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This book is Volume 1 of the proceedings of 2023 Sustainable Education and Development Research Conference. This volume concentrates on papers in the area of clean energy. Despite considerable progress, more than 700 million people worldwide still lack access to electricity, and around 2.4 billion people continue to use harmful and polluting fuels for cooking. While efforts have been made to promote renewable energy and energy efficiency, they have not been fast enough to achieve Sustainable Development Goal 7. Adding to the challenge, the ongoing war in Ukraine has contributed to rising global energy prices and heightened energy insecurity in Europe. In response to the energy crisis, some European countries are planning to accelerate the transition to renewables and increase investments in clean energy and energy efficiency. However, others are considering a resurgence of coal, which poses a risk to the overall green transition. Between 2010 and 2020, the percentage of the global population with access to electricity increased from 83% to 91%, with 1.3 billion people gaining access. Nevertheless, this leaves approximately 733 million people still without electricity, and most of them reside in sub-Saharan Africa. Achieving universal access by 2030, the annual growth rate in access needs to accelerate from 0.5 percentage points to 0.9 percentage points, necessitating significant efforts in low-income, fragile, and conflict-affected countries. In 2020, 69% of the global population had access to clean cooking fuels and technologies. While more than half of those without access to clean cooking fuels live in Asia, the 20 countries with the lowest percentage of people having access to clean cooking were predominantly least developed countries in Africa. The share of renewable sources in total final energy consumption reached 17.7% globally in 2019, just slightly higher than the figure for 2015. The electricity sector leads in the adoption of renewables, accounting for 26.2% of total final energy consumption in 2019, while the heat and transport sectors have made limited progress. Global primary energy intensity, defined as global total energy supply per unit of GDP, improved from 5.6 megajoules per dollar (2017 purchasing power parity) in 2010 to 4.7 megajoules in 2019. However, the rate of improvement (1.6% per year on average since 2015) falls short of the 3.2% annual rate needed to reach Sustainable Development Goal 7.3. International financial flows to support clean and renewable energy in developing countries reached $10.9 billion in 2019, a 23.6% decrease from 2018. This decline occurred even before the onset of the COVID-19 pandemic. Over a longer five-year moving average, average annual commitments decreased for the first time since 2008, from $17.5 billion in 2014-18 to $16.6 billion in 2015-19. Although developing countries achieved a record of 245.7 watts per capita in installed renewable energy-generating capacity in 2020, small island developing States, least developed countries, and landlocked developing countries have lagged behind. It would take least developed countries and landlocked developing countries nearly 40 years and small island developing States almost 15 years to reach the same level of progress as the average developing country in 2020. The 2023 SEDRC conference, titled'Sustainable Development and Education,'aims to redefine the understanding of research in the continent's development and the role of researchers. The conference focusses on applied research discussions and its dissemination. Researchers from research institutions, academicians, postgraduate students, politicians, and industry representatives will be the primary audience for the conference proceedings.

This edited volume presents a series of case studies and research evidence on how global students contribute to widening the debate on sustainability within Higher Education institutions: by offering their own stories, along with academics and external stakeholders they create a unique context where their diverse backgrounds are combined into a wider learning experience. This environment enables them to return to their communities and provide leadership and support in tackling real life sustainability related issues they may face. This book describes this circular and virtuous process, which we refer to as Circular Education. Through this process, Higher Education institutions are enriching environments and supporting communities and their cultural hubs. Readers will discover how students can add to and learn from this critical dialogue with peers, academics, and external stakeholders.It is of interest for students, policymakers, academics and any other institution and organization interested in promoting sustainability in Higher Education.

This open access book utilizes data from two large-scale international assessments—TIMSS 2019 and ICCS 2016—to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students'environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.

Der Band dokumentiert aktuelle empirische Befunde rekonstruktiver Forschungsprojekte zur Frage, welchen Beitrag Bildung zu sozialökologischen Transformationen leisten kann. Damit wird auf der Basis hervorragender studentischer Abschlussarbeiten empirisch beleuchtet, was zumeist lediglich normative Forderung ist, nämlich der Beitrag der Schule zu Nachhaltigkeit. Die Beiträge analysieren schulische Bedingungen für, sowie schulische Praxis von Nachhaltigkeitsbildung. Darüber hinaus wird Nachhaltigkeitsbildung jenseits von Schule thematisiert.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past 50 years.Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change. Examining the evolution of educational approaches to environmental learning, contexts, and themes, this book moves through the decades, from the 1970s until the 2020s, tracking the impact of historical events and shifting sustainability discourses within education. Through historical, research-based analyses, this book recognises patterns, trends, and countertrends that help critically (re)assess the potential of education in creating a world that is more sustainable than current scientific predictions estimate.Proposing a set of key considerations for the future of environmental education, this accessible book will be of value to scholars, researchers, policymakers, and practitioners working within sustainability education, environmental research and policy, and teacher education more broadly.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book is a compelling exploration into the integration of sustainability with creativity and technology. It offers a cohesive journey from theoretical insights into practical applications across creative disciplines, education, and industries. This book serves as a crucial guide for those looking to navigate the challenges of modern sustainability through innovative solutions. By showcasing examples from 3D printing in education to sustainable practices in creative industries and the preservation of cultural heritage through digital innovation, it highlights the transformative power of creativity in fostering a sustainable future. Aimed at academics, professionals, and students, this book is an invitation to engage, innovate, and contribute to the sustainability discourse in the creative sectors.

