel Vallée.Manuel ValléeInternational Journal of Sustainability in Higher Education2592023-10-2010.1108/IJSHE-07-2022-0241https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2022-0241/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Manuel Vallée.
Sustainability education and community development in higher education using participatory and case based approaches in Indiahttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2022-0242/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability. A case study method is used to document SI projects initiated by an HEI programme in rural India. It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial. This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.Sustainability education and community development in higher education using participatory and case based approaches in India
Souresh Cornet, Saswat Barpanda, Marc-Antoine Diego Guidi, P.K. Viswanathan
International Journal of Sustainability in Higher Education, Vol. 25, No. 9, pp.78-93

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability.

A case study method is used to document SI projects initiated by an HEI programme in rural India.

It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial.

This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.

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Sustainability education and community development in higher education using participatory and case based approaches in India10.1108/IJSHE-07-2022-0242International Journal of Sustainability in Higher Education2024-02-28© 2023 Souresh Cornet, Saswat Barpanda, Marc-Antoine Diego Guidi and P.K. Viswanathan.Souresh CornetSaswat BarpandaMarc-Antoine Diego GuidiP.K. ViswanathanInternational Journal of Sustainability in Higher Education2592024-02-2810.1108/IJSHE-07-2022-0242https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2022-0242/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Souresh Cornet, Saswat Barpanda, Marc-Antoine Diego Guidi and P.K. Viswanathan.http://creativecommons.org/licences/by/4.0/legalcode
Perception and awareness of the bioeconomy: an empirical study of chosen European academiahttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to diagnose the perception, knowledge, awareness and position of the bioeconomy in university education and research. This study is based on a questionnaire survey conducted at universities in Poland, the Czech Republic, Spain and Portugal (n = 464). The questionnaire consisted of open-ended, dichotomous and Likert-type questions. Variable frequency distribution methods and the non-parametric chi-square test were used to test the independence of the characteristics. The Cramer’s V contingency coefficient was used to determine the degree of dependence between the variables. The researched academic community is dominated by a traditional approach to the bioeconomy, which relates to agriculture and ecological aspects. Respondents believe in the positive environmental impacts of the bioeconomy, while less often being aware of its importance from a socio-economic perspective. Insufficient teaching and research in the field of the bioeconomy can be widely observed. The presumed link between the existence of a bioeconomy strategy at national level and awareness of the bioeconomy was not confirmed. The limited sample, the narrow geographical scope of the study does not allow for a comprehensive analysis of the topic. Another limitation is the lack of representativeness of the results in relation to all university representatives in the countries studied and the uneven composition of the samples. This study fills the knowledge gap about the status of the bioeconomy in European academic communities by analysing its perception among both teachers and students of social, natural and applied sciences.Perception and awareness of the bioeconomy: an empirical study of chosen European academia
Małgorzata Pink, Barbara Kiełbasa, Vojtěch Tamáš, Fernanda Maria Dos Santos Maria Pereira, Juan C. Santamarta, Noelia Cruz Pérez, Joselin S. Rodríguez-Alcántara, Lidia Luty
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to diagnose the perception, knowledge, awareness and position of the bioeconomy in university education and research.

This study is based on a questionnaire survey conducted at universities in Poland, the Czech Republic, Spain and Portugal (n = 464). The questionnaire consisted of open-ended, dichotomous and Likert-type questions. Variable frequency distribution methods and the non-parametric chi-square test were used to test the independence of the characteristics. The Cramer’s V contingency coefficient was used to determine the degree of dependence between the variables.

The researched academic community is dominated by a traditional approach to the bioeconomy, which relates to agriculture and ecological aspects. Respondents believe in the positive environmental impacts of the bioeconomy, while less often being aware of its importance from a socio-economic perspective. Insufficient teaching and research in the field of the bioeconomy can be widely observed. The presumed link between the existence of a bioeconomy strategy at national level and awareness of the bioeconomy was not confirmed.

The limited sample, the narrow geographical scope of the study does not allow for a comprehensive analysis of the topic. Another limitation is the lack of representativeness of the results in relation to all university representatives in the countries studied and the uneven composition of the samples.

This study fills the knowledge gap about the status of the bioeconomy in European academic communities by analysing its perception among both teachers and students of social, natural and applied sciences.

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Perception and awareness of the bioeconomy: an empirical study of chosen European academia10.1108/IJSHE-01-2023-0002International Journal of Sustainability in Higher Education2024-01-24© 2024 Emerald Publishing LimitedMałgorzata PinkBarbara KiełbasaVojtěch TamášFernanda Maria Dos Santos Maria PereiraJuan C. SantamartaNoelia Cruz PérezJoselin S. Rodríguez-AlcántaraLidia LutyInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-2410.1108/IJSHE-01-2023-0002https://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Real-world experiments as a teaching and learning approach for sustainable consumption educationhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research). Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs. Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches. This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.Real-world experiments as a teaching and learning approach for sustainable consumption education
Anja Lisa Hirscher, Samira Iran, Ulf Schrader, Martin Müller
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).

Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.

Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.

This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

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Real-world experiments as a teaching and learning approach for sustainable consumption education10.1108/IJSHE-01-2023-0011International Journal of Sustainability in Higher Education2024-02-06© 2024 Emerald Publishing LimitedAnja Lisa HirscherSamira IranUlf SchraderMartin MüllerInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-0610.1108/IJSHE-01-2023-0011https://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
University contributions to sustainability via state-level climate action plans in the USAhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0020/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to conduct a preliminary analysis of the role of higher education institutions (HEIs) in state climate science assessment (CSA) and state climate adaptation plan (CAP) development in the USA. This study uses a content review of US state government and land grant (LG) university websites, including 36 CSAs and CAPs. These data informed the development of a tiered conceptual model of HEI engagement in state climate action planning. The conceptual model is evaluated through the lens of coproduction within knowledge networks. HEI contributions to state-level climate action planning in the USA are highly variable, ranging from minimal engagement to defined roles in the development and implementation of robust state CAPs. Novel approaches to optimize effective exchange between scientists and decision-makers that also increase the engagement of academia are needed. This study advocates for and provides a replicable example of HEI engagement in the development of mechanisms that increase the connectivity of in-state climate networks. Such mechanisms optimize information sharing and engagement, consequently building sustained capacity for in-state collaboration at the science–policy interface. HEIs, particularly LG universities, are a stable source of state-specific climate science and expert assistance that persist beyond national and state political cycles. To the best of the authors’ knowledge, this research is the first to examine their unique contributions to climate science policy development and implementation. It investigates specifically the relationships and interactions between HEIs and state governments in the USA and offers a detailed case study from the state of Maine.University contributions to sustainability via state-level climate action plans in the USA
Nicole E. Spaulding, Ivan J. Fernandez, Parker R. Gassett
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study was to conduct a preliminary analysis of the role of higher education institutions (HEIs) in state climate science assessment (CSA) and state climate adaptation plan (CAP) development in the USA.

This study uses a content review of US state government and land grant (LG) university websites, including 36 CSAs and CAPs. These data informed the development of a tiered conceptual model of HEI engagement in state climate action planning. The conceptual model is evaluated through the lens of coproduction within knowledge networks.

HEI contributions to state-level climate action planning in the USA are highly variable, ranging from minimal engagement to defined roles in the development and implementation of robust state CAPs. Novel approaches to optimize effective exchange between scientists and decision-makers that also increase the engagement of academia are needed.

This study advocates for and provides a replicable example of HEI engagement in the development of mechanisms that increase the connectivity of in-state climate networks. Such mechanisms optimize information sharing and engagement, consequently building sustained capacity for in-state collaboration at the science–policy interface.

HEIs, particularly LG universities, are a stable source of state-specific climate science and expert assistance that persist beyond national and state political cycles. To the best of the authors’ knowledge, this research is the first to examine their unique contributions to climate science policy development and implementation. It investigates specifically the relationships and interactions between HEIs and state governments in the USA and offers a detailed case study from the state of Maine.

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University contributions to sustainability via state-level climate action plans in the USA10.1108/IJSHE-01-2023-0020International Journal of Sustainability in Higher Education2023-12-25© 2023 Emerald Publishing LimitedNicole E. SpauldingIvan J. FernandezParker R. GassettInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-2510.1108/IJSHE-01-2023-0020https://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0020/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
What makes students of green universities act green: application of protection motivation theoryhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0023/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMany environmental problems are due to the unfavorable environmental intentions and cultural–behavioral weaknesses in the relationship between man and nature. This study aims to adopt an environmental psychological perspective to green intention (GI) and green behavior (GB) of agricultural students; to this end, protection motivation theory (PMT) was used as the core of the theoretical base. This research method was based on descriptive–correlational and causal–relational analyses. The statistical population included agricultural students of Iranian universities with green university standards (N = 5,582). Out of the total population, 384 students were selected as the study sample. The research instrument was a questionnaire whose validity was confirmed using a panel of experts and the average variance extracted. Also, its reliability was verified by Cronbach’s alpha coefficients (0.61 ≤ α ≤ 0.92), principal component analysis and composite reliability index. The results of structural equation modeling showed that the obtained model is able to explain 36.3% and 5.56% of GB and GI variance changes, respectively. In addition, the results revealed that GI has the greatest effect on GB (β = 0.362). It is worth to mention that according to the results, most of the independent variables, besides the direct effects they have on students’ GB, also indirectly affect this variable. This effect was performed through the key variable – GI. In other words, it can be concluded that the GI variable successfully mediates the effects of variables such as response efficacy (RE), self-efficacy (SE) and environmental norms (EN). Therefore, it is suggested that in the behavioral changes interventions in GB of agricultural studies, it should be considered that the presence or absence of GI can affect the actual behavior of individuals. In other words, it is recommended that to accelerate actual behavioral changes, behavioral interventionists should first focus on encouraging people’s GI. It can be said that the conclusion of this research can provide a basis for the successful encouragement of students to GB. First, GI, as a key element, can mediate the impacts of variables such as RE, SE and EN on students’ GB. Second, PS only directly affects students’ GB. Third, RE has no significant impact on GB, but its effect on GI is significant. Fourth, RC affects students’ GI directly, without mediation. Fifth, SE and EN constructs affect students both directly and indirectly GB of students through GI. Knowing the location of the effect of these variables on each other and the role they have in explaining GI and GB of agricultural students presented some suggestions that can prepare the ground for further development of GB. Hence, managers, students, agricultural educators and other users can use these results to accelerate GB changes. The conclusion of this research might provide a basis for the successful encouragement of students to GB. In interventions to change GB, it would be essential to pay enough attention to the fact that the presence or absence of GI might affect the actual behavior. It is suggested that behavioral interventionists focus on encouraging people’s GI so as to be able to accelerate the actual behavioral changes.What makes students of green universities act green: application of protection motivation theory
Ali Faghani, Masoud Bijani, Naser Valizadeh
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Many environmental problems are due to the unfavorable environmental intentions and cultural–behavioral weaknesses in the relationship between man and nature. This study aims to adopt an environmental psychological perspective to green intention (GI) and green behavior (GB) of agricultural students; to this end, protection motivation theory (PMT) was used as the core of the theoretical base.

This research method was based on descriptive–correlational and causal–relational analyses. The statistical population included agricultural students of Iranian universities with green university standards (N = 5,582). Out of the total population, 384 students were selected as the study sample. The research instrument was a questionnaire whose validity was confirmed using a panel of experts and the average variance extracted. Also, its reliability was verified by Cronbach’s alpha coefficients (0.61 ≤ α ≤ 0.92), principal component analysis and composite reliability index.

The results of structural equation modeling showed that the obtained model is able to explain 36.3% and 5.56% of GB and GI variance changes, respectively. In addition, the results revealed that GI has the greatest effect on GB (β = 0.362).

It is worth to mention that according to the results, most of the independent variables, besides the direct effects they have on students’ GB, also indirectly affect this variable. This effect was performed through the key variable – GI. In other words, it can be concluded that the GI variable successfully mediates the effects of variables such as response efficacy (RE), self-efficacy (SE) and environmental norms (EN). Therefore, it is suggested that in the behavioral changes interventions in GB of agricultural studies, it should be considered that the presence or absence of GI can affect the actual behavior of individuals. In other words, it is recommended that to accelerate actual behavioral changes, behavioral interventionists should first focus on encouraging people’s GI.

It can be said that the conclusion of this research can provide a basis for the successful encouragement of students to GB. First, GI, as a key element, can mediate the impacts of variables such as RE, SE and EN on students’ GB. Second, PS only directly affects students’ GB. Third, RE has no significant impact on GB, but its effect on GI is significant. Fourth, RC affects students’ GI directly, without mediation. Fifth, SE and EN constructs affect students both directly and indirectly GB of students through GI. Knowing the location of the effect of these variables on each other and the role they have in explaining GI and GB of agricultural students presented some suggestions that can prepare the ground for further development of GB. Hence, managers, students, agricultural educators and other users can use these results to accelerate GB changes.

The conclusion of this research might provide a basis for the successful encouragement of students to GB. In interventions to change GB, it would be essential to pay enough attention to the fact that the presence or absence of GI might affect the actual behavior. It is suggested that behavioral interventionists focus on encouraging people’s GI so as to be able to accelerate the actual behavioral changes.

