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Purpose: This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines. Design/methodology/approach: This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture. Findings: Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus's Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues. Practical implications: The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline. Originality/value: A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context. [ABSTRACT FROM AUTHOR]

Purpose: Less than eight years remain to achieve the Sustainable Development Goals (SDGs). Numerous authors underlined the importance of language in achieving the SDGs; however, its role in the process remains overlooked. This paper aims to investigate the sustainability understanding among Tanzanian students and graduates, their translation approaches and the awareness of people living outside of universities regarding sustainability and the SDGs. The importance of including language in implementing the SDGs is highlighted, and further research regarding local languages to enhance sustainability awareness is suggested. Design/methodology/approach: This study builds upon an extensive review of the current language of instruction conundrum present in many African countries and embeds the SDGs in this complex situation. Using a Tanzanian University as a case study, a questionnaire was administered to Tanzanian students and graduates, and follow-up interviews were conducted. Findings: Findings suggest that Tanzanian higher education students and graduates are knowledgeable about both sustainability and the SDGs, with most of them integrating at least one goal into their respective research. However, in the interviews conducted, interviewees stated that in their experience, only a minority of people outside of universities are aware of both concepts. The findings indicate that the aim of target 4.7 and, ultimately, the pledge to leave no one behind remain void when African languages continue to be neglected. Research limitations/implications: A case study is characterized by a lack of generalizability. Findings from this study should, therefore, be transferred cautiously to other African countries and universities. Furthermore, university students and graduates represent highly educated participants, which does not allow deductions to other parts of society. Originality/value: The authors are not aware of other studies investigating the views of Tanzanian students and graduates regarding sustainability and language and how they handle emerging translation challenges in their research. Furthermore, to the best of the authors' knowledge, this research is the first to highlight the importance of language in achieving target 4.7 of the SDGs and, ultimately, the pledge to leave no one behind. It, therefore, represents a valuable contribution to the scientific body of knowledge regarding education for sustainable development and language. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to reflect on the implications for higher education of a rapidly changing global context, where technologies play a role in the propagation of unsustainable patterns of change. Drawing from research on science and technology studies as well as existing work on (higher) education for sustainability, it seeks to expose the multidimensional nature of these patterns to raise a series of questions for educators, particularly those in engineering, computer science and other technical disciplines, and inform structured curricular and organisational interventions. Design/methodology/approach: Theoretical perspectives on unsustainable patterns of technological change are explored with the objective of informing how the mitigation of their evolution could be addressed in educational settings. Key themes in the sustainability and higher education literature are then identified with the purpose of informing curricular and organisational intervention. Findings: Countering unsustainable patterns of technological change requires the development of key sustainability competencies within more technical disciplines, informed by concepts in science and technology studies. This requires change at curricular, organisational and institutional levels to enable spaces for inter- and transdisciplinary learning to be created, so that skills may be developed. Originality/value: This paper reflects on unsustainable patterns of technological change, identifying challenges for educators, in particular those in more technical disciplines. [ABSTRACT FROM AUTHOR]

Purpose: Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often "relocated" to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale. Design/methodology/approach: The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020. Findings: The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD. Originality/value: The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability. [ABSTRACT FROM AUTHOR]

Purpose: Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education. Design/methodology/approach: This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from N = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis. Findings: The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD. Originality/value: To the best of the authors' knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach: This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings: Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value: This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to supplement existing research on a joint approach to integrate sustainability into higher planning education (HPE) by facilitating an international transformative learning process. It looks at three different urban master's programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart). Design/methodology/approach: In this paper, students' assessments of the pedagogical model, individual learning outcomes and the long-term value of the pedagogical model in respect of key competences for sustainability are presented and discussed. Basic assumptions of the study include that assessment from the students' perspective can provide feedback on the transformational learning experience with the aim of improving the experience and thus learning outcomes; help identify limitations and target specific areas for improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge and skills for sustainability in HPE. Findings: The paper provides evidence that a learner-centered and action-oriented approach, as well as a global dialogue among peers from different backgrounds and nationalities, is an effective way to educate future generations of urban planners to become "change agents" for societal transformation toward a more sustainable future within their respective contexts. Originality/value: The paper is a supplement to the existing research on educational initiatives that attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic contexts; and shows long-term learning outcomes after the students move into work practice. [ABSTRACT FROM AUTHOR]