Politische Bildung bezieht ihren Sinngehalt u. a. aus der Idee einer gelingenden Begegnung mit dem Zukünftigen. Im 3. Jahrtausend muss sie sich allerdings – jenseits der Alternative zwischen einer unausweichlichen, düsteren Katastrophe und einem naiven Machbarkeitsoptimismus – der Frage nach der (un)möglichen Gestaltbarkeit der Zukunft stellen. Denn im Anthropozän wird die Zukunft zunehmend brüchig. Das wirft Fragen von zentraler Bedeutung auf. Wie kann sich die politische Bildung zukünftig auf das Zukünftige beziehen? Welche Themen und Fragen werden zukünftig wichtig sein? Welche didaktischen Methoden und Prinzipien sind zukünftig noch tragfähig? In den Beiträgen wird mit unterschiedlichen Schwerpunkten nach Antworten gesucht.

The interest in sustainability and environmental, social, and governance (ESG) from stakeholders across all sectors is growing and will continue to do so as we are in the most pivotal decade for meeting the global goals on climate change and sustainable development. This book is a compendium of the international agreements, regulatory advancements, and current practicum to inform a 360-degree viewpoint of the organizations, frameworks, and stakeholders that shape the evolving landscape. Written in a straightforward and conversational tone, you'll embark on a knowledge journey on the progression of ESG and sustainability and how it directly shapes and informs current practice. The book provides insights, discussion, and topical briefings as a side-by-side reader to accompany the rise of ESG and sustainability in business and the markets. You will learn about the origins of sustainability in treaties and policy, the differentiation of ESG, sustainability, and social responsibility, and the emerging trends. Readers will examine the respective roles of the corporation, the financial and investment sector, the international bodies, the business interest groups, the NGOs and the philanthropic community. What were once regarded as “nice-to-have” initiatives with voluntary reporting have moved into the regulated sphere with mandatory public disclosures and reporting requirements on greenhouse gas emissions, climate risk and transition planning, biodiversity and nature-related impacts, supply chain transparency, human rights, human capital, and board diversity. The ESG and Sustainability Deskbook for Business threads the needle with best practices, case studies, and takeaways to illustrate the applications and to enhance understanding.

Environmental Liberation Education offers an easy-to-use, culturally responsive, and student-centered teaching approach to academic engagement and systemic change. It explains social-emotional tools and inquiry practices to discuss, reflect, and act for superdiverse student success, happiness, and global citizenship in a challenging, biodiverse world.The book presents three Transformative Tools: Diversity Circles to organize, Multicultural Mindfulness to process, and Approach-in-Dimension to assess. The Tools show educators at all levels across disciplines how to reduce bias and make sustainability decisions daily. They empower teachers to develop peace for academic concentration in busy classrooms through a holistic understanding of body, mind, culture, and environment. The book offers a range of classroom-based and professional development exercises for critical consciousness, including mindfulness practices, transformative journal worksheets, cultural actions, and a self-survey to establish a baseline for hands-on diversity, well-being, and sustainability competencies.Synthesizing multicultural and environmental education through mindfulness practices, Environmental Liberation Education is an invaluable resource for educators-in-training and practicing teachers.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

As a follow up to Pedagogical Encounters in the Post-Anthropocene, Volume I, this book addresses three major areas in response to the post-Anthropocene: Technology, Neurology, Quantum. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. As in Volume I, the author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. Technology in education has been a significant development. There is a concerted effort to review this development placing stress on the rise of learning machines and algorithms. In the second encounter the vast literature on neurology is addressed, especially neurodiversity and the various symptoms that have emerged in the post-Anthropocene era. The last section reviews issues related to quantum theory as this is fundamental to tensions between physics and metaphysics. The volume concludes with the author's own pedagogical proposal for the future.

This book reviews air pollutants and their effects on human health, biodiversity, and environmental quality in the context of the One Health framework. Written by experts in the field, the book covers topics such as natural and anthropogenic sources of air pollutants, air pollutants classification based on their chemical composition, physical properties, and origins, and consequences of air pollution on ecosystems, wildlife, and human communities. In this book, readers will find a detailed examination of pollutants, such as particulate matter, volatile organic compounds, and greenhouse gases, and will learn about the mechanisms by which pollutants impact, for instance, the respiratory, cardiovascular, and neurological systems. The book highlights the need for understanding the different pollutants and their One Health effects as a foundation for developing effective regulations, emission controls, cleaner technologies, and promoting lifestyle changes. The book also offers a global perspective on air pollution, and discusses the disproportionate impacts of air pollution on vulnerable populations. In alignment with the United Nations Sustainable Development Goals (SDG), specifically SDG 3 (Good Health and Well-being), SDG 7 (Affordable and Clean Energy), and SDG 11 (Sustainable Cities and Communities), this book takes a focused approach to the One Health implications of various air pollutants and is an important contribution to the global effort to mitigate the impact of air pollution on human health, biodiversity security, and environmental quality. Together with its companion work “Sustainable Strategies for Air Pollution Mitigation”, this book is a valuable resource for students, researchers, policymakers, and anyone seeking a comprehensive perspective on this critical environmental and public health challenge.