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What makes students of green universities act green: application of protection motivation theory10.1108/IJSHE-01-2023-0023International Journal of Sustainability in Higher Education2023-12-12© 2023 Emerald Publishing LimitedAli FaghaniMasoud BijaniNaser ValizadehInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-1210.1108/IJSHE-01-2023-0023https://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0023/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
A sustainable campus for an uncertain future. Two cases of infrastructural transformation at Norway’s largest universityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0027/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to convey lessons learned from two sustainability initiatives at Norway’s largest university. This contributes to knowledge-based discussions of how future, sustainable higher education institutions (HEIs) infrastructures should be envisioned and planned if the fundamental uncertainty of the future development of learning, researching and teaching is acknowledged. This study was submitted on 24 January 2023 and revised on 14 September 2023. HEIs, particularly when they are engaged in research activities, have a considerable environmental footprint. At the same time, HEIs are the main producers and disseminators of knowledge about environmental challenges and their employees have a high awareness of the urgent need to mitigate climate change and biodiversity loss. In this study, the gap between knowledge and environmental performance is addressed as a question of infrastructural change, which is explored in two case studies. The first case study presents limitations of ambitious, top-down sustainability planning for HEI infrastructures: support from employees and political support are central for this strategy to succeed, but both could not be secured in the case presented leading to an abandonment of all sustainability ambitions. The second case study exposes important limitations of a circular approach: regulatory and legal barriers were found against a rapid and radical circular transformation, but also more fundamental factors such as the rationality of an institutional response to uncertainty by rapid cycles of discarding the old and investing in new equipment and facilities. Being based on qualitative methods, the case studies do not claim representativity for HEIs worldwide or even in Norway. Many of the factors described are contingent on their specific context. The goal, instead, is to contribute to learning by presenting an in-depth and context-sensitive report on obstacles encountered in two major sustainability initiatives. Research reporting on sustainability initiatives too often focuses descriptively on the plans or reports the successes while downplaying problems and failures. This study deviates from this widespread practice by analysing reasons for failure informed by a theoretical frame (infrastructural change). Moreover, the juxtaposition of two cases within the same context shows the strengths and weaknesses of different approaches to infrastructural change particularly clearly.A sustainable campus for an uncertain future. Two cases of infrastructural transformation at Norway’s largest university
Thomas Berker, Hanne Henriksen, Thomas Edward Sutcliffe, Ruth Woods
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to convey lessons learned from two sustainability initiatives at Norway’s largest university. This contributes to knowledge-based discussions of how future, sustainable higher education institutions (HEIs) infrastructures should be envisioned and planned if the fundamental uncertainty of the future development of learning, researching and teaching is acknowledged.

This study was submitted on 24 January 2023 and revised on 14 September 2023. HEIs, particularly when they are engaged in research activities, have a considerable environmental footprint. At the same time, HEIs are the main producers and disseminators of knowledge about environmental challenges and their employees have a high awareness of the urgent need to mitigate climate change and biodiversity loss. In this study, the gap between knowledge and environmental performance is addressed as a question of infrastructural change, which is explored in two case studies.

The first case study presents limitations of ambitious, top-down sustainability planning for HEI infrastructures: support from employees and political support are central for this strategy to succeed, but both could not be secured in the case presented leading to an abandonment of all sustainability ambitions. The second case study exposes important limitations of a circular approach: regulatory and legal barriers were found against a rapid and radical circular transformation, but also more fundamental factors such as the rationality of an institutional response to uncertainty by rapid cycles of discarding the old and investing in new equipment and facilities.

Being based on qualitative methods, the case studies do not claim representativity for HEIs worldwide or even in Norway. Many of the factors described are contingent on their specific context. The goal, instead, is to contribute to learning by presenting an in-depth and context-sensitive report on obstacles encountered in two major sustainability initiatives.

Research reporting on sustainability initiatives too often focuses descriptively on the plans or reports the successes while downplaying problems and failures. This study deviates from this widespread practice by analysing reasons for failure informed by a theoretical frame (infrastructural change). Moreover, the juxtaposition of two cases within the same context shows the strengths and weaknesses of different approaches to infrastructural change particularly clearly.

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A sustainable campus for an uncertain future. Two cases of infrastructural transformation at Norway’s largest university10.1108/IJSHE-01-2023-0027International Journal of Sustainability in Higher Education2024-01-09© 2023 Emerald Publishing LimitedThomas BerkerHanne HenriksenThomas Edward SutcliffeRuth WoodsInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0910.1108/IJSHE-01-2023-0027https://www.emerald.com/insight/content/doi/10.1108/IJSHE-01-2023-0027/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Evaluation of UN SDG-related formal learning activities in a university common core curriculumhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-02-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHigher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs. In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions. The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data. The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs. The proposed approach explores the possibility of using machine learning for SDG classifications in scale.Evaluation of UN SDG-related formal learning activities in a university common core curriculum
Chi-Un Lei, Wincy Chan, Yuyue Wang
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs.

In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions.

The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data.

The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs.

The proposed approach explores the possibility of using machine learning for SDG classifications in scale.

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Evaluation of UN SDG-related formal learning activities in a university common core curriculum10.1108/IJSHE-02-2023-0050International Journal of Sustainability in Higher Education2023-12-11© 2023 Emerald Publishing LimitedChi-Un LeiWincy ChanYuyue WangInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-1110.1108/IJSHE-02-2023-0050https://www.emerald.com/insight/content/doi/10.1108/IJSHE-02-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Influence mechanism of undergraduate students’ green innovation behavior: AMO perspective and multilevel empirical studyhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-02-2023-0067/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTo contribute to achieving the Sustainable Development Goals, this study aims to explore how to encourage innovative green behaviors among college students and the mechanisms behind the formation of green innovation behavior. Specifically, this study examines the influences of schools, mentors and college students themselves. A multilevel, multisource study involving 261 students from 51 groups generally supported this study’s predictions. Proenvironmental and responsible mentors significantly predicted innovative green behavior among college students. In addition, creative motivation mediated the logical chain among green intellectual capital, emotional intelligence and green innovation behavior. The study findings offer new insights into the conditions required for college students to engage in green innovation. In addition, they provide practical implications for cultivating green innovation among college students. The authors proposed and tested a multilevel theory based on the ability–motivation–opportunity framework. In this model, proenvironmental and responsible mentors, green intellectual capital and emotional intelligence triggered innovative green behavior among college students through creative motivation.Influence mechanism of undergraduate students’ green innovation behavior: AMO perspective and multilevel empirical study
Jiaqi Liu, Haitao Wen, Rong Wen, Wenjue Zhang, Yun Cui, Heng Wang
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

To contribute to achieving the Sustainable Development Goals, this study aims to explore how to encourage innovative green behaviors among college students and the mechanisms behind the formation of green innovation behavior. Specifically, this study examines the influences of schools, mentors and college students themselves.

A multilevel, multisource study involving 261 students from 51 groups generally supported this study’s predictions.

Proenvironmental and responsible mentors significantly predicted innovative green behavior among college students. In addition, creative motivation mediated the logical chain among green intellectual capital, emotional intelligence and green innovation behavior.

The study findings offer new insights into the conditions required for college students to engage in green innovation. In addition, they provide practical implications for cultivating green innovation among college students.

The authors proposed and tested a multilevel theory based on the ability–motivation–opportunity framework. In this model, proenvironmental and responsible mentors, green intellectual capital and emotional intelligence triggered innovative green behavior among college students through creative motivation.

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Influence mechanism of undergraduate students’ green innovation behavior: AMO perspective and multilevel empirical study10.1108/IJSHE-02-2023-0067International Journal of Sustainability in Higher Education2024-02-21© 2024 Emerald Publishing LimitedJiaqi LiuHaitao WenRong WenWenjue ZhangYun CuiHeng WangInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-2110.1108/IJSHE-02-2023-0067https://www.emerald.com/insight/content/doi/10.1108/IJSHE-02-2023-0067/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Sustainability teaching in higher education: assessing arts and design faculty perceptions and attitudeshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-03-2023-0091/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA. Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data. Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses. This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias. The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum. Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone. This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.Sustainability teaching in higher education: assessing arts and design faculty perceptions and attitudes
Mihyun Kang, Katherine Cholakis-Kolysko, Negar Dehghan
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

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Sustainability teaching in higher education: assessing arts and design faculty perceptions and attitudes10.1108/IJSHE-03-2023-0091International Journal of Sustainability in Higher Education2024-02-28© 2024 Emerald Publishing LimitedMihyun KangKatherine Cholakis-KolyskoNegar DehghanInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-2810.1108/IJSHE-03-2023-0091https://www.emerald.com/insight/content/doi/10.1108/IJSHE-03-2023-0091/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Uncovering perspectives on SDG integration for university transformationshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-03-2023-0111/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis case study explores different perspectives on integrating the Sustainable Development Goals (SDGs) in universities to achieve university transformations. This study recognises that university actors think differently about the purpose of universities, hold diverse perspectives on the SDGs, and, thus, prefer specific types of SDG integration. Using Q methodology, 29 participants from one university expressed their perspectives by sorting 50 statements covering different types of SDG integration. Statements were based on academic and grey literature on SDG integration in universities, and interviews with university actors from a previous study. After the sorting task, participants were interviewed to understand the reasons behind the placement of particular statements. The study identifies three perspectives held by the study participants. Perspective 1 emphasises the value of the SDGs and supports a deep integration of the Goals in their university. Perspective 1 also advocates for incorporating the SDGs into the university’s identity. Perspective 2 sees the university’s purpose as more comprehensive than the SDGs; thus, the university should develop knowledge regardless of its relevance to the SDGs. This perspective supports a pragmatic integration of the SDGs – favouring actions that benefit the university without introducing significant changes. Finally, Perspective 3 argues that the university should approach the SDGs through social justice and empowerment lenses. This perspective also questions the suitability of the SDGs for universities, arguing that the SDGs fail to challenge current structures underpinning the unsustainability of the world. Although previous studies have analysed diverse ways of understanding the SDGs in universities, to the best of the authors’ knowledge, this study is the first to treat the SDGs as a governance framework of 17 goals and adopt a whole-institution approach to study universities.Uncovering perspectives on SDG integration for university transformations
Andrea Cuesta-Claros, Gary Bonar, Shirin Malekpour, Rob Raven, Tahl Kestin
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This case study explores different perspectives on integrating the Sustainable Development Goals (SDGs) in universities to achieve university transformations. This study recognises that university actors think differently about the purpose of universities, hold diverse perspectives on the SDGs, and, thus, prefer specific types of SDG integration.

Using Q methodology, 29 participants from one university expressed their perspectives by sorting 50 statements covering different types of SDG integration. Statements were based on academic and grey literature on SDG integration in universities, and interviews with university actors from a previous study. After the sorting task, participants were interviewed to understand the reasons behind the placement of particular statements.

The study identifies three perspectives held by the study participants. Perspective 1 emphasises the value of the SDGs and supports a deep integration of the Goals in their university. Perspective 1 also advocates for incorporating the SDGs into the university’s identity. Perspective 2 sees the university’s purpose as more comprehensive than the SDGs; thus, the university should develop knowledge regardless of its relevance to the SDGs. This perspective supports a pragmatic integration of the SDGs – favouring actions that benefit the university without introducing significant changes. Finally, Perspective 3 argues that the university should approach the SDGs through social justice and empowerment lenses. This perspective also questions the suitability of the SDGs for universities, arguing that the SDGs fail to challenge current structures underpinning the unsustainability of the world.

Although previous studies have analysed diverse ways of understanding the SDGs in universities, to the best of the authors’ knowledge, this study is the first to treat the SDGs as a governance framework of 17 goals and adopt a whole-institution approach to study universities.

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Uncovering perspectives on SDG integration for university transformations10.1108/IJSHE-03-2023-0111International Journal of Sustainability in Higher Education2024-01-11© 2024 Emerald Publishing LimitedAndrea Cuesta-ClarosGary BonarShirin MalekpourRob RavenTahl KestinInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-1110.1108/IJSHE-03-2023-0111https://www.emerald.com/insight/content/doi/10.1108/IJSHE-03-2023-0111/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Science-based targets for higher education? Evaluating alignment between Ivy+ climate action plans and the Science-Based Targets initiative’s net-zero standardshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0151/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to evaluate the extent to which a sample of US-based higher education institution’s (HEI’s) climate targets and associated climate action planning efforts align with the definitions of and practices associated with science-based targets (SBTs) that are typically used to organize corporate climate efforts. This analysis will be used to explore similarities and tease out differences between how US-based HEIs and corporations approach sustainable target setting and organize sustainable action. The degree of intersection between a sample of HEI climate action plans from Ivy Plus (Ivy+) schools and the current SBT initiative (SBTi) general corporate protocol was assessed by using an objective-oriented evaluative approach. While there were some areas of overlap between HEI’s climate action planning and SBTi’s general corporate protocol – for instance, the setting of both short- and long-term targets and large-scale investments in renewable energy – significant areas of difference in sampled HEIs included scant quantitative Scope 3 targets, the use offsets to meet short-term targets and a low absolute annual reduction of Scope 1 and 2 emissions. This paper unites diverse areas of literature on SBTs, corporate sustainability target setting and sustainability in higher education. It provides an overview of the potential benefits and disadvantages of HEIs adopting SBTs and provides recommendations for the development of sector-specific SBTi guidelines.Science-based targets for higher education? Evaluating alignment between Ivy+ climate action plans and the Science-Based Targets initiative’s net-zero standards
Leela Velautham, Jeremy Gregory, Julie Newman
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to evaluate the extent to which a sample of US-based higher education institution’s (HEI’s) climate targets and associated climate action planning efforts align with the definitions of and practices associated with science-based targets (SBTs) that are typically used to organize corporate climate efforts. This analysis will be used to explore similarities and tease out differences between how US-based HEIs and corporations approach sustainable target setting and organize sustainable action.

The degree of intersection between a sample of HEI climate action plans from Ivy Plus (Ivy+) schools and the current SBT initiative (SBTi) general corporate protocol was assessed by using an objective-oriented evaluative approach.

While there were some areas of overlap between HEI’s climate action planning and SBTi’s general corporate protocol – for instance, the setting of both short- and long-term targets and large-scale investments in renewable energy – significant areas of difference in sampled HEIs included scant quantitative Scope 3 targets, the use offsets to meet short-term targets and a low absolute annual reduction of Scope 1 and 2 emissions.

This paper unites diverse areas of literature on SBTs, corporate sustainability target setting and sustainability in higher education. It provides an overview of the potential benefits and disadvantages of HEIs adopting SBTs and provides recommendations for the development of sector-specific SBTi guidelines.