Purpose: Approaches to solving sustainability problems require a specific problem-solving mode, encompassing the complexity, fuzziness and interdisciplinary nature of the problem. This paper aims to promote a complex systems' view of addressing sustainability problems, in particular through the tool of network science, and provides an outline of an interdisciplinary training workshop. Design/methodology/approach: The topic of the workshop is the analysis of the Sustainable Development Goals (SDGs) as a political action plan. The authors are interested in the synergies and trade-offs between the goals, which are investigated through the structure of the underlying network. The authors use a teaching approach aligned with sustainable education and transformative learning. Findings: Methodologies from network science are experienced as valuable tools to familiarise students with complexity and to handle the proposed case study. Originality/value: To the best of the authors' knowledge, this is the first work which uses network terminology and approaches to teach sustainability problems. This work highlights the potential of network science in sustainability education and contributes to accessible material. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania’s sustainable development, in particular.Design/methodology/approach The conclusions are based on a pilot questionnaire conducted by the authors on the level of Romanian students enrolled in public and private economic faculties. The results were based on a sample of 1,250 respondents – students, master and PhD – from the economic faculties of some prestigious Romanian universities. To identify differences between some groups, t-test analysis and ANOVA were conducted.Findings Education is an important pillar for ensuring sustainable development because through education, people understand and learn how to become more responsible toward the environment. Studies conducted in the twenty-first century are showing a direct link between the investment in education and economic, social and human development. The present study revealed that the economic higher education system in Romania has started with small steps to adapt to the environmental requirements. Unfortunately, the efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality. Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students’ reactions are positive.Originality/value This paper provides useful insights, allowing a better understanding of the role of universities in fostering sustainable development. This research is useful to find solutions for developing education for sustainable development in Romania and it can be a starting point for ESD programs and policies. [ABSTRACT FROM AUTHOR]

Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes.Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme.Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues.Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students.Design/methodology/approach The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities.Findings The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country.Practical implications This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability.Originality/value The paper contributes to a broader debate on measuring SC of university students. [ABSTRACT FROM AUTHOR]

Purpose: To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students' background knowledge, students' behaviour as consumers and food citizenship, most interesting topics of SFS for students and students' preferences and expectations in developing different skills, topics and preferences in teaching/learning methods. Design/methodology/approach: This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses. Findings: Taste and Health are the most important values and motives that influence students' food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are "organic food", "fair trade", "organic agriculture" and most important skills to learn are "ability to make a judgement and justify decisions" and the "ability to create and innovate". Excursions and field trips as teaching methods was given the highest ranks. Research limitations/implications: Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results. Originality/value: These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach: A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings: The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the "Western world" is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications: The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications: These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value: This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach -- The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document "The Future we Want". It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings -- Sustainable development is and will continue to be a matter of substantial international interest and concern. The developments achieved over the past 20 years have been substantial, but there are still many gaps and need which need to be met, so as to improve its prospects in the next two decades. Originality/value -- The paper provides useful insights which allow a better understanding of the role of universities in fostering sustainable development, and some of the key issues need to be considered, so as to allow things to move in the right direction. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to explain the relevance of science-society interfaces and their potential for higher education institutions to engage stakeholders in supporting sustainable change in cities, via the transdisciplinary learning and teaching approach of the Regional Centre of Expertise on Education for Sustainable Development Vienna.Design/methodology/approach This case study stresses new forms of transdisciplinary learning and teaching as essential drivers of a sustainable urban development. The inter- and transdisciplinary teaching course “Sustainability Challenge”, which has been offered since 2010 as a collaborative project by the four largest universities of Vienna, highlights the value of experienced-based learning approaches and the method of service learning. Special attention is devoted to the opportunities and challenges of the setting provided by the applied science-society interface and the particular method of service learning with its concrete benefits for the city of Vienna.Findings In analyzing the conceptual framework of the teaching course as well as conducted service learning projects, the authors prove potential benefits of transdisciplinary learning and teaching for real answers to urban sustainability challenges. Portraits of the most successful service learning projects are presented, with partners such as the City of Vienna, an organization and one enterprise. Lessons learned from the case study and key elements of the institutionalized umbrella function of science-society interfaces that provide prerequisites for applying transdisciplinary learning and teaching are shown.Originality/value Finally, main requirements, challenges and necessary institutional settings for transdisciplinary learning and teaching are summarized. [ABSTRACT FROM AUTHOR]