This book is Volume 2 of the proceedings of 2023 Sustainable Education and Development Research Conference. This volume concentrates on papers in the area of green buildings. Despite considerable progress, more than 700 million people worldwide still lack access to electricity, and around 2.4 billion people continue to use harmful and polluting fuels for cooking. While efforts have been made to promote renewable energy and energy efficiency, they have not been fast enough to achieve Sustainable Development Goal 7. Adding to the challenge, the ongoing war in Ukraine has contributed to rising global energy prices and heightened energy insecurity in Europe. In response to the energy crisis, some European countries are planning to accelerate the transition to renewables and increase investments in clean energy and energy efficiency. However, others are considering a resurgence of coal, which poses a risk to the overall green transition. Between 2010 and 2020, the percentage of the global population with access to electricity increased from 83% to 91%, with 1.3 billion people gaining access. Nevertheless, this leaves approximately 733 million people still without electricity, and most of them reside in sub-Saharan Africa. Achieving universal access by 2030, the annual growth rate in access needs to accelerate from 0.5 percentage points to 0.9 percentage points, necessitating significant efforts in low-income, fragile, and conflict-affected countries. In 2020, 69% of the global population had access to clean cooking fuels and technologies. While more than half of those without access to clean cooking fuels live in Asia, the 20 countries with the lowest percentage of people having access to clean cooking were predominantly least developed countries in Africa. The share of renewable sources in total final energy consumption reached 17.7% globally in 2019, just slightly higher than the figure for 2015. The electricity sector leads in the adoption of renewables, accounting for 26.2% of total final energy consumption in 2019, while the heat and transport sectors have made limited progress. Global primary energy intensity, defined as global total energy supply per unit of GDP, improved from 5.6 megajoules per dollar (2017 purchasing power parity) in 2010 to 4.7 megajoules in 2019. However, the rate of improvement (1.6% per year on average since 2015) falls short of the 3.2% annual rate needed to reach Sustainable Development Goal 7.3. International financial flows to support clean and renewable energy in developing countries reached $10.9 billion in 2019, a 23.6% decrease from 2018. This decline occurred even before the onset of the COVID-19 pandemic. Over a longer five-year moving average, average annual commitments decreased for the first time since 2008, from $17.5 billion in 2014-18 to $16.6 billion in 2015-19. Although developing countries achieved a record of 245.7 watts per capita in installed renewable energy-generating capacity in 2020, small island developing States, least developed countries, and landlocked developing countries have lagged behind. It would take least developed countries and landlocked developing countries nearly 40 years and small island developing States almost 15 years to reach the same level of progress as the average developing country in 2020. The 2023 SEDRC conference, titled'Sustainable Development and Education,'aims to redefine the understanding of research in the continent's development and the role of researchers. The conference focusses on applied research discussions and its dissemination. Researchers from research institutions, academicians, postgraduate students, politicians, and industry representatives will be the primary audience for the conference proceedings.

Since the issues and discourses surrounding sustainable development entered its phase in our contemporary world, the political, social, economic, ecological, and cultural existence of our modern world has inevitably adopted varied measures to respond better to the demands of our time. This book contributes to the global call for transitions and transformations towards a more sustainable human society. This contribution is specific, dialogic and comparative and also has deep cultural and ethnological consciousness based on the Nigerian experiences and, by extension, the African experience. The research work presents as its background the hypothesis that varied forms of structures—socio-political, socio-economic, socio-ecological and socio-cultural—unite to constitute ‘structural sins'(John Paul II) and, consequently, the banes to authentic and sustainable development. These dysfunctional structures were critically analysed and evaluated. Furthermore, the research work takes up the contemporary discourse on sustainable development, beginning with earlier development concepts, the impactful contribution of social documents of the church to development discourse, the timeline of the general global and sustainable development approach and governance, as well as the specifics of the twin documents of the year 2015, namely Agenda 2030 and Laudato Si. Again, an indigenised manuscript for development discourse known as Nigeria Vision 20:2020 was examined to delineate the fact that forms of indigenous efforts to discuss and administrate the development process are noticeable. However, such efforts have remained negatively exploited by both internal and external man-made corrupt factors. One such factors discussed in this book, among others, is the failure of Nigeria since independence to stabilise its power and energy sector.

This edited volume investigates multiple perspectives of environmental meaning-making among children by evaluating preschool children's drawings on the environment. It critically traces the formation of early attitudes towards the environment before children's exposure to formal environmental education. Similarities and differences are explored among preschool children's drawings across diverse cultural and geographic backgrounds. Over five sections covering Morocco, Indonesia, Nigeria, Iraq, and Argentina, each one examines the factors affecting children's environmental drawings, such as age, gender, and geography. Using different theoretical frameworks, the chapters are written by researchers of environmental discourse and ecolinguistics with a background knowledge in environmental studies from a social science perspective. This book is of interest to researchers interested in ecolinguistics and socio-semiotics fields of study. This seminal book also paves the way for further research on preschool environmental education.

Das Buch zeigt Ihnen, wie sich Lernziele und Kompetenzen im Bereich Nachhaltigkeit ergänzen und hilft, die komplexe und vernetzte Natur der Nachhaltigkeit besser zu verstehen, und die damit verbundenen Herausforderungen zu erkennen und anzugehen. Dazu gehört auch die Vermittlung von Kenntnissen über die verschiedenen Aspekte der Nachhaltigkeit, wie z. B. ökologische, soziale und wirtschaftliche Aspekte, sowie deren Wechselwirkung miteinander. Darüber hinaus zeigt das Buch auf, wie Sie die möglichen Auswirkungen von Entscheidungen und Maßnahmen auf die Nachhaltigkeit einschätzen und bewerten können. Das Buch beschreibt die Zusammenhänge zwischen Nachhaltigkeit und Lernen. Es wird erörtert, wie Bildung und Lernen im Bereich der Nachhaltigkeit uns helfen können, die natürliche Welt und unsere Beziehung zu ihr zu verstehen und bessere Entscheidungen zu treffen, um unser Leben und die Umwelt zu verbessern. Es untersucht auch die Rolle von Technologie und Bildung im Bereich der Nachhaltigkeit und erkundet, wie Nachhaltigkeit in den Unterricht und das Lernen integriert werden kann. Schließlich enthält das Buch praktische Ratschläge zur Schaffung eines nachhaltigen Lernumfelds und zur Anwendung von Nachhaltigkeit in der Hochschulbildung und in den unteren Bildungsstufen.