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Science-based targets for higher education? Evaluating alignment between Ivy+ climate action plans and the Science-Based Targets initiative’s net-zero standards10.1108/IJSHE-05-2023-0151International Journal of Sustainability in Higher Education2024-02-27© 2024 Emerald Publishing LimitedLeela VelauthamJeremy GregoryJulie NewmanInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-2710.1108/IJSHE-05-2023-0151https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0151/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Assessment of sustainability awareness and practice in a campus communityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0164/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU. An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU. This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior. While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.Assessment of sustainability awareness and practice in a campus community
Eric Urbaniak, Rebecca Uzarski, Salma Haidar
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU.

An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU.

This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior.

While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

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Assessment of sustainability awareness and practice in a campus community10.1108/IJSHE-05-2023-0164International Journal of Sustainability in Higher Education2024-03-20© 2024 Eric Urbaniak, Rebecca Uzarski and Salma Haidar.Eric UrbaniakRebecca UzarskiSalma HaidarInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-03-2010.1108/IJSHE-05-2023-0164https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0164/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Eric Urbaniak, Rebecca Uzarski and Salma Haidar.http://creativecommons.org/licences/by/4.0/legalcode
ESD training for university teachers: which is more effective, the face-to-face or digital format? Results of an intervention studyhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0178/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format. A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact. Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective. The long-term effect of the training could not be determined. There should be regular ESD training and coaching for university teachers. There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.ESD training for university teachers: which is more effective, the face-to-face or digital format? Results of an intervention study
Ingrid Hemmer, Christoph Koch, Anna Peitz
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.

A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.

Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.

The long-term effect of the training could not be determined.

There should be regular ESD training and coaching for university teachers.

There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.

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ESD training for university teachers: which is more effective, the face-to-face or digital format? Results of an intervention study10.1108/IJSHE-05-2023-0178International Journal of Sustainability in Higher Education2024-02-29© 2024 Emerald Publishing LimitedIngrid HemmerChristoph KochAnna PeitzInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-2910.1108/IJSHE-05-2023-0178https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0178/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Investigating the role of green curriculum in shaping pro-environmental behaviors and environmental values orientation for sustainabilityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0207/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to find out the role of green curriculum (GC) in making a green generation (GG) and ensuring sustainability. The study considers the green curriculum a key factor for understanding environmental values orientation (EVO) and adopting pro-environmental behaviors (Pr-EnB) for social, economic, human and environmental sustainability. The study is quantitative and cross-sectional. Partial least square-structural equation modeling was used to test the research model and data which was collected through a questionnaire survey from university faculty and students in Pakistan, Saudi Arabia and China. The findings show that the GC has significant positive effects on EVO and pro-environmental behavior. However, it has no significant effect on social sustainability. There is a positive significant effect of pro-environmental behavior on economic, environmental, human and social sustainability. Whereas, environmental orientation has no significant effect on economic sustainability but significantly influences environmental, human and social sustainability. GC has no significant effect on economic, environmental and human sustainability. However, when considering the combined effects of GC and environmental values orientation or pro-environmental behavior, significant positive effects were found on economic, environmental, human and social sustainability. The result suggests that implementing a GC positively influences environmental orientation, pro-environmental behavior and various dimensions of sustainability. These results have implications for educational institutions and policymakers aiming to promote sustainability through green curriculum and help in the attainment of sustainable development goals. The study fulfills an essential need to obtain sustainability and sustainable development goals through education.Investigating the role of green curriculum in shaping pro-environmental behaviors and environmental values orientation for sustainability
Likun Ni, Sayed Fayaz Ahmad, Ghadeer Alsanie, Na Lan, Muhammad Irshad, Rima H. Bin Saeed, Ahmad Bani Ahmad, Yasser Khan
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to find out the role of green curriculum (GC) in making a green generation (GG) and ensuring sustainability. The study considers the green curriculum a key factor for understanding environmental values orientation (EVO) and adopting pro-environmental behaviors (Pr-EnB) for social, economic, human and environmental sustainability.

The study is quantitative and cross-sectional. Partial least square-structural equation modeling was used to test the research model and data which was collected through a questionnaire survey from university faculty and students in Pakistan, Saudi Arabia and China.

The findings show that the GC has significant positive effects on EVO and pro-environmental behavior. However, it has no significant effect on social sustainability. There is a positive significant effect of pro-environmental behavior on economic, environmental, human and social sustainability. Whereas, environmental orientation has no significant effect on economic sustainability but significantly influences environmental, human and social sustainability. GC has no significant effect on economic, environmental and human sustainability. However, when considering the combined effects of GC and environmental values orientation or pro-environmental behavior, significant positive effects were found on economic, environmental, human and social sustainability.

The result suggests that implementing a GC positively influences environmental orientation, pro-environmental behavior and various dimensions of sustainability.

These results have implications for educational institutions and policymakers aiming to promote sustainability through green curriculum and help in the attainment of sustainable development goals.

The study fulfills an essential need to obtain sustainability and sustainable development goals through education.

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Investigating the role of green curriculum in shaping pro-environmental behaviors and environmental values orientation for sustainability10.1108/IJSHE-05-2023-0207International Journal of Sustainability in Higher Education2024-02-23© 2024 Emerald Publishing LimitedLikun NiSayed Fayaz AhmadGhadeer AlsanieNa LanMuhammad IrshadRima H. Bin SaeedAhmad Bani AhmadYasser KhanInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-2310.1108/IJSHE-05-2023-0207https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0207/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The contribution of Enactus global sustainability initiative to youth empowerment and community developmenthttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0208/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the contribution of Enactus sustainability initiatives to youth empowerment and community development, thus analysing how South African higher education institutions can increase student involvement in Enactus projects across all faculties. Using a systematic literature review approach, the authors searched the Web of Science database for 47 relevant studies, which were found and filtered using the search parameters, and then 33 articles that are strictly relevant to the main topic were chosen as the final corpus. The authors found that Enactus facilitates community progress through transformative innovations and students gain valuable skills that increase their employability regardless of their field of study. The focus of this study is confined to scholarly evidence acquired from peer-reviewed journals, hence empirical studies could be conducted by using literature from books, theses, bulletins, government white papers and gazettes. These findings highlight several merits of Enactus skill-based training such as learning-by-doing, learning from failures and learning from entrepreneurs. The study findings offer compelling evidence that student transformational innovations could facilitate sustainable development within communities. Despite the crucial contribution of Enactus projects to nation-building worldwide, literature on this phenomenon in the context of South Africa is limited.The contribution of Enactus global sustainability initiative to youth empowerment and community development
Ademola Olumuyiwa Omotosho
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore the contribution of Enactus sustainability initiatives to youth empowerment and community development, thus analysing how South African higher education institutions can increase student involvement in Enactus projects across all faculties.

Using a systematic literature review approach, the authors searched the Web of Science database for 47 relevant studies, which were found and filtered using the search parameters, and then 33 articles that are strictly relevant to the main topic were chosen as the final corpus.

The authors found that Enactus facilitates community progress through transformative innovations and students gain valuable skills that increase their employability regardless of their field of study.

The focus of this study is confined to scholarly evidence acquired from peer-reviewed journals, hence empirical studies could be conducted by using literature from books, theses, bulletins, government white papers and gazettes.

These findings highlight several merits of Enactus skill-based training such as learning-by-doing, learning from failures and learning from entrepreneurs.

The study findings offer compelling evidence that student transformational innovations could facilitate sustainable development within communities.

Despite the crucial contribution of Enactus projects to nation-building worldwide, literature on this phenomenon in the context of South Africa is limited.

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The contribution of Enactus global sustainability initiative to youth empowerment and community development10.1108/IJSHE-05-2023-0208International Journal of Sustainability in Higher Education2023-12-13© 2023 Emerald Publishing LimitedAdemola Olumuyiwa OmotoshoInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-1310.1108/IJSHE-05-2023-0208https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0208/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Unpacking place-based narratives: enhancing campus community participation in watershed conservationhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0209/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis. This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination. The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community. The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment. This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.Unpacking place-based narratives: enhancing campus community participation in watershed conservation
Siti Norasiah Abd. Kadir, Sara MacBride-Stewart, Zeeda Fatimah Mohamad
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis.

This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination.

The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community.

The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment.

This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.

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Unpacking place-based narratives: enhancing campus community participation in watershed conservation10.1108/IJSHE-05-2023-0209International Journal of Sustainability in Higher Education2024-03-08© 2024 Emerald Publishing LimitedSiti Norasiah Abd. KadirSara MacBride-StewartZeeda Fatimah MohamadInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-03-0810.1108/IJSHE-05-2023-0209https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0209/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Business professors’ behavior toward incorporating sustainability in the classroom – a theory of planned behavior perspectivehttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0210/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty’s behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them. This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom. The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation. The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework.Business professors’ behavior toward incorporating sustainability in the classroom – a theory of planned behavior perspective
Claudia W. Tridapalli, Oliver Elliott
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Sustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty’s behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them.

This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom.

The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation.

The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework.

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Business professors’ behavior toward incorporating sustainability in the classroom – a theory of planned behavior perspective10.1108/IJSHE-05-2023-0210International Journal of Sustainability in Higher Education2023-11-08© 2023 Emerald Publishing LimitedClaudia W. TridapalliOliver ElliottInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-11-0810.1108/IJSHE-05-2023-0210https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2023-0210/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Exploring sustainability consciousness as a psychological construct with undergraduate students in the Republic of Koreahttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0215/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper explores how sustainability consciousness varies among undergraduate students at a higher education institution in the Republic of Korea. Based on the analyses of survey data, this paper aims to understand the present state and future prospect of education for sustainable development, specifically within higher education in the Republic of Korea. This study involves analyzing 254 complete responses from undergraduate students at Seoul National University using confirmatory factor analysis. Subsequently, it explores how five variables (gender, grade year, type of college, prior exposure to sustainable development and prior exposure to education for sustainable development) influence the level of sustainability consciousness among these undergraduates. The goodness-of-fit indices of the adapted sustainability consciousness questionnaire indicate a good fit. The analysis reveals a notable gender-based disparity in sustainability consciousness, with female students exhibiting higher levels than their male counterparts. Additionally, academic progression also affects sustainability consciousness; students in their first and second years show greater awareness compared to those in their third year. Furthermore, the academic discipline of respondents plays a role, as evidenced by students from the College of Education displaying higher sustainability consciousness than those from other colleges. This research distinguishes itself from prior studies in two key dimensions. First, it offers an analysis of the sustainability consciousness among South Korean undergraduate students, with a particular focus on those who have experienced the COVID-19 pandemic. Second, this study endeavors to establish the validity of sustainability consciousness as a psychological construct, expanding the understanding of its implications and relevance in the context of higher education.Exploring sustainability consciousness as a psychological construct with undergraduate students in the Republic of Korea
Sung-Sang Yoo, Gahyung Kim, Soo Jung La, YooJeo Sung
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper explores how sustainability consciousness varies among undergraduate students at a higher education institution in the Republic of Korea. Based on the analyses of survey data, this paper aims to understand the present state and future prospect of education for sustainable development, specifically within higher education in the Republic of Korea.

This study involves analyzing 254 complete responses from undergraduate students at Seoul National University using confirmatory factor analysis. Subsequently, it explores how five variables (gender, grade year, type of college, prior exposure to sustainable development and prior exposure to education for sustainable development) influence the level of sustainability consciousness among these undergraduates.

The goodness-of-fit indices of the adapted sustainability consciousness questionnaire indicate a good fit. The analysis reveals a notable gender-based disparity in sustainability consciousness, with female students exhibiting higher levels than their male counterparts. Additionally, academic progression also affects sustainability consciousness; students in their first and second years show greater awareness compared to those in their third year. Furthermore, the academic discipline of respondents plays a role, as evidenced by students from the College of Education displaying higher sustainability consciousness than those from other colleges.

This research distinguishes itself from prior studies in two key dimensions. First, it offers an analysis of the sustainability consciousness among South Korean undergraduate students, with a particular focus on those who have experienced the COVID-19 pandemic. Second, this study endeavors to establish the validity of sustainability consciousness as a psychological construct, expanding the understanding of its implications and relevance in the context of higher education.

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Exploring sustainability consciousness as a psychological construct with undergraduate students in the Republic of Korea10.1108/IJSHE-06-2023-0215International Journal of Sustainability in Higher Education2024-02-05© 2024 Emerald Publishing LimitedSung-Sang YooGahyung KimSoo Jung LaYooJeo SungInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-0510.1108/IJSHE-06-2023-0215https://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0215/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Individual and interlinked SDGs: higher education institutions and metro area sustainability performancehttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0231/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestRecent scholarship has explored higher education institutions’ (HEIs) role in transitioning to a sustainable society, but empirically, questions remain regarding their impact on the sustainability of surrounding areas. This study aims to examine the correlation between HEIs’ sustainability actions and local sustainability performance. This study uses a linear regression model and principal component analysis to examine the sustainability performance of 105 US metropolitan statistical areas (MSAs) using the US cities sustainable development goal (SDG) index, which hosts 427 HEIs known for sustainability efforts. The weighted HEI sustainability performance score is calculated based on the QS sustainability universities ranking. The correlation between MSA and HEI sustainability performance exhibits a mix of positive and negative associations, with individual and interlinked SDGs serving as proxies. These correlations encompass a wide range of goals, from economic aspects of SDG 1, 2, 3, 7, 9, social aspects of SDG10 and 16, to socio-environmental aspects of SDG12. Further exploration is needed to identify the causal mechanisms behind associations between SDG measures and HEI sustainability performance, whether influenced by the institution, the individual or both. This study suggests that HEIs are already associated with some aspects of community sustainability, but greater contributions to a broader array of sustainability measures are possible. The correlation found between HEI sustainability actions and SDG10, 12 and 16 index performance in an MSA highlights a connection between HEIs and the attainment of societal goals. To the best of the authors’ knowledge, this study is the first to examine the correlation between HEI and MSA sustainability performance in the US through individual and interlinked SDG proxies. It provides novel empirical evidence that demonstrates an association between HEI and some aspects of community sustainability performance.Individual and interlinked SDGs: higher education institutions and metro area sustainability performance
Ha Vien, Christopher S. Galik
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Recent scholarship has explored higher education institutions’ (HEIs) role in transitioning to a sustainable society, but empirically, questions remain regarding their impact on the sustainability of surrounding areas. This study aims to examine the correlation between HEIs’ sustainability actions and local sustainability performance.