This book explores how the education sector can transition to being truly sustainable and why necessary innovations for educational change are being subverted and undermined when mapped onto the existing industrial educational system.Based on PhD case study research with schools that are modelling and teaching sustainability, action research, and the author's 40 years of working in the K-12 system, this volume examines how education continues to perpetuate the status quo, and why education innovations are thus undermined. It shows the importance of redesigning education based on the principles of sustainable living systems and explores how this can be achieved across all levels of the educational system. The first part of the book establishes a new vision of sustainable education, whilst the second brings to light the industrial mechanistic root metaphors in current practice across leadership and administration, buildings and grounds, curriculum design, teaching, and learning that are subverting innovative efforts. From understanding the foundational, influential, problematic root metaphors of our'Industrial'educational system, it moves to explore how the ecological principles of sustainability can be used to rethink and redesign an educational system, from its administration, leadership, and policy, to curriculum, buildings, grounds and resources, through to teaching and learning, that will support sustainability, innovation, and creativity, developing systems thinking and sustainability as a frame of mind.Exploring how the education sector can transition to being truly sustainable and find new ways to traverse the problematic'Industrial'world view at this pivotal moment, will appeal to administrators, post-secondary educators, policymakers, and researchers and scholars of sustainability education, educational leadership, curriculum design, and educational philosophy.

This edited book analyses the implementation of green transformation policies and the UN Sustainable Development Goals across the European Union, in the context of lifelong learning and educational practices. The contributions examine how green skills became mainstreamed in member states'education policies, as well as the social, economic and political circumstances contributing to this process. A focus on lifelong learning (from an early age to adulthood) is maintained throughout the volume, and the book will appeal to researchers, students, policy- and decision-makers in education, environmental and social studies.

This book describes a diverse array of studies unravelling the intricate interplay of education, sustainability, and organizational dynamics. From innovative teaching methodologies to sustainability trends and the pandemic's impact, this compendium offers a rich tapestry of insights. This book traverses through a compendium of studies that intricately dissect the synergy between education, sustainability, and organizational dynamics. This book is ideal for academics, practitioners, and curious minds seeking a deeper understanding of these vital contemporary forces.

This textbook delves into the practical applications of surface and groundwater hydrology, as well as the environment. The Part I,'Practical Python for a Water and Environment Professional,'guides readers through setting up a scientific computing environment and conducting exploratory data analysis and visualization using reproducible workflows. The Part II,'Statistical Modeling in Hydrology,'covers regression models, time series analysis, and common hypothesis testing. The Part III,'Surface and Subsurface Water,'illustrates the use of Python in understanding key concepts related to seepage, groundwater, and surface water flows. Lastly, the Part IV,'Environmental Applications,'demonstrates the application of Python in the study of various contaminant transport phenomena.

This book addresses the climate risk influencing biodiversity globally and discusses the sustainable use of biological diversity and its legal implications. The sustainable bio-prospecting will help conservation regarding the resources and livelihood support of those who conserve it from the UN CBD perspective. In mega bio-diverse countries, biodiversity provides a number of ecosystem services as well as sources of income/livelihood for millions of poor and they are also the home of a vast repository of traditional knowledge (TK) associated with biological resources which can be translated therapeutically. As for Climate risks, the risks related to unscientific management and use of biodiversity are far more compared to the benefits for society and business and therefore, reducing pressure on biodiversity and developing a sustainable commodity supply chain is essential for both the industry and the governments. Exploring and further mining of the vastness of biodiversity potential, in the marketplace, has been a subject of great consideration among biotechnologists, food processors, health care specialists and the like, as they are real money-spinners. The book will be of interest to researchers/College/ University students interested in ecology and biodiversity conservation worldwide

This book contributes significantly to the international literature by bringing forth a novel and comprehensive exploration of urban resilience in the face of climate change and environmental pollution. Its focus on integrating physiological, biochemical, and molecular dimensions distinguishes it from existing literature. The book offers several key contributions, including an interdisciplinary approach to understanding the complex interactions within urban ecosystems. It includes cutting-edge insights that have not been extensively explored in existing literature, practical applications, and evidence-based strategies to enhance urban sustainability and resilience. The book has a global relevance to a diverse international readership and provides strategic guidance to policymakers and urban planners when making decisions to develop evidence-based strategies that cater to the specific challenges of cities. Urban forests play a critical role in enhancing the resilience of cities by providing numerous benefits, including improved air quality, reduced urban heat island effect, and enhanced biodiversity, ultimately improving urban health. Besides, urban forests are a crucial natural-based solution (NbS) to mitigate air pollution and climate change impacts in cities. However, in the face of climate change and environmental pressures, urban forests face significant challenges to their survival and functionality. This book explores the complex morpho-physio-biochemical and molecular changes that enable urban forests to flourish amidst climate change and environmental pollution. It examines how urban trees modulate their morphological structures, including root systems and physiological and biochemical functioning, and molecular alterations to withstand changing urban climatic and environmental conditions.

This book includes the proceedings of the Symposium and Industry Summit, June 20-21, 2024 at University of Windsor Negativity and pessimism seem to dominate the media in recent years, overshadowing the bright side of our beautiful planet and disheartening its inhabitants. Not to deny the prevailing challenges, but tomorrow is far from complete ruin and doom. Brightening Tomorrow Together aims at bringing optimists from many disciplines of expertise and walks of life together to synergise existing know-how and further the latest technologies and measures to hasten the brightening of tomorrow. This book is part of the big dream of the Turbulence and Energy Laboratory. It strives to bring together a diverse group to exchange state-of-the-art progresses and to promote collaborations across different disciplines to hasten the brightening of tomorrow together. Topics of interest include engineering cleaner energy, improving our understandings of water and wastewater, reducing waste and pollution at all fronts, and actualizing eco-friendly agriculture and living.

Almost immediately after the UN Secretary-General called for a Decade of Action to deliver Sustainable Development Goals at the SDG Summit of 2019, the world faced massive COVID-19 induced disruptions at the cost to the global economy. To accelerate progress in the SDGs, the decade of 2020-2030 requires research, innovations, and commitments of various stakeholders at all levels – locally, nationally, and globally. This book contributes to the action agenda by focusing on India's opportunities and challenges, emphasizing India's northeast. Many countries have taken significant actions toward realizing the SDG mission and vision. However, due to a lack of knowledge, research, and innovation, there is a considerable disparity in the countries'actions. Few developed countries have made significant progress in realizing the SDGs, while many developing countries struggle. This book brings together diverse views on various domains of SDGs, providing a sub-national framework for addressing the gaps and meeting the goals.

This book proposes a new and central teaching concept'we are all makers'and innovates the geographical teaching modes and methodology. Geography teaching, especially how to teach geographical thinking, is important and related to the development of the discipline. In this field, the exploration of new teaching methods in non-English speaking countries and regions still needs to grow. Based on the author's experience of teaching geographical thinking and human (cultural) geography for more than ten years, the book links geographical thinking to the realistic cases with new social media tools such as WeChat APP and blog. Under the guidance of these new methods, such as poem, emotional, couplet game, keywords, blog-based teaching, and the like, students are transformed from passive recipients of knowledge to active learners and even creators in the end. The book, which focuses on and pioneers new teaching methodology or methods, is used as a reference by scholars, researchers, practitioners, and readers specialized in fields such as geography, education, and pedagogy.

This edited collection brings together theories and lived experiences in teaching and learning Nature through multiple ways of coming to know. Showcasing the experiences and ideas from diverse stakeholders in the field of education, this book includes work from researchers, teacher-educators, teachers, outreach workshop facilitators, and Indigenous youth. Focusing on the importance of relationalities in teaching and learning, this book offers candid accounts and innovative ideas on bringing diverse perspectives into Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education.

This book discusses a compelling array of topics at the intersection of entrepreneurship, education, and technological innovation within the creative industries. It delves into a captivating exploration of sustainable entrepreneurship in Part 1, where key characteristics of sustainable entrepreneurs and factors influencing entrepreneurial intention are dissected. By unearthing the nexus between entrepreneurial alertness, networking capability, and venture performance, it provides intriguing insights into sustaining traditional crafts and brands amid the COVID-19 pandemic. The following parts not only unveil current innovative pedagogical strategies in creative design education but propels you into the future, exploring the harmonious fusion of academia and industry in sustainability-driven programs. Designed for educators, students, researchers, and practitioners in entrepreneurship, design, and technology fields, this book offers a transformative journey into sustainable practices, innovative pedagogies, and cutting-edge advancements. Engaging, informative, and thought-provoking, it is a must-read for those seeking to shape the future of creative industries through entrepreneurship, education, and innovation.

The book presents a series of papers with different methodologies that allow us to visualize how the systems support decision-making in areas such as the tourism sector, entrepreneurship, quality of work life, gender, motivation, circular economy, innovation, law, finance, and bibliometrics. The book also finds a series of cases applied in different countries, where through the information collected and the data analyzed, new improvement processes can be generated at the business level and the local, regional, and national levels within Ibero-America. The book presents new methods and systems to create better decision-making processes in the changing and uncertain environments in which people, companies, and governments interact.

Dieses Buch gibt Einblicke in die Zielsetzungen und zu den Herausforderungen der Nachaltigkeistzielde der UN. Ausgehend von den Blickwinkeln einzelner Fachdisziplinen wird allgemein verständlich die Zelsetzung mit einem Blick auf europäische Verhältnisse erläutert und mit den Anforderungen an andere Fachdisziplinen verknüpft, die notwendig sind, damit ein Erreichen realistisch und zielführend vorangetrieben werden kann.

The book elaborates on microplastics as a global concern, prompting the need for comprehensive understanding and effective management. It thoroughly explores the various aspects of microplastics, addressing their detection, separation, and contamination in diverse ecosystems. The introductory chapter highlights the global risks associated with microplastics while presenting the challenges and opportunities in tackling this issue. It focuses on the detection techniques employed to identify microplastics, providing insights into the analytical methods and technologies utilized in their characterization. It delves into the separation techniques used to extract microplastics from complex environmental matrices, aiding in their accurate quantification and analysis. The subsequent chapters examine the presence and impact of microplastics in specific ecosystems, including aquatic and terrestrial. It investigates the prevalence of microplastics in water bodies and their detrimental effects on aquatic organisms and elucidates their distribution, transport, and ecological implications on land-dwelling organisms. The book further explores microplastics'occurrence in foods, cosmetics, and air pollution and associated health hazards. It delves into the lesser-known aspects of microplastics influence on nitrogen cycling and nitrous oxide emissions, offering valuable insights into their impact on biogeochemical processes. It discusses microplastics environmental risks and hazards, covering the ecological, biodiversity, and ecosystem-level impacts caused by these persistent pollutants. The concluding chapters focus on sustainable management strategies for mitigating and controlling microplastics proliferation and associated risks. This book provides a comprehensive and multidisciplinary approach for understanding and addressing the challenges posed by microplastics. It serves as a valuable resource for researchers, policymakers, environmentalists, and anyone concerned about the impact of microplastics on planet. This book aims to foster sustainable management practices and contribute to a cleaner and healthier environment by unraveling microplastics complexities.