This study uses a linear regression model and principal component analysis to examine the sustainability performance of 105 US metropolitan statistical areas (MSAs) using the US cities sustainable development goal (SDG) index, which hosts 427 HEIs known for sustainability efforts. The weighted HEI sustainability performance score is calculated based on the QS sustainability universities ranking.

The correlation between MSA and HEI sustainability performance exhibits a mix of positive and negative associations, with individual and interlinked SDGs serving as proxies. These correlations encompass a wide range of goals, from economic aspects of SDG 1, 2, 3, 7, 9, social aspects of SDG10 and 16, to socio-environmental aspects of SDG12.

Further exploration is needed to identify the causal mechanisms behind associations between SDG measures and HEI sustainability performance, whether influenced by the institution, the individual or both.

This study suggests that HEIs are already associated with some aspects of community sustainability, but greater contributions to a broader array of sustainability measures are possible.

The correlation found between HEI sustainability actions and SDG10, 12 and 16 index performance in an MSA highlights a connection between HEIs and the attainment of societal goals.

To the best of the authors’ knowledge, this study is the first to examine the correlation between HEI and MSA sustainability performance in the US through individual and interlinked SDG proxies. It provides novel empirical evidence that demonstrates an association between HEI and some aspects of community sustainability performance.

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Individual and interlinked SDGs: higher education institutions and metro area sustainability performance10.1108/IJSHE-06-2023-0231International Journal of Sustainability in Higher Education2024-02-23© 2024 Emerald Publishing LimitedHa VienChristopher S. GalikInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-2310.1108/IJSHE-06-2023-0231https://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0231/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Do we really make a difference? A case study on the value of taught environmental sustainability postgraduate programmes within geographyhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0243/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK. A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes. There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection. The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required. There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.Do we really make a difference? A case study on the value of taught environmental sustainability postgraduate programmes within geography
Sue Rodway-Dyer, Stewart Barr
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

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Do we really make a difference? A case study on the value of taught environmental sustainability postgraduate programmes within geography10.1108/IJSHE-06-2023-0243International Journal of Sustainability in Higher Education2023-12-29© 2023 Emerald Publishing LimitedSue Rodway-DyerStewart BarrInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-2910.1108/IJSHE-06-2023-0243https://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0243/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Higher education curriculum design for sustainable development: towards a transformative approachhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0255/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEducation is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.Higher education curriculum design for sustainable development: towards a transformative approach
Philip Cardiff, Malgorzata Polczynska, Tina Brown
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

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Higher education curriculum design for sustainable development: towards a transformative approach10.1108/IJSHE-06-2023-0255International Journal of Sustainability in Higher Education2024-01-01© 2023 Emerald Publishing LimitedPhilip CardiffMalgorzata PolczynskaTina BrownInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0110.1108/IJSHE-06-2023-0255https://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0255/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Raising pre-service English language teachers’ awareness of sustainable development goals through literary textshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0256/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs). A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey. Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs. This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts
Arda Arikan, Mehmet Galip Zorba
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).

A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.

Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.

This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

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Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts10.1108/IJSHE-06-2023-0256International Journal of Sustainability in Higher Education2024-02-06© 2024 Emerald Publishing LimitedArda ArikanMehmet Galip ZorbaInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-0610.1108/IJSHE-06-2023-0256https://www.emerald.com/insight/content/doi/10.1108/IJSHE-06-2023-0256/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The effect of social innovation education on sustainability learning outcomes: the roles of intrinsic learning motivation and prosocial motivationhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2021-0285/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation. A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses. This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model. The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation. This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.The effect of social innovation education on sustainability learning outcomes: the roles of intrinsic learning motivation and prosocial motivation
Hongxin Wang, Xin Jiang, Wenqing Wu, Yuchen Tang
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.

A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.

This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.

The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.

This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

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The effect of social innovation education on sustainability learning outcomes: the roles of intrinsic learning motivation and prosocial motivation10.1108/IJSHE-07-2021-0285International Journal of Sustainability in Higher Education2022-01-26© 2021 Emerald Publishing LimitedHongxin WangXin JiangWenqing WuYuchen TangInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2022-01-2610.1108/IJSHE-07-2021-0285https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2021-0285/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2021 Emerald Publishing Limited
Proposal for a model integrating sustainability and social innovation in higher education institutionshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2021-0301/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to propose an integrated model involving concepts of sustainability and social innovation (SI) in higher education institutions (HEIs). Based on a literature review, the authors were able to systematize sustainability and SI knowledge, in an integrated manner. Hence, the authors sought to develop a theoretical model that would integrate categories, indicators and sub-indicators, to review initiatives in HEIs in the sustainability and SI domains. The results indicated four major categories: mission, vision and values; curriculum; campus; and healthy environment. The integrated model was applied and validated in a Brazilian educational group, using the main corporate reports as data sources. For the educational group analyzed in this study, the themes of sustainability and SI are explicitly and implicitly expressed in the mission, vision and values category. In the curriculum category, these themes are presented through the contents of cross-disciplines in all undergraduate courses, and also through outreach activities, integrating sustainability and SI in a theoretical and/or practical way. Regarding the campus category, the mention is explicit and the HEI works with initiatives aimed at achieving a “green” campus. In the healthy environment category, the educational group studied gives priority to the establishment of a safe and healthy work environment, focusing on labor rights and relations with society. This work contributes to the advancement of research on the promotion of sustainability and SI in HEIs, proposing an innovative integrated model of analysis for the topics covered.Proposal for a model integrating sustainability and social innovation in higher education institutions
Mariana Alvarenga, Ana Regina Aguiar Dutra, Felipe Fernandez, Ricardo Lemos Thomé, Ivone Junges, Nei Nunes, José Baltazar Salgueirinho Osório de Andrade Guerra
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to propose an integrated model involving concepts of sustainability and social innovation (SI) in higher education institutions (HEIs).

Based on a literature review, the authors were able to systematize sustainability and SI knowledge, in an integrated manner. Hence, the authors sought to develop a theoretical model that would integrate categories, indicators and sub-indicators, to review initiatives in HEIs in the sustainability and SI domains. The results indicated four major categories: mission, vision and values; curriculum; campus; and healthy environment. The integrated model was applied and validated in a Brazilian educational group, using the main corporate reports as data sources.

For the educational group analyzed in this study, the themes of sustainability and SI are explicitly and implicitly expressed in the mission, vision and values category. In the curriculum category, these themes are presented through the contents of cross-disciplines in all undergraduate courses, and also through outreach activities, integrating sustainability and SI in a theoretical and/or practical way. Regarding the campus category, the mention is explicit and the HEI works with initiatives aimed at achieving a “green” campus. In the healthy environment category, the educational group studied gives priority to the establishment of a safe and healthy work environment, focusing on labor rights and relations with society.

This work contributes to the advancement of research on the promotion of sustainability and SI in HEIs, proposing an innovative integrated model of analysis for the topics covered.

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Proposal for a model integrating sustainability and social innovation in higher education institutions10.1108/IJSHE-07-2021-0301International Journal of Sustainability in Higher Education2022-12-01© 2022 Emerald Publishing LimitedMariana AlvarengaAna Regina Aguiar DutraFelipe FernandezRicardo Lemos ThoméIvone JungesNei NunesJosé Baltazar Salgueirinho Osório de Andrade GuerraInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2022-12-0110.1108/IJSHE-07-2021-0301https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2021-0301/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Empowering undergraduate students to take action: an empathetic mindset toward education for sustainable developmenthttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2021-0319/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate the potential of an empathetic mindset aimed at empowering undergraduate students to work toward sustainable development (SD), addressing both theoretical and practical dimensions. A mixed quantitative and qualitative research method was used in this study. Cross-sectional quantitative survey data on students’ mindsets and actions toward SD was collected to examine the theoretical relationship between belief and behavior. Qualitative inquiry using focus-group interviews explored students’ on-site learning experiences. This study provides evidence for the impact of an empathetic mindset on education for sustainable development (ESD). Results showed that students with a more empathetic mindset showed better attitudes and behaviors toward SD actions. Findings suggest that developing an empathetic mindset improves students’ attitudes toward taking substantial action to protect the environment. This study introduces a novel perspective extending the application of empathetic mindset in ESD.Empowering undergraduate students to take action: an empathetic mindset toward education for sustainable development
Chi-I Lin, Yuh-Yuh Li
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate the potential of an empathetic mindset aimed at empowering undergraduate students to work toward sustainable development (SD), addressing both theoretical and practical dimensions.

A mixed quantitative and qualitative research method was used in this study. Cross-sectional quantitative survey data on students’ mindsets and actions toward SD was collected to examine the theoretical relationship between belief and behavior. Qualitative inquiry using focus-group interviews explored students’ on-site learning experiences.

This study provides evidence for the impact of an empathetic mindset on education for sustainable development (ESD). Results showed that students with a more empathetic mindset showed better attitudes and behaviors toward SD actions. Findings suggest that developing an empathetic mindset improves students’ attitudes toward taking substantial action to protect the environment.

This study introduces a novel perspective extending the application of empathetic mindset in ESD.

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Empowering undergraduate students to take action: an empathetic mindset toward education for sustainable development10.1108/IJSHE-07-2021-0319International Journal of Sustainability in Higher Education2022-02-16© 2022 Emerald Publishing LimitedChi-I LinYuh-Yuh LiInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2022-02-1610.1108/IJSHE-07-2021-0319https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2021-0319/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Rethinking higher education in light of the sustainable development goals: results form a workshop and examples of implementation in a medical universityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0268/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to analyse student and teaching staff views on how higher education (HE) can contribute to sustainable development, and to provide examples of how a medical university has adopted the sustainable development goals (SDGs) as part of its institutional strategies and practises. The study is based on participant views from a conference, which aimed to identify actions needed for HE to contribute to the SDGs. More than 500 students, teachers and academic leaders participated at workshops to discuss and reflect on the role of higher education institutions (HEIs) in sustainable development. The discussion key points were recorded on flipcharts, and the analysis builds on all written statements from the nine workshops. Based on the findings from the workshop, steering documents and activities of a medical university were identified as examples of implementation. Two overarching interdependent themes were identified and indicated a need to rethink the role not only of HE per se but also that of HEIs at large, to meet the challenges of sustainable development. The study also provides an example of how such organizational change can be practically implemented at a medical university, through the establishment of overarching institutional strategies, funding opportunities and external collaborations. The findings reflect a “bottom-up” call from students and educational staff for HEIs to step up and contribute to systems change – both through a change in pedagogies, as well as through an institution-wide approach and a shift in the role of HEIs in society. The study is unique in providing an exemplar of the implementation of sustainable development in HE at a specific medical university.Rethinking higher education in light of the sustainable development goals: results form a workshop and examples of implementation in a medical university
Mia von Knorring, Hanna Karlsson, Elizabeth Stenwall, Matti Johannes Nikkola, Maria Niemi
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to analyse student and teaching staff views on how higher education (HE) can contribute to sustainable development, and to provide examples of how a medical university has adopted the sustainable development goals (SDGs) as part of its institutional strategies and practises.

The study is based on participant views from a conference, which aimed to identify actions needed for HE to contribute to the SDGs. More than 500 students, teachers and academic leaders participated at workshops to discuss and reflect on the role of higher education institutions (HEIs) in sustainable development. The discussion key points were recorded on flipcharts, and the analysis builds on all written statements from the nine workshops. Based on the findings from the workshop, steering documents and activities of a medical university were identified as examples of implementation.

Two overarching interdependent themes were identified and indicated a need to rethink the role not only of HE per se but also that of HEIs at large, to meet the challenges of sustainable development. The study also provides an example of how such organizational change can be practically implemented at a medical university, through the establishment of overarching institutional strategies, funding opportunities and external collaborations.

The findings reflect a “bottom-up” call from students and educational staff for HEIs to step up and contribute to systems change – both through a change in pedagogies, as well as through an institution-wide approach and a shift in the role of HEIs in society.

The study is unique in providing an exemplar of the implementation of sustainable development in HE at a specific medical university.

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Rethinking higher education in light of the sustainable development goals: results form a workshop and examples of implementation in a medical university10.1108/IJSHE-07-2023-0268International Journal of Sustainability in Higher Education2024-02-13© 2024 Emerald Publishing LimitedMia von KnorringHanna KarlssonElizabeth StenwallMatti Johannes NikkolaMaria NiemiInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-1310.1108/IJSHE-07-2023-0268https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0268/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Education for the circular economy in higher education: an overview of the current statehttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0270/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHigher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula. The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question. The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased. As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.Education for the circular economy in higher education: an overview of the current state
Sanna-Mari Renfors
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

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Education for the circular economy in higher education: an overview of the current state10.1108/IJSHE-07-2023-0270International Journal of Sustainability in Higher Education2024-03-08© 2024 Sanna-Mari Renfors.Sanna-Mari RenforsInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-03-0810.1108/IJSHE-07-2023-0270https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0270/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Sanna-Mari Renfors.http://creativecommons.org/licences/by/4.0/legalcode
A survey of the most prevalent sustainability initiatives at universitieshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0285/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to identify the most prevalent initiatives undertaken by leading universities in sustainability and offer a roadmap for other institutions seeking to undertake similar actions and contribute to more effective implementation of sustainability practices. By using a quantitative assessment approach, the study sheds light on successful initiatives implemented by universities worldwide, spanning six categories: transportation, waste management, curriculum, food and dining, water and energy. Each category is clearly related to one or more of the 17 sustainable development goals. A cluster analysis was also applied to identify regional trends in preferred initiatives. The study underlines the importance of integrating sustainability principles into the curricula of higher education institutions (HEIs) as well as educating staff members on energy and water management. The most common and impactful initiatives in the studied six categories have been identified. Many of the initiatives mentioned in the study do not just result in reducing ecological footprint but also provide economic savings as well. Differences among regions and countries were observed in the implementation of initiatives. Cultural and habitual factors should not be disregarded during the selection process of initiatives. The findings of this study may help universities to take their first steps toward implementing initiatives that can effectively promote sustainable development. Results will aid other HEIs in planning for next steps while outlining the more common initiatives.A survey of the most prevalent sustainability initiatives at universities
Karin Farag, Can Baran Aktas
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to identify the most prevalent initiatives undertaken by leading universities in sustainability and offer a roadmap for other institutions seeking to undertake similar actions and contribute to more effective implementation of sustainability practices.