This book delves into the current state and future prospects of systems thinking and sustainability education within business schools. It meticulously examines the trends and drivers shaping the demand and supply of such education, along with the implications and challenges it presents for various stakeholders and society at large. Strategic recommendations and suggestions are provided to elevate and propel systems thinking and sustainability education in business schools, outlining a visionary roadmap for the future. Furthermore, the book explores the intersectionality of sustainability and diversity in business education, offering examples and cases of visionary and innovative initiatives and projects in the field. Distinguished by special features such as illustrations, the book offers a comprehensive and integrative overview of the current landscape and future trajectories of systems thinking and sustainability education in business schools. The primary benefit for readers lies in gaining a deeper and broader understanding of systems thinking and sustainability education in business schools. It equips them with the knowledge to apply systems thinking and sustainability principles and tools to tackle the complex and wicked problems of the twenty-first century. Additionally, the book aims to inspire and inform business schools and their stakeholders to embrace and enhance systems thinking and sustainability education in their curricula and pedagogy, contributing to the advancement of sustainability and systems thinking in both business and society.

This book gathers revised papers presented at the 2024 International Symposium of the Business Systems Laboratory, held in Palermo, Italy on January 11–12, 2024. In the last four years, the world has seen dramatic changes in virtually every aspect of global society. We have seen a rapid transformation of social systems and, since the outbreak of COVID-19 in 2020, an unprecedented acceleration of the socioeconomic upheavals already in place - disruptive socioeconomic changes that have since been dubbed “The Great Reset'by the World Economic Forum. The book applies scientific rigor to discuss and debate these disruptive transformations and identify new ways to address the global economic and social challenges of our time from a systemic perspective. It sheds light on the various interactions between natural, social, and economic systems in these turbulent times by pursuing a multidisciplinary but integrative approach that encompasses e.g. management, information science, psychology, economics, engineering, and political science. Accordingly, the book will be of interest to readers from these fields, from both an academic and managerial standpoint.

This book involves establishing a set of priorities and a roadmap that can guide scholarly and practical efforts towards sustainability goals. It encourages collaboration across disciplines to address complex sustainability issues that span social, economic, and environmental domains. It also supports the development of robust methodologies for conducting research, including quantitative, qualitative, and mixed methods approaches. But despite the importance of and the need for an agenda for sustainable development research, many efforts are isolated and thematically disconnected. Also, it is difficult to find information on how sustainability research is being undertaken and on the wide range of methods being used. Against this backdrop and in order to facilitate a broad discussion on the contribution of sustainable development research, this book is being produced. The book gathers inputs from universities and research organisations working on matters related to sustainable development research in a variety of contexts. It also provides a platform for the dissemination of information on the latest initiatives, paving the way for technology transfer and networking. Furthermore, the book intends to provide a fertile basis upon which universities, research centres, and practitioners may cooperate more closely in this key area. Last but not least, a further aim of the book is to present methodological approaches and experiences deriving from case studies and projects, which aim to show how sustainability research may be implementing across a range of disciplines. Thanks to its scope and interdisciplinarity, this books makes an excellent reading to everyone interested on sustainability research.

Learn how to integrate nature-based pedagogy in this practical and inviting book. Nature-based teaching is getting more attention in early childhood education settings and can positively impact the development of young children's curiosity, confidence, and care. You'll learn to not only identify but also embody the many roles teachers play when implementing nature-based strategies. Chapters lay out the research and theory behind each role, specific language or behaviors of what that role looks like in practice, and reflexive questions to help educators reflect on their practice. This is perfect for in-service early childhood educators, including infant, toddler, preschool, and elementary providers, interested in more intentional use of nature in their teaching.

This book embarks on a transformative journey through the complex landscape of renewable energy, challenging prevailing myths and uncovering the realities that define our energy future. At the heart of this exploration lies the dynamic intersection of technology and sustainability, spotlighting the critical nexus where innovation meets eco-conscious solutions. Far from a mere debunking exercise, this book unfolds as a comprehensive narrative, weaving through the complex tapestry of challenges and opportunities that define the sustainable energy paradigm. Unravelling misconceptions surrounding sustainable energy, the book places a particular emphasis on renewable sources like solar and wind, providing a profound understanding that extends beyond the surface. Engaging case studies and examples punctuate the narrative, offering a firsthand glimpse into the practical applications and challenges of sustainable energy projects. Designed for a diverse readership, the book speaks to: (i) Students and teachers: Delving into the scientific and technical intricacies of sustainable energy sources, along with their broader environmental, social, and economic impacts. (ii) Researchers and professionals: Offering an up-to-the-minute guide to the latest developments and trends in the ever-evolving field of sustainable energy. (iii) Policy makers and activists: Providing a nuanced exploration of the facts and evidence underpinning sustainable energy, alongside an insightful examination of the myths and misconceptions that surround it. (iv) General readers: Inviting all who seek to broaden their knowledge and awareness of sustainable energy, understanding its profound relevance and importance for the collective future of humanity and the planet. This book isn't just a journey; it's a call to action. As you turn the pages, you're not only gaining knowledge but becoming part of a movement toward a resilient and eco-friendly tomorrow. Embrace the future of energy – informed, inspired, and empowered.

This creative volume demonstrates the urgent importance of engaging students cognitively and affectively with the climate crisis and environmental education, underpinning the vital role the language arts play in expanding this engagement for a better future.Moving beyond the basic modalities of English, chapters written by an internationally diverse group of contributors advocate for the integration of language arts with environmental education through broad representation of creative subdisciplines: drama, visual literacy, philosophy, poetry, student voice and more. These subdisciplines are explored to suggest the context in which environmental degradation, forest ecologies, carbon literacy and indigenous knowledges are taught, further helping students to develop a comprehensive view of how they can effect change. Ultimately, the book makes a compelling argument by emphasising the significance of interdisciplinary learning in fostering a holistic understanding of environmental issues.This volume will appeal to scholars, researchers and postgraduate students in the field of environmental and sustainability education, English and literacy/language arts and teacher education more broadly. Undergraduate students, policymakers, environmental educators and curriculum designers may also benefit from this volume.

This book provides a deeper understanding of the concept of community engagement in higher education, encompassing crucial aspects such as stakeholder involvement, collaboration, community organization, and mobilization. It highlights the pivotal role of student engagement in promoting sustainable practices within higher education. The book goes beyond theory by showcasing real-world case studies and best practices from various institutions on successful student-led sustainability projects, campaigns, and initiatives. Furthermore, it uniquely highlights students'efforts in digitalizing communities, reflecting the relevance of technology in modern sustainability practices. It offers actionable insights to effectively engage students and empower them to translate their passion for sustainability into tangible actions. In doing so, the book equips readers to bridge the awareness-action gap, empowering students to implement sustainability practices in real life.

Resource depletion and ecological risks are more than ever at the heart of societal and economic debates. In the 1970s, the developed countries saw the Fordist growth regime crumble in parallel with the growing awareness of the ecological issue. Since the first industrial revolutions, technological dynamics have been the cause of many environmental problems, and there is a consensus on the diagnosis. Integrated technologies reduce resource use and/or pollution at source by using cleaner production methods. This generally leads to a reduction in the by-products, energy inputs and resources used by companies to produce goods.Integrated production technologies reduce negative environmental impacts at source by substituting or modifying cleaner technologies. Examples of integrated, or cleaner, production technologies are the recirculation of materials, the use of environmentally friendly materials (such as the substitution of water for organic solvents), etc. However, the implementation of integrated production technologies is often hampered by obstacles related to cost, coordination and skill inertia problems and to the productive organisation of companies. In addition to the high investment costs of new integrated technologies, additional barriers may emerge depending on the nature of the environmental problem and the type of environmental regulation in question.

This book offers stories and tools for designing and facilitating transformative sustainability pedagogy and explores how educators can intentionally design and facilitate eco-spiritual learning that promotes healing and wholeness. In these times of accelerating climate change and systemic injustice, we need learning spaces that both challenge our unsustainable dominant paradigms and support us in re-learning how to live in relational and regenerative ways. Rooted in the paradigm of interconnection and relationality, this book offers practical ways to design and facilitate learning toward more just, ecological, and spiritual ways of being. The author weaves together a variety of personal stories of teaching and learning, an exploration of how new science can be applied to transformative sustainability pedagogy, and eco-spiritual practices to help educators nurture wholeness and connection in themselves and in learning spaces.

This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.

This book presents the emerging sustainability concerns for India to achieve holistic development. India is densely populated with scattered natural resources and is engaged in developing technology and its infrastructure. However, India's sustainability is questioned from the viewpoints of environment, society, economy and politics. As the Sustainable Development Goals (SDGs) aims to achieve a sustainable world by 2030, India has to relook at its current development approaches and make effective policy measures. Geography is an interdisciplinary branch of social science that focuses on the interrelationships among population, natural resources, social linkages, governments and public policy. Within this interdisciplinary concept, the book presents a collection of studies from scholars in India. We ask questions such as, (1) what major geographical approaches and perspectives exist related to sustainability, (2) how socioeconomic and political factors affects sustainability and SDGs, (3) what approach is the most effective from the sustainability perspective, and (4) how we address sustainability issues. The book serves as a valuable reference for those who are concerned with the progress of sustainability in India.

In the second edition of this book, the concept of resource-based sustainability has once again been expanded to include further references to modern management theories. The author shows that overcoming the dilemmas that sustainability creates for companies and all organizations leads to more complex decisions that also require higher levels of awareness. The concept of sustainable leadership is closely related to the resource approach. Finally, readers will learn how to tell a compelling transformation narrative toward sustainability.

This book presents the efforts that different educational institutions, with particular emphasis on higher education institutions, have been developing in order to contribute to a type of teaching that enhances sustainability. It also helps to understand the role that these organizations are playing in order to foster sustainability in their governance, teaching methods, and social life inside and outside the campus. Focusing specifically on the issue of sustainability in higher education in Portugal, the chapters of this book are written by Portuguese researchers and university professors and members of different Portuguese higher education institutions. The content reflects not only on the strategies, policies and procedures that have been developed in Portuguese higher education institutions in terms of sustainability, but also on the research that has been carried out in these same institutions. Among others, this book highlights The Portuguese Sustainable Campus Network, the cultural and sustainability transformation, challenges and changes in Portuguese Higher Education Institutions, the motivation and the well-being of University students in terms of sustainability, and the Sustainable Development Goals in higher education in Portugal.

This book studies the importance of adopting Green Academia as a systemic long-term counter-intervention strategy against any form of impending pandemics in the post-COVID era and beyond. It argues that anti-nature and capitalistic knowledge systems have contributed to the evolution and growth of COVID-19 across the globe and emphasizes the merits of reinstating nature-based and environment-friendly pedagogical and curricular infrastructures in mainstream educational institutions. The volume also explores possible ways of weaving ecology and the environment as a habitual practice of teaching and learning in an intersectional manner with Science and Technology Studies. With detailed case studies of the green schools in Bhutan and similar practices in India, Kenya, and New Zealand, the book argues for different forms of eco-friendly education systems and the possibilities of expanding these local practices to a global stage.Part of the Academics, Politics and Society in the Post-COVID World series, this book will be an essential read for scholars and researchers of sociology, cultural studies, decolonial studies, education, ecology, public policy social anthropology, sustainable development, sociology of education, and political sociology.