By using a quantitative assessment approach, the study sheds light on successful initiatives implemented by universities worldwide, spanning six categories: transportation, waste management, curriculum, food and dining, water and energy. Each category is clearly related to one or more of the 17 sustainable development goals. A cluster analysis was also applied to identify regional trends in preferred initiatives.

The study underlines the importance of integrating sustainability principles into the curricula of higher education institutions (HEIs) as well as educating staff members on energy and water management. The most common and impactful initiatives in the studied six categories have been identified. Many of the initiatives mentioned in the study do not just result in reducing ecological footprint but also provide economic savings as well. Differences among regions and countries were observed in the implementation of initiatives. Cultural and habitual factors should not be disregarded during the selection process of initiatives.

The findings of this study may help universities to take their first steps toward implementing initiatives that can effectively promote sustainable development. Results will aid other HEIs in planning for next steps while outlining the more common initiatives.

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A survey of the most prevalent sustainability initiatives at universities10.1108/IJSHE-07-2023-0285International Journal of Sustainability in Higher Education2024-01-31© 2024 Emerald Publishing LimitedKarin FaragCan Baran AktasInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-3110.1108/IJSHE-07-2023-0285https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0285/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Environmental and sustainability education in teacher education research: an international scoping review of the literaturehttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0288/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHalfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors’ study. Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field.Environmental and sustainability education in teacher education research: an international scoping review of the literature
Rob Blom, Douglas D. Karrow
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come.

The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs.

A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors’ study.

Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field.

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Environmental and sustainability education in teacher education research: an international scoping review of the literature10.1108/IJSHE-07-2023-0288International Journal of Sustainability in Higher Education2024-01-17© 2023 Emerald Publishing LimitedRob BlomDouglas D. KarrowInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-1710.1108/IJSHE-07-2023-0288https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0288/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The academic quality of universities and its contribution to the sustainable development goalshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0290/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to examine whether the position of universities in the times higher education (THE) impact rankings (IR) is related to the different dimensions of academic quality of universities according to the THE world universities ranking. The research, based on universities ranked in the top 100 of THE IRs, uses a regression model obtained by the panel data method, using the fixed effects approach, to identify the relationship of academic quality dimensions with that ranking. The results show an increase in the dissemination of information on sustainable development goals (SDGs) by universities. In addition, it is shown that research, number of citations and international outlook are positively associated with a higher score obtained by universities in THE IRs, which implies a higher impact on the SDGs by these universities. Based on multifaceted theories, the study highlighted the universities that are best positioned in the THE IRs in relation to their contribution to the SDGs.The academic quality of universities and its contribution to the sustainable development goals
Laura Sierra-García, Nicolás Gambetta, Fernando Azcarate Llanes, María Antonia García Benau
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to examine whether the position of universities in the times higher education (THE) impact rankings (IR) is related to the different dimensions of academic quality of universities according to the THE world universities ranking.

The research, based on universities ranked in the top 100 of THE IRs, uses a regression model obtained by the panel data method, using the fixed effects approach, to identify the relationship of academic quality dimensions with that ranking.

The results show an increase in the dissemination of information on sustainable development goals (SDGs) by universities. In addition, it is shown that research, number of citations and international outlook are positively associated with a higher score obtained by universities in THE IRs, which implies a higher impact on the SDGs by these universities.

Based on multifaceted theories, the study highlighted the universities that are best positioned in the THE IRs in relation to their contribution to the SDGs.

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The academic quality of universities and its contribution to the sustainable development goals10.1108/IJSHE-07-2023-0290International Journal of Sustainability in Higher Education2024-04-01© 2024 Emerald Publishing LimitedLaura Sierra-GarcíaNicolás GambettaFernando Azcarate LlanesMaría Antonia García BenauInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-04-0110.1108/IJSHE-07-2023-0290https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0290/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish universityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0299/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration. A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved. Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university. Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research. Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions. This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees. Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university
Silvia Albareda-Tiana, Gabriel Fernandez-Borsot, Jasmina Berbegal-Mirabent, Elisa Regadera González, Marta Mas-Machuca, Mariona Graell, Alba Manresa, Mónica Fernández-Morilla, M. Teresa Fuertes-Camacho, Andreu Gutiérrez-Sierra, Josep M. Guardiola
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

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Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university10.1108/IJSHE-07-2023-0299International Journal of Sustainability in Higher Education2024-01-05© 2023 Emerald Publishing LimitedSilvia Albareda-TianaGabriel Fernandez-BorsotJasmina Berbegal-MirabentElisa Regadera GonzálezMarta Mas-MachucaMariona GraellAlba ManresaMónica Fernández-MorillaM. Teresa Fuertes-CamachoAndreu Gutiérrez-SierraJosep M. GuardiolaInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0510.1108/IJSHE-07-2023-0299https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0299/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Formation of sustainable development competencies in Ukrainian English for specific purposes studentshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0306/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe 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.Formation of sustainable development competencies in Ukrainian English for specific purposes students
Hanna Chaikovska, Iryna Levchyk, Zoriana Adamska, Oleksandra Yankovych
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

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.

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Formation of sustainable development competencies in Ukrainian English for specific purposes students10.1108/IJSHE-07-2023-0306International Journal of Sustainability in Higher Education2023-11-16© 2023 Emerald Publishing LimitedHanna ChaikovskaIryna LevchykZoriana AdamskaOleksandra YankovychInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-11-1610.1108/IJSHE-07-2023-0306https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0306/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
ESD action competencies of future teachers: self-perception and competence profile analysishttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0323/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.ESD action competencies of future teachers: self-perception and competence profile analysis
María Ángeles García-Fortes, Isabel Banos-González, Patricia Esteve-Guirao
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.

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ESD action competencies of future teachers: self-perception and competence profile analysis10.1108/IJSHE-07-2023-0323International Journal of Sustainability in Higher Education2024-01-19© 2024 Emerald Publishing LimitedMaría Ángeles García-FortesIsabel Banos-GonzálezPatricia Esteve-GuiraoInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-1910.1108/IJSHE-07-2023-0323https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0323/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Sustainability evolved for experts but students fell behind: teaching interrelated social, economic and environmental goalshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0327/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestWhile sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students’ shortcomings in considering socioeconomic dimensions. This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students’ final projects proposing sustainability legislation with social, economic and environmental dimensions. Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students’ understanding and preparedness to act. Despite experts’ attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents’ sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments.Sustainability evolved for experts but students fell behind: teaching interrelated social, economic and environmental goals
Warren G. Lavey
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students’ shortcomings in considering socioeconomic dimensions.

This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students’ final projects proposing sustainability legislation with social, economic and environmental dimensions.

Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students’ understanding and preparedness to act.

Despite experts’ attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents’ sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments.

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Sustainability evolved for experts but students fell behind: teaching interrelated social, economic and environmental goals10.1108/IJSHE-07-2023-0327International Journal of Sustainability in Higher Education2024-01-01© 2023 Emerald Publishing LimitedWarren G. LaveyInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0110.1108/IJSHE-07-2023-0327https://www.emerald.com/insight/content/doi/10.1108/IJSHE-07-2023-0327/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Implementing and performing sustainability strategies at campus operations: the case of Instituto Federal de Santa Catarinahttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2021-0332/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to analyze the alignment between sustainable performance and sustainability planning in higher education, proposing a strategic map that integrates planning with the implementation of performance actions and sustainable performance on campuses. The literature review development addresses sustainability in higher education institutions (HEIs). Data collection took place in two ways, documentary, through the analysis of documents and through an open interview, guided by a script with 13 questions. For data interpretation, the content analysis technique was applied. To achieve the objective of this work, this study proposed a sustainable performance strategic map for better management of the university’s green strategies, based on three dimensions: internal processes, educational and sustainable performance. This study’s main contribution was to propose a sustainable performance strategic map as a strategic management system aimed at HEIs to accelerate the promotion of sustainability in these organizations.Implementing and performing sustainability strategies at campus operations: the case of Instituto Federal de Santa Catarina
Osni Cristiano Reisch, Josiane Lima, Thiago Coelho Soares, Alessandra Yula Tutida, Gisele Mazon, Maurício Andrade de Lima, Carlos Rogério Montenegro de Lima, Ana Regina Aguiar Dutra, José Baltazar Salgueirinho Osório de Andrade Guerra
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to analyze the alignment between sustainable performance and sustainability planning in higher education, proposing a strategic map that integrates planning with the implementation of performance actions and sustainable performance on campuses.

The literature review development addresses sustainability in higher education institutions (HEIs). Data collection took place in two ways, documentary, through the analysis of documents and through an open interview, guided by a script with 13 questions. For data interpretation, the content analysis technique was applied.

To achieve the objective of this work, this study proposed a sustainable performance strategic map for better management of the university’s green strategies, based on three dimensions: internal processes, educational and sustainable performance.

This study’s main contribution was to propose a sustainable performance strategic map as a strategic management system aimed at HEIs to accelerate the promotion of sustainability in these organizations.

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Implementing and performing sustainability strategies at campus operations: the case of Instituto Federal de Santa Catarina10.1108/IJSHE-08-2021-0332International Journal of Sustainability in Higher Education2023-06-09© 2023 Emerald Publishing LimitedOsni Cristiano ReischJosiane LimaThiago Coelho SoaresAlessandra Yula TutidaGisele MazonMaurício Andrade de LimaCarlos Rogério Montenegro de LimaAna Regina Aguiar DutraJosé Baltazar Salgueirinho Osório de Andrade GuerraInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-06-0910.1108/IJSHE-08-2021-0332https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2021-0332/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The climate wins! – How a gamification approach can foster sustainable consumption on university campuses and beyondhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2022-0269/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEducational institutions have a special social responsibility to initiate processes of sustainability transformation in society, nevertheless, activities that effectively address students as well as employees are rather moderate. To initiate change alongside strategic and political decisions, this paper aims to present findings of a gamification intervention (hereafter referred to as climate duel), which was implemented in a field study and tested to assess its potential as a supporting and transformative approach in a university context. A three-month field study was conducted with two universities of applied sciences. The study included an environmental impact analysis of the two participating university departments, the conception and testing of the intervention and associated surveys to evaluate the effectiveness of the intervention in order to and to obtain feedback that would allow the duel to be scaled up at other universities or institutions. Three hundred seventy-five people took part and saved 2.6 tons of greenhouse gas emissions through their participation in the climate duel and their corresponding behavioural changes. In addition, feedback from the participants yielded positive results in terms of behavioural changes and generated valuable evidence for future implementations. Nevertheless, there is still room for improvement, especially in terms of supporting communication activities that promote social relatedness to motivate each other, share experiences or deal with implementation difficulties in everyday life. Building on the promising effects of gamification, the study is a showcase for applied science. With the possibility of testing a theory-based intervention in practice, an implementable, effective and scalable measure for universities that helps to accelerate the transformation process is available.The climate wins! – How a gamification approach can foster sustainable consumption on university campuses and beyond
Verena Berger, David Koch
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Educational institutions have a special social responsibility to initiate processes of sustainability transformation in society, nevertheless, activities that effectively address students as well as employees are rather moderate. To initiate change alongside strategic and political decisions, this paper aims to present findings of a gamification intervention (hereafter referred to as climate duel), which was implemented in a field study and tested to assess its potential as a supporting and transformative approach in a university context.

A three-month field study was conducted with two universities of applied sciences. The study included an environmental impact analysis of the two participating university departments, the conception and testing of the intervention and associated surveys to evaluate the effectiveness of the intervention in order to and to obtain feedback that would allow the duel to be scaled up at other universities or institutions.

Three hundred seventy-five people took part and saved 2.6 tons of greenhouse gas emissions through their participation in the climate duel and their corresponding behavioural changes. In addition, feedback from the participants yielded positive results in terms of behavioural changes and generated valuable evidence for future implementations. Nevertheless, there is still room for improvement, especially in terms of supporting communication activities that promote social relatedness to motivate each other, share experiences or deal with implementation difficulties in everyday life.

Building on the promising effects of gamification, the study is a showcase for applied science. With the possibility of testing a theory-based intervention in practice, an implementable, effective and scalable measure for universities that helps to accelerate the transformation process is available.