This edited volume, the second of a two-volume set, presents science curriculum exemplars based on existing and future curriculum models. Drawing upon complexity and systems theories, this book will provide a framework for science curriculum that tackles and transforms the interrelated and socio-ecological causes of our ecological crises. The result is a refreshing and hopeful look at K-12 science curriculum in light of our current global trajectory in the twenty-first century. Chapter Future-oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This open access book is designed and written to bridge the gap on the critical issues identified in environmental education programs in Asian countries. The world and its environments are changing rapidly, and the public may have difficulty keeping up and understanding how these changes will affect our way of life. The authors discuss various topics and case studies from an Asian perspective, but the content, messaging, and lessons learned need not be limited to Asian cultures. Each chapter provides a summary of the intensive research that has been performed on pro-environmental behaviors, the experience of people working in industry and at home, and their philosophies that guide them in their daily lives. We highlight humanity's potential to contribute to Sustainable Development Goals (SDGs) by understanding better the environmental psychology, social inclusion, and environmental sustainability and stewardship protection elements that contribute to responsible environmental citizenship. The content of the chapters in this book includes a discussion of the crucial issues, plans, and evaluations for sustainability theories, practices, and actions with a proposed management structure for maximizing the cultural, social, and ecological diversity of Asian experiences compared to other theories and cultures internationally. We intend that the data in this book will provide a comprehensive guide for students, professors, practitioners, and entrepreneurs of environmental education and its related disciplines using case studies that demonstrate the relationship between the social and behavioral sciences and environmental leadership and sustainability.

This volume presents innovative approaches for confronting environmental issues and socio-ecological inequality within Outdoor Environmental Education (OEE). Through experimentation with alternative pedagogical possibilities, it explores what OEE can do in response to ecological precarity. Drawing upon posthumanist theory, it focuses on the enactment of more-than-human pedagogies that foster affirmative environmental relationships while challenging problematic cultural perspectives. The 12 chapters explore various topics, including place-responsive pedagogies, environmental stories, new materialist theoretical insights and waste education practices, engaging with complex environmental issues such as species extinction and climate change in the context of OEE. This book provides practical examples and conceptual creativity to extend contemporary theoretical currents. It offers innovative pedagogical strategies and methodological insights for OEE. Researchers, students, and practitioners of OEE interested in applying posthumanist ideas to their work will find this volume most interesting.

This book articulates an educational theory as well as a political theory of the Anthropocene. Divided into three sections it addresses educational anthropology, cultures and institutions, and educational recommendations in the Anthropocene. Topics covered in the volume measure the impact of the idea of the Anthropocene on the type of anthropology that underlies education and on a phenomenology of relationship. It links the notion of the Anthropocene with cultures and institutions so as not to'smooth out'or erase the latter. Finally, it presents proposals and recommendations for educational practices. The work advocates rethinking education as an essential component in ensuring the sustainability of human life in society - by proposing to go beyond the approach of education for sustainable development or environmental education. The work also brings together empirical contributions in which proposals are elaborated for programs, pedagogical devices and experiments relatingto the preparation of the future in the field of education. This volume is of interest to researchers of the Anthropocene.

Directly inspired by Indian British activist Satish Kumar's 2013 seminal work ‘Soil, Soul and Society', this book rethinks education in line with thoughts around the current climate crisis, the purpose of education in a post-pandemic world, and the mental health of children, teachers and youth across societies.Acknowledging the realities of a world battling with the after effects of COVID-19, the author envisions a future for education that realises real-world solutions to contemporary existential, ecological and societal challenges that might otherwise be limited to an imaginary or idealist space. Offering a novel approach through a combination of narrative-based inquiry and auto-ethnographic study, the book provides a synthesis of ideas from both Kumar and political philosopher Hannah Arendt not usually linked to debates in sustainability education.Ultimately providing a critique of a predominantly Western-orientated, global education movement, this interdisciplinary book will appeal to scholars, researchers, and post-graduate students involved in education theory and the philosophy of education, as well as indigenous and sustainability education more broadly.

This book, Design for Sustainable Inclusion, was inspired and informed by the United Nations Sustainable Development Goals. These include, among others, ‘good health and well-being', ‘reduced inequalities'and ‘sustainable cities and communities'. Addressing this challenge requires a cross-disciplinary approach and close collaboration with many stakeholders. The Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT) 2023 invited participants from a wide variety of disciplines to contribute to the discussion on this topic.This book represents the papers presented at this conference, chosen by peer review by an international panel of currently active researchers. The chapters within the book provide a unique insight into current national and international research in the fields of inclusive design, universal access, and assistive and rehabilitative technology. The main sections of the book reflect the following key themes:•Understanding people•Designing for an ageing population•Inclusive built environments•Healthcare•Assistive technology•Design methods•Education and trainingWe hope that this book will be useful to researchers, teachers, students and the general public who are interested in inclusive design and sustainable development.

This book explores the interlinkages between copyright and tertiary education regimes, and their complementary roles for sustainable human development. Emphasizing issues that are not addressed in-depth in the existing works, this book employs a new theoretical perspective in order to inform the exploration of the interlinkages through the lens of human development. To this effect, the book adopts the capabilities approach (CA) as an inclusive development framework that is suitable for examining the interfaces among copyright, tertiary education, and human development in Ethiopia.