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The climate wins! – How a gamification approach can foster sustainable consumption on university campuses and beyond10.1108/IJSHE-08-2022-0269International Journal of Sustainability in Higher Education2024-02-05© 2024 Emerald Publishing LimitedVerena BergerDavid KochInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-0510.1108/IJSHE-08-2022-0269https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2022-0269/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Predicting food waste reduction behavior among students in higher education institutionshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0368/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to determine and analyze the predictors of food waste reduction intention and behavior among higher education institutions (HEIs) using an extended version of the theory of planned behavior (TPB). This study empirically tested an extended TPB model through regression analyses using data obtained through an online survey. Attitude toward food waste reduction, subjective norms, perceived behavioral control and food waste knowledge predicted intention to reduce food waste. Furthermore, the intention to reduce food waste predicted food waste reduction behavior. The results imply that extending the TPB by adding food waste knowledge significantly predicted food waste reduction intention and behavior. The study identified factors that predict food waste reduction behavior and suggested ways to influence Filipino students in HEIs to reduce food waste. The findings support the inclusion of food waste knowledge to the TPB in predicting food waste reduction intention and behavior among students in HEIs.Predicting food waste reduction behavior among students in higher education institutions
Alvin Patrick Valentin, Aivanne Miguel Dela Vega, Marc Ivenson Kho, Sean Russel Licayan, Elijah Liam Nierras, Jose Carlos Pabalate
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to determine and analyze the predictors of food waste reduction intention and behavior among higher education institutions (HEIs) using an extended version of the theory of planned behavior (TPB).

This study empirically tested an extended TPB model through regression analyses using data obtained through an online survey.

Attitude toward food waste reduction, subjective norms, perceived behavioral control and food waste knowledge predicted intention to reduce food waste. Furthermore, the intention to reduce food waste predicted food waste reduction behavior.

The results imply that extending the TPB by adding food waste knowledge significantly predicted food waste reduction intention and behavior.

The study identified factors that predict food waste reduction behavior and suggested ways to influence Filipino students in HEIs to reduce food waste.

The findings support the inclusion of food waste knowledge to the TPB in predicting food waste reduction intention and behavior among students in HEIs.

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Predicting food waste reduction behavior among students in higher education institutions10.1108/IJSHE-08-2023-0368International Journal of Sustainability in Higher Education2023-12-22© 2023 Emerald Publishing LimitedAlvin Patrick ValentinAivanne Miguel Dela VegaMarc Ivenson KhoSean Russel LicayanElijah Liam NierrasJose Carlos PabalateInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-2210.1108/IJSHE-08-2023-0368https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0368/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Implementing action competence teaching model as a framework for achieving sustainable development goals: insights from studentshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0376/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model. The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study. The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed. To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.Implementing action competence teaching model as a framework for achieving sustainable development goals: insights from students
Xiaojing Xing, Chinaza Solomon Ironsi
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model.

The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study.

The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed.

To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.

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Implementing action competence teaching model as a framework for achieving sustainable development goals: insights from students10.1108/IJSHE-08-2023-0376International Journal of Sustainability in Higher Education2024-01-02© 2023 Emerald Publishing LimitedXiaojing XingChinaza Solomon IronsiInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0210.1108/IJSHE-08-2023-0376https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0376/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Assessing the provisions for sustainability in economics degree programmeshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0382/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHigher 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.Assessing the provisions for sustainability in economics degree programmes
Walter Leal Filho, Maria Alzira Pimenta Dinis, Maria F. Morales, María Semitiel-García, Pedro Noguera-Méndez, Salvador Ruiz de Maya, María-del-Carmen Alarcón-del-Amo, Nuria Esteban-Lloret, María Pemartín
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

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.

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Assessing the provisions for sustainability in economics degree programmes10.1108/IJSHE-08-2023-0382International Journal of Sustainability in Higher Education2024-01-08© 2023 Emerald Publishing LimitedWalter Leal FilhoMaria Alzira Pimenta DinisMaria F. MoralesMaría Semitiel-GarcíaPedro Noguera-MéndezSalvador Ruiz de MayaMaría-del-Carmen Alarcón-del-AmoNuria Esteban-LloretMaría PemartínInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0810.1108/IJSHE-08-2023-0382https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0382/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Internationalization at Home from a Chinese perspective: the case of iZJUhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0386/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHigher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact. The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17. First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.Internationalization at Home from a Chinese perspective: the case of iZJU
Lijuan Qu, Yuwen Dai
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs.

A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact.

The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17.

First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.

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Internationalization at Home from a Chinese perspective: the case of iZJU10.1108/IJSHE-08-2023-0386International Journal of Sustainability in Higher Education2024-01-09© 2023 Emerald Publishing LimitedLijuan QuYuwen DaiInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0910.1108/IJSHE-08-2023-0386https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0386/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Effect of sustainability measures on student satisfaction regarding accommodation services: practical study from the University of Northampton in the UKhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0388/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the relationship between sustainability initiatives and student satisfaction in accommodation services at the University of Northampton. Four main sustainability factors, including energy consumption, waste management, environmental responsibility and green infrastructure, are explored in relation to their impact on student satisfaction. A quantitative research approach was used, using a structured questionnaire distributed to 224 students. Correlation and regression analyses were conducted to assess the associations and predictive power of the sustainability factors on student satisfaction. The findings underscore the pivotal role of sustainable initiatives in shaping student satisfaction with accommodation services. Particularly, energy consumption, environmental responsibility and green infrastructure emerged as significant factors influencing higher levels of student satisfaction. These outcomes align with the core principles of sustainability and emphasize the importance of implementing effective strategies in these domains to enhance student experiences. Existing literature supports these findings, indicating that sustainable practices significantly contribute to enhanced satisfaction levels. It is crucial to acknowledge that this study focused on a specific context, namely, the University of Northampton, and caution should be exercised when generalizing these findings to other settings. This study contributes to the existing literature by providing empirical evidence of the specific sustainability factors that influence student satisfaction in university accommodation. Findings offer valuable guidance for universities and accommodation providers in developing and implementing sustainable practices to create a conducive living environment for students.Effect of sustainability measures on student satisfaction regarding accommodation services: practical study from the University of Northampton in the UK
Majida Jrad
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the relationship between sustainability initiatives and student satisfaction in accommodation services at the University of Northampton.

Four main sustainability factors, including energy consumption, waste management, environmental responsibility and green infrastructure, are explored in relation to their impact on student satisfaction. A quantitative research approach was used, using a structured questionnaire distributed to 224 students. Correlation and regression analyses were conducted to assess the associations and predictive power of the sustainability factors on student satisfaction.

The findings underscore the pivotal role of sustainable initiatives in shaping student satisfaction with accommodation services. Particularly, energy consumption, environmental responsibility and green infrastructure emerged as significant factors influencing higher levels of student satisfaction. These outcomes align with the core principles of sustainability and emphasize the importance of implementing effective strategies in these domains to enhance student experiences. Existing literature supports these findings, indicating that sustainable practices significantly contribute to enhanced satisfaction levels. It is crucial to acknowledge that this study focused on a specific context, namely, the University of Northampton, and caution should be exercised when generalizing these findings to other settings.

This study contributes to the existing literature by providing empirical evidence of the specific sustainability factors that influence student satisfaction in university accommodation. Findings offer valuable guidance for universities and accommodation providers in developing and implementing sustainable practices to create a conducive living environment for students.

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Effect of sustainability measures on student satisfaction regarding accommodation services: practical study from the University of Northampton in the UK10.1108/IJSHE-08-2023-0388International Journal of Sustainability in Higher Education2024-02-02© 2024 Emerald Publishing LimitedMajida JradInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-0210.1108/IJSHE-08-2023-0388https://www.emerald.com/insight/content/doi/10.1108/IJSHE-08-2023-0388/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Sustainability in education through collaborative learning using social media: an exploratory study with moderating role of “knowledge creator” and “knowledge seeker”https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2021-0401/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the impact of social media (SM) on the interactivity among teachers, among students and between students and teachers for sustainable academic performance and for achieving sustainable development (SD) in higher educational institutes. This study also investigates the moderating impact of knowledge creators (KNC) and knowledge seekers (KNS) on the collaborative learning environment using SM. With the help of Vroom’s expectancy motivation theory (1964), collaborative learning theory and other theories, a theoretical model has been developed. This theoretical model has been tested using the structural equation modeling technique with 375 participants taken from different educational institutes. The respondent-–participants were both teachers and students. The study found that SM plays a significant role in achieving SD al goals and enhances collaborative learning activities among teachers and students to improve academic performance to achieve SD in higher educational institutes. Also, the study highlighted that both “knowledge creators” and “knowledge seekers” have effective moderating impact on the linkage between “intention to use SM for knowledge sharing” and “collaborative learning using social media” to achieve SD al goals. With the inputs from expectancy-instrumentality-valance theory and collaborative learning theory and existing literature, a theoretical model has been developed conceptually. Later, the model was successfully validated with an overall high explanatory power (72%) of this model. As the sample of the study do not represent a global representation of the population, thus the findings cannot be generalizable. This study has provided valuable inputs to the SD practitioners and educational policymakers to formulate appropriate policies that enable SD al activities in higher educational institutes. This study also provides food for thought to the policymakers about the role of KNC and KNS toward the collaborative learning environment in achieving SD al goals in higher educational institutes. The theoretical model developed in this study is unique. This study shows how both “knowledge creator” and “knowledge seeker” play a significant role toward collaborative learning and helps to achieve SD in higher learning institutes and improves their performance. The overall predictive power of the model is 72%, which also shows the effectiveness and uniqueness of the proposed model.Sustainability in education through collaborative learning using social media: an exploratory study with moderating role of “knowledge creator” and “knowledge seeker”
Ranjan Chaudhuri, Sheshadri Chatterjee, Demetris Vrontis, Diego Begalli
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the impact of social media (SM) on the interactivity among teachers, among students and between students and teachers for sustainable academic performance and for achieving sustainable development (SD) in higher educational institutes. This study also investigates the moderating impact of knowledge creators (KNC) and knowledge seekers (KNS) on the collaborative learning environment using SM.

With the help of Vroom’s expectancy motivation theory (1964), collaborative learning theory and other theories, a theoretical model has been developed. This theoretical model has been tested using the structural equation modeling technique with 375 participants taken from different educational institutes. The respondent-–participants were both teachers and students.

The study found that SM plays a significant role in achieving SD al goals and enhances collaborative learning activities among teachers and students to improve academic performance to achieve SD in higher educational institutes. Also, the study highlighted that both “knowledge creators” and “knowledge seekers” have effective moderating impact on the linkage between “intention to use SM for knowledge sharing” and “collaborative learning using social media” to achieve SD al goals.

With the inputs from expectancy-instrumentality-valance theory and collaborative learning theory and existing literature, a theoretical model has been developed conceptually. Later, the model was successfully validated with an overall high explanatory power (72%) of this model. As the sample of the study do not represent a global representation of the population, thus the findings cannot be generalizable.

This study has provided valuable inputs to the SD practitioners and educational policymakers to formulate appropriate policies that enable SD al activities in higher educational institutes. This study also provides food for thought to the policymakers about the role of KNC and KNS toward the collaborative learning environment in achieving SD al goals in higher educational institutes.

The theoretical model developed in this study is unique. This study shows how both “knowledge creator” and “knowledge seeker” play a significant role toward collaborative learning and helps to achieve SD in higher learning institutes and improves their performance. The overall predictive power of the model is 72%, which also shows the effectiveness and uniqueness of the proposed model.

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Sustainability in education through collaborative learning using social media: an exploratory study with moderating role of “knowledge creator” and “knowledge seeker”10.1108/IJSHE-09-2021-0401International Journal of Sustainability in Higher Education2023-09-27© 2023 Emerald Publishing LimitedRanjan ChaudhuriSheshadri ChatterjeeDemetris VrontisDiego BegalliInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-09-2710.1108/IJSHE-09-2021-0401https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2021-0401/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Leveraging place-based resources for quality education: insights from a forest community outreach project in Japanhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0398/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the participants’ [junior high school students and Master of business administration (MBA) consultants] perceptions and utilizations of the multidimensional place-based resources within the context of Education for Sustainable Development (ESD), specifically focusing on its alignment with the sustainable development goals (SDGs) for quality education. While place-based resources have demonstrated the potential for fostering innovative thinking and collaborative efforts, a gap exists in understanding how these resources can be effectively integrated to bolster learning and sustainable outcomes. The authors adopted a single-case research methodology and conducted an in-depth exploration of the integration of place-based resources within the context of ESD using the 2021 Forest Community Outreach (FCO) Project in Ena City, Japan. Questionnaires, daily journals and consultation reports were used for data collection. This study used the coding and qualitative content analysis process to understand the significance of the five dimensions of place-based resources in fostering effective ESD practices. The findings show the gap between interest in ESD and utilization of place-based resources as reflected in the perceptions and interests of junior high school participants. MBA consultants acknowledged the relevance of leveraging the five dimensions of place-based resources in the context of ESD. This research enriches the understanding of recognizing and harnessing different resources within the settings, emphasizing the significance of a multidimensional place-based resources approach to effectively incorporate these resources into ESD, thereby fostering learning and practical sustainability outcomes. This study conducts a novel analysis of diverse dimensions within the realm of place-based resources and their profound influence on the learning experiences and creativity of participants engaged in ESD. The study lays the groundwork for the validation of place-based resource dimensions through collaborative efforts involving stakeholders within the region.Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan
Muhammad Mohsin Hakeem, Hoe Chin Goi, Frendy
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the participants’ [junior high school students and Master of business administration (MBA) consultants] perceptions and utilizations of the multidimensional place-based resources within the context of Education for Sustainable Development (ESD), specifically focusing on its alignment with the sustainable development goals (SDGs) for quality education. While place-based resources have demonstrated the potential for fostering innovative thinking and collaborative efforts, a gap exists in understanding how these resources can be effectively integrated to bolster learning and sustainable outcomes.

The authors adopted a single-case research methodology and conducted an in-depth exploration of the integration of place-based resources within the context of ESD using the 2021 Forest Community Outreach (FCO) Project in Ena City, Japan. Questionnaires, daily journals and consultation reports were used for data collection. This study used the coding and qualitative content analysis process to understand the significance of the five dimensions of place-based resources in fostering effective ESD practices.

The findings show the gap between interest in ESD and utilization of place-based resources as reflected in the perceptions and interests of junior high school participants. MBA consultants acknowledged the relevance of leveraging the five dimensions of place-based resources in the context of ESD. This research enriches the understanding of recognizing and harnessing different resources within the settings, emphasizing the significance of a multidimensional place-based resources approach to effectively incorporate these resources into ESD, thereby fostering learning and practical sustainability outcomes.

This study conducts a novel analysis of diverse dimensions within the realm of place-based resources and their profound influence on the learning experiences and creativity of participants engaged in ESD. The study lays the groundwork for the validation of place-based resource dimensions through collaborative efforts involving stakeholders within the region.

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Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan10.1108/IJSHE-09-2023-0398International Journal of Sustainability in Higher Education2024-01-18© 2024 Emerald Publishing LimitedMuhammad Mohsin HakeemHoe Chin GoiFrendy International Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-1810.1108/IJSHE-09-2023-0398https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0398/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Pathways to decarbonization, circular construction, and sustainability in the built environmenthttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0400/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe built environment is responsible for approximately 40% of the world’s energy consumption, 30% of raw material use, 25% of solid waste, 25% of water use, 12% of land use and 33% of greenhouse gas emissions. Thus, environmental improvement and decarbonization are becoming increasingly critical objectives for the construction industry. Sustainable construction can be achieved through several practices, including: considering life-cycle assessment, circular construction, resource efficiency and waste management and providing eco-efficient materials, reducing energy demands and consumption and incorporating low-carbon technologies and renewable energy sources. To achieve sustainable construction goals, it is critical to educate the future workforce about decarbonization, circular construction and how to overcome the challenges involved in transitioning to sustainable construction. This study aims to understand the gap in student knowledge related to decarbonization and circular construction and the importance of incorporating these topics in civil engineering and construction management curricula. This study surveyed 120 undergraduate and graduate students at one of the largest minority-serving institutions in the USA to understand the gap in student knowledge related to decarbonization and circular construction as well as the importance of incorporating these topics in civil engineering and construction management curricula. The authors conducted several statistical measures to assess the consistency, reliability and adequacy of the sample size, including the Kaiser–Meyer–Olkin measure of sampling adequacy, the normality test to evaluate the appropriateness of using an ordered probit regression analysis and a multicollinearity test to observe the correlation between independent variables. The data was analyzed using ordered probit regression analysis to investigate the need for a curriculum that serves in educating students about decarbonization and circular construction. The results of this research highlight the gaps in students’ knowledge pertaining to sustainable practices and the importance of providing future construction workforce with such knowledge to tackle global inevitable challenges. The findings of this study contribute to sustainable construction bodies of knowledge by advocating for a reformed curriculum to prepare the future workforce and adopt less carbonized, more circular approaches within the engineering and construction industry.Pathways to decarbonization, circular construction, and sustainability in the built environment
Claudia Calle Müller, Piyush Pradhananga, Mohamed ElZomor
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The built environment is responsible for approximately 40% of the world’s energy consumption, 30% of raw material use, 25% of solid waste, 25% of water use, 12% of land use and 33% of greenhouse gas emissions. Thus, environmental improvement and decarbonization are becoming increasingly critical objectives for the construction industry. Sustainable construction can be achieved through several practices, including: considering life-cycle assessment, circular construction, resource efficiency and waste management and providing eco-efficient materials, reducing energy demands and consumption and incorporating low-carbon technologies and renewable energy sources. To achieve sustainable construction goals, it is critical to educate the future workforce about decarbonization, circular construction and how to overcome the challenges involved in transitioning to sustainable construction. This study aims to understand the gap in student knowledge related to decarbonization and circular construction and the importance of incorporating these topics in civil engineering and construction management curricula.

This study surveyed 120 undergraduate and graduate students at one of the largest minority-serving institutions in the USA to understand the gap in student knowledge related to decarbonization and circular construction as well as the importance of incorporating these topics in civil engineering and construction management curricula. The authors conducted several statistical measures to assess the consistency, reliability and adequacy of the sample size, including the Kaiser–Meyer–Olkin measure of sampling adequacy, the normality test to evaluate the appropriateness of using an ordered probit regression analysis and a multicollinearity test to observe the correlation between independent variables. The data was analyzed using ordered probit regression analysis to investigate the need for a curriculum that serves in educating students about decarbonization and circular construction.

The results of this research highlight the gaps in students’ knowledge pertaining to sustainable practices and the importance of providing future construction workforce with such knowledge to tackle global inevitable challenges.

The findings of this study contribute to sustainable construction bodies of knowledge by advocating for a reformed curriculum to prepare the future workforce and adopt less carbonized, more circular approaches within the engineering and construction industry.

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Pathways to decarbonization, circular construction, and sustainability in the built environment10.1108/IJSHE-09-2023-0400International Journal of Sustainability in Higher Education2024-01-09© 2023 Emerald Publishing LimitedClaudia Calle MüllerPiyush PradhanangaMohamed ElZomorInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0910.1108/IJSHE-09-2023-0400https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0400/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Reinforcing infrastructure equity through leveraging Envision rating system within construction educationhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0409/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestConstruction education rarely addressed the importance of disseminating knowledge on infrastructure equity, thus impeding progress toward creating equitable and sustainable developments. This study aims to investigate the existing sustainability courses under the American Council for Construction Education (ACCE) accredited construction management (CM) programs to examine the integration of infrastructure equity topics and assess improvement in CM students’ knowledge and awareness to address this issue through an intervention. To achieve these objectives, this research reviewed the sustainability course descriptions of the ACCE-accredited undergraduate and graduate CM curricula. Furthermore, the study implemented a workshop within a CM sustainability course that taught the students about the key concepts of infrastructure equity as well as how to address this issue by leveraging the Envision infrastructure rating system. The course review results showed that most sustainability courses lack topics such as infrastructure equity and social sustainability. Moreover, the analysis of pre- and postworkshop surveys indicated that guided training could improve the students’ understanding as well as boost their confidence to address and mitigate infrastructure inequity issues. The findings of the study are valuable for increasing awareness of infrastructure equity and facilitating the future construction workforce with the required expertise to develop equitable infrastructure systems.Reinforcing infrastructure equity through leveraging Envision rating system within construction education
Rubaya Rahat, Claudia Calle Müller, Mohamed ElZomor
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Construction education rarely addressed the importance of disseminating knowledge on infrastructure equity, thus impeding progress toward creating equitable and sustainable developments. This study aims to investigate the existing sustainability courses under the American Council for Construction Education (ACCE) accredited construction management (CM) programs to examine the integration of infrastructure equity topics and assess improvement in CM students’ knowledge and awareness to address this issue through an intervention.

To achieve these objectives, this research reviewed the sustainability course descriptions of the ACCE-accredited undergraduate and graduate CM curricula. Furthermore, the study implemented a workshop within a CM sustainability course that taught the students about the key concepts of infrastructure equity as well as how to address this issue by leveraging the Envision infrastructure rating system.

The course review results showed that most sustainability courses lack topics such as infrastructure equity and social sustainability. Moreover, the analysis of pre- and postworkshop surveys indicated that guided training could improve the students’ understanding as well as boost their confidence to address and mitigate infrastructure inequity issues.

The findings of the study are valuable for increasing awareness of infrastructure equity and facilitating the future construction workforce with the required expertise to develop equitable infrastructure systems.

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Reinforcing infrastructure equity through leveraging Envision rating system within construction education10.1108/IJSHE-09-2023-0409International Journal of Sustainability in Higher Education2024-02-19© 2024 Emerald Publishing LimitedRubaya RahatClaudia Calle MüllerMohamed ElZomorInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-1910.1108/IJSHE-09-2023-0409https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0409/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Perspectives of the administration of Greek universities regarding the adoption of sustainability practiceshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0417/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to the perceptions of the administration of Greek universities on sustainable development and the role of the administration in the implementation of corresponding practices. Specifically, it examines management’s perception and contribution to sustainable development and assesses the sustainability initiatives taking place in universities and the factors that influence their implementation. The obstacles and motivations in the implementation of these actions are also investigated. For the empirical analysis, a survey was conducted during the period March–June 2022, addressing questionnaires to 12 rectors or vice rectors dealing with the sustainability of the respective 12 Greek universities. Secondary data about their sustainability practices were also collected from the institutions’ official Web pages. The results show that management’s perception of sustainable development mainly concerns the conservation of resources for future generations and the balancing of the economy. Moreover, the findings indicate that universities play a significant role in achieving sustainability by contributing to the educational process, conducting research and serving as a model of sustainability for both the educational community and society as a whole. Financial and institutional barriers are characterized as the most important obstacles for adopting sustainability practices. The most popular motives to promote sustainability issues are financial support of universities, in addition to the governmental support of the leadership and, in particular, of the rectorate authorities. To the best of the authors’ knowledge, this study is the first conducted among the Greek universities that focuses on administration’s viewpoint and contributes to the international dialogue on the implementation of sustainability by higher education institutions. The results provide preliminary evidence of top management responses to endorse sustainability activities at the higher education institutes in the broader area of Eastern Europe.Perspectives of the administration of Greek universities regarding the adoption of sustainability practices
Vasiliki Platitsa, Eleni Sardianou, Konstantinos Abeliotis, Roido Mitoula
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to the perceptions of the administration of Greek universities on sustainable development and the role of the administration in the implementation of corresponding practices. Specifically, it examines management’s perception and contribution to sustainable development and assesses the sustainability initiatives taking place in universities and the factors that influence their implementation. The obstacles and motivations in the implementation of these actions are also investigated.

For the empirical analysis, a survey was conducted during the period March–June 2022, addressing questionnaires to 12 rectors or vice rectors dealing with the sustainability of the respective 12 Greek universities. Secondary data about their sustainability practices were also collected from the institutions’ official Web pages.

The results show that management’s perception of sustainable development mainly concerns the conservation of resources for future generations and the balancing of the economy. Moreover, the findings indicate that universities play a significant role in achieving sustainability by contributing to the educational process, conducting research and serving as a model of sustainability for both the educational community and society as a whole. Financial and institutional barriers are characterized as the most important obstacles for adopting sustainability practices. The most popular motives to promote sustainability issues are financial support of universities, in addition to the governmental support of the leadership and, in particular, of the rectorate authorities.

To the best of the authors’ knowledge, this study is the first conducted among the Greek universities that focuses on administration’s viewpoint and contributes to the international dialogue on the implementation of sustainability by higher education institutions. The results provide preliminary evidence of top management responses to endorse sustainability activities at the higher education institutes in the broader area of Eastern Europe.

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Perspectives of the administration of Greek universities regarding the adoption of sustainability practices10.1108/IJSHE-09-2023-0417International Journal of Sustainability in Higher Education2024-02-19© 2024 Emerald Publishing LimitedVasiliki PlatitsaEleni SardianouKonstantinos AbeliotisRoido MitoulaInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-1910.1108/IJSHE-09-2023-0417https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0417/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The significance of sustainability in higher education: a view to the curricular proposal at a Colombian Universityhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0423/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.The significance of sustainability in higher education: a view to the curricular proposal at a Colombian University
Ana Elena Builes-Vélez, Juliana Restrepo, Juan Diego Diego Martínez
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

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The significance of sustainability in higher education: a view to the curricular proposal at a Colombian University10.1108/IJSHE-09-2023-0423International Journal of Sustainability in Higher Education2024-01-23© 2024 Emerald Publishing LimitedAna Elena Builes-VélezJuliana RestrepoJuan Diego Diego MartínezInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-2310.1108/IJSHE-09-2023-0423https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0423/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Sensemaking of sustainability in higher educational institutions through the lens of discourse analysishttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0427/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy. This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs). This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders’ multiplicity of sustainability values. This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context.Sensemaking of sustainability in higher educational institutions through the lens of discourse analysis
Olga Dziubaniuk, Catharina Groop, Maria Ivanova-Gongne, Monica Nyholm, Ilia Gugenishvili
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy.

This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs).

This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders’ multiplicity of sustainability values.

This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context.

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Sensemaking of sustainability in higher educational institutions through the lens of discourse analysis10.1108/IJSHE-09-2023-0427International Journal of Sustainability in Higher Education2024-02-02© 2024 Emerald Publishing LimitedOlga DziubaniukCatharina GroopMaria Ivanova-GongneMonica NyholmIlia GugenishviliInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-02-0210.1108/IJSHE-09-2023-0427https://www.emerald.com/insight/content/doi/10.1108/IJSHE-09-2023-0427/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Education in collaboration with cities: the intentions of transdisciplinary courseshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0359/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestIn collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.Education in collaboration with cities: the intentions of transdisciplinary courses
Nina Lotte Bohm, Renate G. Klaassen, Ellen van Bueren, Perry den Brok
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies.

This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews.

First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach.

This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.

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Education in collaboration with cities: the intentions of transdisciplinary courses10.1108/IJSHE-11-2022-0359International Journal of Sustainability in Higher Education2023-12-18© 2023 Emerald Publishing LimitedNina Lotte BohmRenate G. KlaassenEllen van BuerenPerry den BrokInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-1810.1108/IJSHE-11-2022-0359https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0359/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Environmental, social, governance and sustainable development goals: promoting sustainability in universitieshttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0361/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHigher education institutions (HEIs) are increasingly aware of their role in developing and implementing a sustainable paradigm, with the potential to accelerate progress toward sustainable development (SD). Therefore, this study aims to investigate the environmental, social and governance (ESG) and sustainable development goals (SDGs) practices of the University of Southern Santa Catarina (UNISUL) and, based on this analysis, indicate how HEIs in general can contribute to the promotion of these concepts. The study was based on the authors' experiences and participant observations made during the establishment of sustainability practices at UNISUL. Additional data collected from documentary research and literature review were analyzed qualitatively. The results show that sustainability is present in UNISUL’s educational and management processes as actions related to all SDGs and, thus, to all ESG dimensions. On the other hand, it was noted that many actions identified in the literature are not present, with governance being the dimension with fewer practices, thus indicating possibilities for improvement. In this way, new practices were suggested. New actions linked to SDGs and ESG at UNISUL were identified that can be adopted by other HEIs.Environmental, social, governance and sustainable development goals: promoting sustainability in universities
Carla Patricia Finatto, Paulo Guilherme Fuchs, Ana Regina Aguiar Dutra, José Baltazar Salgueirinho de Andrade Guerra
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Higher education institutions (HEIs) are increasingly aware of their role in developing and implementing a sustainable paradigm, with the potential to accelerate progress toward sustainable development (SD). Therefore, this study aims to investigate the environmental, social and governance (ESG) and sustainable development goals (SDGs) practices of the University of Southern Santa Catarina (UNISUL) and, based on this analysis, indicate how HEIs in general can contribute to the promotion of these concepts.

The study was based on the authors' experiences and participant observations made during the establishment of sustainability practices at UNISUL. Additional data collected from documentary research and literature review were analyzed qualitatively.

The results show that sustainability is present in UNISUL’s educational and management processes as actions related to all SDGs and, thus, to all ESG dimensions. On the other hand, it was noted that many actions identified in the literature are not present, with governance being the dimension with fewer practices, thus indicating possibilities for improvement. In this way, new practices were suggested.

New actions linked to SDGs and ESG at UNISUL were identified that can be adopted by other HEIs.

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Environmental, social, governance and sustainable development goals: promoting sustainability in universities10.1108/IJSHE-11-2022-0361International Journal of Sustainability in Higher Education2023-12-26© 2023 Emerald Publishing LimitedCarla Patricia FinattoPaulo Guilherme FuchsAna Regina Aguiar DutraJosé Baltazar Salgueirinho de Andrade GuerraInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-12-2610.1108/IJSHE-11-2022-0361https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0361/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Green campus and student proactivity initiatives: the importance of a participatory approachhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0362/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the mediating role of students’ knowledge of sustainable development (SD) in the relationship between green campus initiatives by higher education institutions (HEIs) and student proactivity. The research, with a quantitative approach, was carried out with students linked to HEIs belonging to the Sustainable Campus Network – Portugal (RCS-PT). It was concluded that communications of HEI SD initiatives, green campus operations and approach to SD in the classroom have a positive and significant effect on students’ proactivity toward SD. It was also concluded that SD-oriented student knowledge is a mediator in these relationships. An underlying argument is that students with SD-oriented knowledge engage in proactive behaviors, taking the best HEI initiatives as a precedent among students of the HEIs belonging to the RCS-PT. HEI initiatives can be drivers for proactive student behaviors regarding SD. Thus, this study brings guidance to university leaders and other stakeholders. The findings can also be useful for those involved in planning SD-oriented actions in HEIs. Strengthen the role of higher education as co-creators of change by promoting the principles of SD in future professionals. Education is a strong instrument for behavioral change, so HEIs play a fundamental role here having a direct impact on society. This research sought to expand the dialogue about SD in HEIs, especially in achieving sustainable development goals, intertwined with the idea of participation and engagement of students.Green campus and student proactivity initiatives: the importance of a participatory approach
Jucelia Appio Frizon, Teresa Eugénio, Nelson Natalino Frizon
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the mediating role of students’ knowledge of sustainable development (SD) in the relationship between green campus initiatives by higher education institutions (HEIs) and student proactivity.

The research, with a quantitative approach, was carried out with students linked to HEIs belonging to the Sustainable Campus Network – Portugal (RCS-PT).

It was concluded that communications of HEI SD initiatives, green campus operations and approach to SD in the classroom have a positive and significant effect on students’ proactivity toward SD. It was also concluded that SD-oriented student knowledge is a mediator in these relationships.

An underlying argument is that students with SD-oriented knowledge engage in proactive behaviors, taking the best HEI initiatives as a precedent among students of the HEIs belonging to the RCS-PT.

HEI initiatives can be drivers for proactive student behaviors regarding SD. Thus, this study brings guidance to university leaders and other stakeholders. The findings can also be useful for those involved in planning SD-oriented actions in HEIs.

Strengthen the role of higher education as co-creators of change by promoting the principles of SD in future professionals. Education is a strong instrument for behavioral change, so HEIs play a fundamental role here having a direct impact on society.

This research sought to expand the dialogue about SD in HEIs, especially in achieving sustainable development goals, intertwined with the idea of participation and engagement of students.

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Green campus and student proactivity initiatives: the importance of a participatory approach10.1108/IJSHE-11-2022-0362International Journal of Sustainability in Higher Education2024-01-05© Emerald Publishing LimitedJucelia Appio FrizonTeresa EugénioNelson Natalino FrizonInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-0510.1108/IJSHE-11-2022-0362https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0362/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© Emerald Publishing Limited
Understanding and assessing sustainable behavior among the academics in higher education institutions of Bangladeshhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0366/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestConsidering that knowledge, skills and behavior can influence sustainability efforts, this study aims to assess which personality traits influence one’s sense of feeling connected to nature and presumably make more sustainable choices. The study also explores the situational factors that might pose barriers, despite an individual's preference for a sustainable lifestyle. In total, 54 faculty members from six Higher Education Institutions in Bangladesh were interviewed based on a semi-structured questionnaire on the barriers to a sustainable lifestyle in Dhaka city, while their personality traits were assessed using the Interpersonal Reactivity Index, the Big Five Factors and the Connectedness to Nature Scale through a survey. The results state that Empathic Concern and Fantasy, as dimensions of empathy, have strong positive correlations with feeling connected to nature. The physical, social and psychological challenges also cause fewer people to lead a sustainable lifestyle, despite feeling highly connected to nature. Sustainability efforts need to be context-specific due to localized challenges the people face. While educators play a key role in mainstreaming sustainability, generalizing the findings of the study to the wider population is limited. Further investigation to explore demographic and socioeconomic factors will provide key insights to the determinants of sustainable behavior. The findings highlight that educational institutions can play a key role in the development of empathy and sustainability education, while addressing the need for good governance and policies in mainstreaming sustainability for attaining the Sustainable Development Goals Agenda 2030. Few studies have been conducted to understand sustainable behavior in Bangladesh and identify effective methods to promote sustainability. This study provides insights to sustainable behavior in the context of a least-developed country. Additionally, it will support educational institutions to work toward sustainable development by enabling empathic skills development in curricula, leading to more concrete sustainability efforts.Understanding and assessing sustainable behavior among the academics in higher education institutions of Bangladesh
Sameera Zaman, Serat Ahmed Sara, Taranna Tabassum, Tahsin Tabassum, Samiya A. Selim, Haseeb Md. Irfanullah
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Considering that knowledge, skills and behavior can influence sustainability efforts, this study aims to assess which personality traits influence one’s sense of feeling connected to nature and presumably make more sustainable choices. The study also explores the situational factors that might pose barriers, despite an individual's preference for a sustainable lifestyle.

In total, 54 faculty members from six Higher Education Institutions in Bangladesh were interviewed based on a semi-structured questionnaire on the barriers to a sustainable lifestyle in Dhaka city, while their personality traits were assessed using the Interpersonal Reactivity Index, the Big Five Factors and the Connectedness to Nature Scale through a survey.

The results state that Empathic Concern and Fantasy, as dimensions of empathy, have strong positive correlations with feeling connected to nature. The physical, social and psychological challenges also cause fewer people to lead a sustainable lifestyle, despite feeling highly connected to nature.

Sustainability efforts need to be context-specific due to localized challenges the people face. While educators play a key role in mainstreaming sustainability, generalizing the findings of the study to the wider population is limited. Further investigation to explore demographic and socioeconomic factors will provide key insights to the determinants of sustainable behavior.

The findings highlight that educational institutions can play a key role in the development of empathy and sustainability education, while addressing the need for good governance and policies in mainstreaming sustainability for attaining the Sustainable Development Goals Agenda 2030.

Few studies have been conducted to understand sustainable behavior in Bangladesh and identify effective methods to promote sustainability. This study provides insights to sustainable behavior in the context of a least-developed country. Additionally, it will support educational institutions to work toward sustainable development by enabling empathic skills development in curricula, leading to more concrete sustainability efforts.

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Understanding and assessing sustainable behavior among the academics in higher education institutions of Bangladesh10.1108/IJSHE-11-2022-0366International Journal of Sustainability in Higher Education2023-11-17© 2023 Emerald Publishing LimitedSameera ZamanSerat Ahmed SaraTaranna TabassumTahsin TabassumSamiya A. SelimHaseeb Md. IrfanullahInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-11-1710.1108/IJSHE-11-2022-0366https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2022-0366/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Campus sustainability, organizational learning and sustainability reporting: an empirical analysishttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-12-2022-0396/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestStudies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved. This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization. An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved. Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning. This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.Campus sustainability, organizational learning and sustainability reporting: an empirical analysis
Camille Washington-Ottombre
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.

This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.

An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.

Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.

This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.

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Campus sustainability, organizational learning and sustainability reporting: an empirical analysis10.1108/IJSHE-12-2022-0396International Journal of Sustainability in Higher Education2024-01-31© 2024 Emerald Publishing LimitedCamille Washington-OttombreInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-3110.1108/IJSHE-12-2022-0396https://www.emerald.com/insight/content/doi/10.1108/IJSHE-12-2022-0396/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Assessing students’ sustainability consciousness in relation to their perceived teaching styles: an exploratory study in Pakistani contexthttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-12-2022-0406/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan. A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke et al.’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data. The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC. This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030. The study findings will help future teachers to effectively integrate sustainability education into their classrooms. This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.Assessing students’ sustainability consciousness in relation to their perceived teaching styles: an exploratory study in Pakistani context
Ayesha Nousheen, Farkhanda Tabassum
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.

A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke et al.’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.

The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.

This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.

The study findings will help future teachers to effectively integrate sustainability education into their classrooms.

This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.

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Assessing students’ sustainability consciousness in relation to their perceived teaching styles: an exploratory study in Pakistani context10.1108/IJSHE-12-2022-0406International Journal of Sustainability in Higher Education2024-01-10© 2023 Emerald Publishing LimitedAyesha NousheenFarkhanda TabassumInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2024-01-1010.1108/IJSHE-12-2022-0406https://www.emerald.com/insight/content/doi/10.1108/IJSHE-12-2022-0406/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Fostering the use of sustainable design to reduce energy use and GHG emissions at Canadian universities: a life cycle cost analysis approachhttps://www.emerald.com/insight/content/doi/10.1108/IJSHE-12-2022-0409/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to examine the application of sustainable building design and operation within a university setting to determine its economic efficacy and potential for further university investment. This study incorporated a life cycle cost analysis (LCCA), simple payback period and discounted payback period calculations to determine the return on investment, including a sensitivity analysis when comparing the energy use and financial benefits of the sustainable design of a multi-use facility at Toronto Metropolitan University with buildings of similar size and use-type. It was found that there is a positive business argument for Canadian Universities to consider the use of sustainable design to reduce energy use and greenhouse gas (GHG) emissions. A reasonable payback period and net present value within an institutional context were determined using a life-cycle cost assessment approach. This study was limited to the measure of only a single location. Certain assumptions regarding energy pricing and interest rates and the related sensitivities were anchored on a single year of time, and the results of this study may be subject to change should those prices or rates become significantly different over time. Considerations for future research include a longitudinal approach combined with a more detailed analysis of the effect of use-type on the variables discussed. For university administrators, the results of this study may encourage institutions such as universities to approach new building projects through the lens of energy efficiency and environmental sustainability. GHG emissions are a well-proven contributor to global climate change, and buildings remain a significant source of GHG emissions in Canada due to their winter heating and summer cooling loads. As a result, sustainable building design on university campuses can mitigate this impact by optimizing and reducing energy consumption. Research related to the economic evaluation of sustainable building design on university campuses is generally limited, and this study represents the first of its kind in regard to an LCCA of a sustainably designed building on a Canadian University campus.Fostering the use of sustainable design to reduce energy use and GHG emissions at Canadian universities: a life cycle cost analysis approach
Philip R. Walsh, Holly Dunne, Omid Nikoubakht-Tak
International Journal of Sustainability in Higher Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to examine the application of sustainable building design and operation within a university setting to determine its economic efficacy and potential for further university investment.

This study incorporated a life cycle cost analysis (LCCA), simple payback period and discounted payback period calculations to determine the return on investment, including a sensitivity analysis when comparing the energy use and financial benefits of the sustainable design of a multi-use facility at Toronto Metropolitan University with buildings of similar size and use-type.

It was found that there is a positive business argument for Canadian Universities to consider the use of sustainable design to reduce energy use and greenhouse gas (GHG) emissions. A reasonable payback period and net present value within an institutional context were determined using a life-cycle cost assessment approach.

This study was limited to the measure of only a single location. Certain assumptions regarding energy pricing and interest rates and the related sensitivities were anchored on a single year of time, and the results of this study may be subject to change should those prices or rates become significantly different over time. Considerations for future research include a longitudinal approach combined with a more detailed analysis of the effect of use-type on the variables discussed.

For university administrators, the results of this study may encourage institutions such as universities to approach new building projects through the lens of energy efficiency and environmental sustainability.

GHG emissions are a well-proven contributor to global climate change, and buildings remain a significant source of GHG emissions in Canada due to their winter heating and summer cooling loads. As a result, sustainable building design on university campuses can mitigate this impact by optimizing and reducing energy consumption.

Research related to the economic evaluation of sustainable building design on university campuses is generally limited, and this study represents the first of its kind in regard to an LCCA of a sustainably designed building on a Canadian University campus.

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Fostering the use of sustainable design to reduce energy use and GHG emissions at Canadian universities: a life cycle cost analysis approach10.1108/IJSHE-12-2022-0409International Journal of Sustainability in Higher Education2023-10-17© 2023 Emerald Publishing LimitedPhilip R. WalshHolly DunneOmid Nikoubakht-TakInternational Journal of Sustainability in Higher Educationahead-of-printahead-of-print2023-10-1710.1108/IJSHE-12-2022-0409https://www.emerald.com/insight/content/doi/10.1108/IJSHE-12-2022-0409/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited