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In this paper, I discuss the gendered‐racialised interactional and contextual dynamics hindering the socialisation of ethnic minoritised women (EMW) within Belgian higher education. Based on in‐depth interviews, I develop the concept of 'socialisation climates' to explain the key aspects that determine EMW's socialisation process. Three socialisation climates are identified: integration, negotiation and interrogation. Findings show that insiders play a crucial role in hindering or facilitating EMW's socialisation. Developmental relationships are gendered‐racialised relations in which EMW's identity impacts supervisor and peer support. The departmental context in terms of hierarchy, an Equality, Diversity, and Inclusion culture, and team composition is relevant to their socialisation process. EMW are able to socialise rapidly only in a context that is (radically) inclusive which is still rare in academia. This paper informs higher education institutions to be aware of the gendered‐racialised climate and interactions that influence EMW's socialisation and increase the risk of pushing them out. [ABSTRACT FROM AUTHOR]

Sustainability is an important issue that we all face, including higher education students. We assert that the transition into the contemporary higher education context needs educators to plan transition pedagogy that engages students with the world during their studies, instead of solely using curriculum as preparation for the future world of work. To investigate this, we explored how students position themselves in relation to sustainability as part of an assessment task in a first-year university transition course and whether this type of assessment provides opportunities for students to experience subjectification. Drawing on Biesta's ([2022]. World-Centred Education: A View for the Present. New York: Routledge, Taylor & Francis Group) conception of world-centred education, we applied a novel methodology based on dialogical self theory, developed by Hermans and Bartels ([2021]. Citizenship Education and the Personalization of Democracy. New York: Routledge, Taylor & Francis Group. ), to analyse the data comprising student reflections on an assessment item oriented toward current sustainability issues. Our findings suggest that when students interact with their peers and encounter challenging content, conflicting internal positions can lead to subjectification and an intention for further action on real-world issues from the commencement of their studies. We propose that the principles of opposition, cooperation and participation provide a practical framework for educators and course designers to purposefully designate space for students to explore positions and practise the generative dialogue needed for thinking and acting in the world as subjects now and in the future. In analysing students' reported experience, our paper contributes to the discussion around implementing world-centred education and provides useful insight into how students engage with sustainability in higher education. [ABSTRACT FROM AUTHOR]

Purpose: Universities and their actions affect the environment directly and significantly. Therefore, the carbon footprint (CF) needs to be implemented in these institutions for mitigating climate change and its potential risks. Based on this understanding, the university consortium quality and environment (QualEnv) stands out by its main objective – to increase the university's contribution to sustainable development (SD) through the deployment of systematic environmental practices and quality processes. Hence, the purpose of this paper is to present the CF of the Latin American universities of the QualEnv consortium. Design/methodology/approach: The study was based on the actions for adopting CF and its implementation at the universities that take part in the QualEnv consortium. The measurement process and report presentation were done properly by the universities and published as institutional documents. Therefore, data were collected and analyzed through a document search, systematic literature review and participant observation. Findings: The results show knowledge deepening and systematization on CF in higher education. In addition, it presents the effort of a group of universities that, through a research network, seek to adopt practices towards a carbon-neutral university, which requires an incremental and systematic change to break out of the traditional system. Originality/value: This paper discusses the practical implications for universities and the need to implement initiatives for measuring and reducing their CF since it shows how the institutions belonging to QualEnv consortium have created their own strategies to mitigate climate change and contribute to SD. [ABSTRACT FROM AUTHOR]

The call for papers for this Special Issue Iidentifies contemporary humanity as experiencing a global "biogeochemical ... political, economic, technological, ethical, and therefore, biocultural" crisis and asks scholars to consider how "religion may function as an adaptive or maladaptive presence" in response. Unasked is the adaptive capacity of scholarship as a crisis response. When buildings fall in earthquakes, or cities burn in wildfires, or second stories flood, few people just keep on doing what they were doing, "with a change of focus". This is "studying Rome while it burns". It's time to put out the fire if we can and survive it if we cannot. We scholar/teachers can't go on doing the same things and expecting different results. Unprecedented circumstances call for unprecedented actions in response. What would actual crisis responses on our part look like? What steps do we need to take as human beings in response to this crisis? How will that affect us as professionals? Seeking an ecology, rather than unanimity, of action and thought, and guided by Brian Walker's resilience theory and a number of Indigenous scholars, I suggest a process of reintegration, analogous to regenerative agriculture, which is at once both socio-cultural and ecological. This process, necessarily rooted in place, progressively situates us experientially in a dynamic, creative, and relational world characterized by connection, collaboration, and relation. As scholars, we will find forms of discovery, discussion, and dissemination that share these qualities. As teachers, we will model this world to our students and embody it in our classrooms and curricula. [ABSTRACT FROM AUTHOR]

This paper engages narratives from Tess Lea's (2020) book 'Wild Policy' for how they help consider the messy or 'wild' nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as informed by our experiences as settler and Cree university researchers concerned with place and land-informed education policy. Engaging with a methodological framing of policy ecology, the article considers both policy artifacts and 'ambiences' or materialities, and their interrelations. We examine how a Saskatchewan university's draft SDG plan manifests aspects of pre-fabricated globally mobile 'wild policy', including in its gaps in land-informed Indigenous engagement. Instead, we suggest how more systemic and decolonizing approaches to land-informed education policy, as in development in Inuit-based higher education in Nunavut, can inform both future policy decision-making and policy research. [ABSTRACT FROM AUTHOR]

Purpose: To combat climate change and safeguard a liveable future, humanity needs fundamental and rapid social change. The purpose of this paper is to show, why and how climate communication can play an important role to nurture the public engagement needed for this change, and to explore, what higher education for sustainability can learn from climate communication. Design/methodology/approach: The scientific evidence base on climate communication for effective public engagement is summarised into 10 key principles, including "basing communication on people's values", "conscious use of framing" and "turning concern into action". Based on the author's perspective and experience in the university context, implications are explored for sustainability in higher education. Findings: The study provides suggestions for teaching (e.g. complement information with consistent behaviour by the lecturer, integrate local stories and provide students with basic skills to communicate climate effectively), for research (e.g. make teaching for effective engagement the subject of applied research), for universities' third mission to contribute to sustainable development in the society (e.g. provide climate communication trainings to empower local stakeholders) and greening the campus (develop a proper engagement infrastructure, e.g. by a university storytelling exchange on climate action). Originality/value: The study provides an up-to-date overview of climate communication research, which is in itself original. This evidence base holds interesting learnings for institutions of higher education, and the link between climate communication and universities has so far not been explored comprehensively. [ABSTRACT FROM AUTHOR]

Purpose: Universities have recognized their rich endowments in research, academic skills and facilities, as uniquely suited to finding "green" solutions. Moreover, the campus setting itself presents as a microcosm of greater society through which to investigate and test innovations. Thus, the "living lab" was born, a means of coupling sufficient resources and active stakeholders in the pursuit of practical, sustainable solutions. Much of the work to date, however, remains piecemeal, small-scale and disparate. This study aims to propose that the work of such labs must ultimately be directed, coordinated and integrated under a "university sustainability office," if they are to be ultimately effective. Design/methodology/approach: The research approach is twofold. In the first instance, a literature review charting the history and progress of living labs is reported, with emphasis of the university context. Second, a case study appraisal of Deakin University's initiatives in adopting and promoting sustainability through the living lab framework is undertaken. Findings: A main finding of this paper is that current efforts remain piecemeal and peripheral. If the apparent ambiguity regarding commitment is to be overcome, Deakin University should adopt measures as adopted by peer leaders in the field. Specifically, the setting up of a centralizing sustainability function bestowed with the capacity to coordinate university-wide living lab efforts, and at such a scale that substantial benefits transferable to greater society is generated. Originality/value: This paper stands out among previous studies in the field through facilitating a transition to living lab for other universities, where findings facilitate that progress and consider how the lessons learnt might inform the further evolution of university living lab initiatives. [ABSTRACT FROM AUTHOR]

Purpose: Numerous higher education institutions have created policies that aim to reduce their carbon footprints. Most policies focus on reducing greenhouse gas emissions related to energy production and consumption. One area that has received less attention has been greenhouse gas emissions from university air travel. The purpose of this paper is to understand how US higher education institutions address university air travel emissions. Design/methodology/approach: The present research used qualitative document analysis to examine the climate policies of 44 doctoral institutions. The analysis sought to establish themes across a range of climate policy documents from the sampled institutions. Intercoder consensus, peer review and member checking were used to increase the reliability and validity of the analysis. Findings: Five major themes emerged from the documents: no consideration of air travel, lack of quality data for accurate consideration, recommendations to offset air travel emissions, support for videoconferencing and other suggestions for mitigation. These themes are discussed in detail, as are practical suggestions and implications stemming from this and related research. Research limitations/implications: The research is based on a sample of US doctoral institutions and their public documents. It is therefore limited in its generalizability. Practical implications: Institutions need to create a culture in which individual behavior changes toward lower travel are supported. Though problematic, institutions in the USA need to strive to implement suggested offset programs. Given the ubiquity of virtual presence, institutions need to further support videoconferencing. Originality/value: To the best of the author's knowledge, this paper is among the first to examine how higher education institutions in the USA address air travel emissions. [ABSTRACT FROM AUTHOR]

The increasing prevalence of wicked problems, such as climate change, requires a transformation in education that equips students with the skills, competencies and knowledge to address these complex challenges. Wicked problems are characterised by their incomplete, contradictory, and ever-changing requirements, rendering them difficult to resolve due to intricate interdependencies. Nexus thinking offers a valuable approach to these problems, as it emphasises the interconnectedness of various systems, fostering a more comprehensive understanding of the challenges at hand. In this paper, we propose the use of Climate, Land, Energy, and Water (CLEWs) modelling as an innovative pedagogical strategy tool to cultivate nexus thinking among students. Building upon the pioneering CLEWs pedagogical work of Shivakumar et al., in their 'Introduction to CLEWs' Open Learn course, we demonstrate how this approach can be utilised in a Higher Education (HE) setting in the form of a Masters' module for geography students. [ABSTRACT FROM AUTHOR]

In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of 'sustainability' and 'development' in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice education. We introduce a course taught by an author of this paper, to illustrate our position on the possibilities of Justice-Based Ecological Pedagogies (JBES) as presented by Misiaszek & Rodrigues, as well as to frame our own position, and to offer practical, concrete examples of possible epistemologies and course pedagogies and activities grounded in an Anti-Anthropocentric pedagogical frame. We present a brief summary of student writing from this course, which we believe shows them meaningfully engaging with nature as a family member or friend, that is, a biocentric lens of love for nature. [ABSTRACT FROM AUTHOR]

This paper aims to explore how the principles of participatory action research (PAR) articulate with questions of climate justice. Drawing on three qualitative case studies in Brazil, Fiji and Kenya, the paper explores university institutional capabilities, asking how the principles of mobilising PAR to support transformative outcomes can further climate justice. The paper argues that for participatory action research to become a pathway to build universities' capabilities, key considerations are needed. PAR needs to: (a) move beyond change in individual behaviour to respond to climate change and affect institutional norms, procedures and practices; (b) recognise and partner with marginalised groups whose voice and experiences are at the periphery of climate debate, enabling reciprocal flows of impact and knowledge between universities and wider societies; and (c) foster "relationships of equivalence" with actors within as well as outside university to influence university governance and wider climate-related policy-making processes. [ABSTRACT FROM AUTHOR]

Interdisciplinary research is gathering increasing support from sustainability scholars, however, there is little dialogue between scholarship on interdisciplinarity and interdisciplinary environmental science education. The aim of this paper is to take stock of the insights of studies of interdisciplinary research to inform environmental research and education. We take as our case study a research centre in Spain, which created an interdisciplinary PhD programme on climate change. The analysis is based on 18 interviews with PhD students and supervisors. We focus on: (i) the need to train experts while redefining expertise outside of disciplinary boundaries; (ii) the practical and institutional challenges of interdisciplinarity in the context of PhD training; and (iii) the challenges of assessing the quality across disciplines. Our results show that conflicts with institutional requirements lead to a tendency to abandon interdisciplinary aspects and to the training of experts narrowly centred on the specific problem they analyse. [ABSTRACT FROM AUTHOR]

The world is facing two important problems such as climate change and environmental pollution. Unconscious consumption and industrialization also increase environmental pollution, making nature unable to renew itself. Everyone has a very important role in the regeneration of nature and the sustainability of resources. It will be possible to obtain a more sustainable and clean environment by separating wastes, by using resources more efficiently and economically. United Nations (UN) members met in 2015 and agreed on 17 Global Goals by 2030 for 3 key issues "eliminating extreme poverty, fighting inequality and injustice, fixing climate change.". It is expected that these global goals for sustainable development will be realized for all people in all countries. It has become a necessity for institutions to place sustainable development and sustainability in their management policies for the future of the world. This study investigates how European Commission has adapted to the sustainability process and UN's 17 Global Goals in Higher Education through examining its corporate sustainability strategies, and its relationship between its stakeholders. The European Green Deal Communication is the new growth strategy of European Union (UN) and recognises the key role of schools, training institutions and universities to engage with pupils, parents, and the wider community on the changes needed for a successful transition to become climate neutral by 2050. European Commission has internalized UN goals, has determined sustainability strategies in line with especially Goal 12 and Goal 13, has followed the European Green Deal missons and ECHE principles, and has implemented practices such as Erasmus Without Paper Network, EWP Dashboard and Green Travel. In this research, it has been revealed that the corporate sustainability strategies of the European Commission are in line with the objectives of the UN's 17 Global Goals, not just on paper, and become widespread with various supported projects. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to think through the value of History as a way of interrogating ideas around environmental change as well as bridging the gap between definitions of natural and cultural heritage. In terms of the sustainability in higher education imperative, it argues that youth climate change movements and endeavours to diversify curriculum content make this a moment of critical mass to push forward with new historical programmes that embed environmental themes in a wider intellectual pedagogy. Design/methodology/approach: This paper looks to combine an urgent need to engage with environmental sustainability with progressive endeavours at decolonising the curriculum to explore how humanities (and History, in particular) can be brought into the service of the ecological university. Findings: Thereafter, it looks specifically at "green heritage" in the city as a useful example in which the greening agenda can be used to re-contextualise historical approaches, encourage useful conversations around the role of History as a conservation and heritage management tool and build active partnerships with local stakeholder groups. Originality/value: The originality of this approach lies in thinking both of content and intellectual practice, pedagogy as content and behaviour and in reconstructing the terrain of a theme such as heritage to think through opportunities for sustainability in education. [ABSTRACT FROM AUTHOR]

The longstanding relationship between art and geography continues to develop through a "creative re/turn" as more geographers apply creative methodologies within their research, and more artists situate their work within geography discourse. This paper presents a case study of a participatory art working session held in collaboration with Newcastle University Institute for Sustainability that models potential applications of the creative re/turn within Higher Education. Taking climate change as an invitation to innovate and reimagine, the working session brought together researchers, educators and administrators from across the university's natural and social sciences to use an artistic toolkit to design the fictional new town BWK-BCN (read: Berwick-Barcelona), a town merging Berwick-upon-Tweed on the Scottish borders with Barcelona as a radical adaptation to climate change. The case study identifies key benefits and practical challenges of interdisciplinary approaches to climate change teaching and research. Despite some challenges, this paper suggests that collaborations with participatory art practices can provide the critical reflective and imaginative space to support creative research, learning, and engagement processes essential for tackling the unprecedented complexity that climate change presents. [ABSTRACT FROM AUTHOR]

This paper presents findings on the role of the university and institutional support for climate change education interventions at two universities in East Africa. The findings were part of a larger study on opportunities and challenges for climate change education at universities in the African context: A comparative case study of Makerere University in Uganda and University of Dar es Salaam in Tanzania. A comparative multiple case study design was adopted collecting qualitative data from 58 lecturers, researchers, administrators and students on climate change related programmes at the two universities. Data was collected through semi-structured in-depth interviews and focus group discussions. Analysis was done using thematic analysis based on Braun and Clarke's (Qualitative Research in Psychology, 3(2), 1–41, 2006) approach with the help of MAXDA software. Findings from the cross-case analysis revealed similarities and differences in perspectives and multiple realities of participants at both universities regarding the role of the university and institutional support for climate change education in the African context. The findings shed light on the context and nature of climate change education interventions and how these are supported at both universities. The study contributes to empirical literature on the role of higher education in addressing climate change and the institutional support to the interventions in the African context. [ABSTRACT FROM AUTHOR]

Green buildings have gained increasing relevance and market share in recent decades. Also, higher education institutions are progressively incorporating the conceptualisation of sustainable development by greening campuses. Thus, given the construction sector relevance in climate change mitigation and the role universities have to play as models for society, the purpose of the present paper is twofold. First, the authors develop a baseline study to determine the extent to which green buildings' features and certifications are being incorporated in public Chilean higher education institutions, as a first of its kind effort in the higher education sector in Chile. Second, the authors explore the opportunities that can support the advancement of campus greening through green buildings deployment on university campuses in Chile. This study follows a qualitative strategy approach in the form of a survey design based on the UI GreenMetric World University Ranking that was administered through an online questionnaire to representatives who hold the position of Sustainability or Infrastructure Heads in public universities, which are united in the Chilean State Universities Consortium. The main findings suggest a general maturation process of green building features´ incorporation on campuses at Chilean public higher education institutions in early or transitional stages. The leading indicators relate to open space, pedestrian paths, and efficient appliances, whereas the reported performance is lower with respect to sustainability budget, zero emission vehicles, and greenhouse gas emission reduction programmes. The opportunities identified for promoting the implementation of green buildings relate to three entrenched dimensions: research, promotion, and public policy. [ABSTRACT FROM AUTHOR]

Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study. [ABSTRACT FROM AUTHOR]

Young people currently report feelings of grief, disillusionment, and anxiety around climate change (Hickman, 2019). It is increasingly urgent for universities to provide an education which reflects their concerns and equips them as agentic citizens in an uncertain future. This paper reports on findings from a cross-disciplinary study focusing on students’ discourses about ecological justice at a small, northern English university. We adopted a thematic analytical approach (Braun & Clarke, 2006), to explore constructions of agency observed to be salient in focus groups with students. Our findings make it clear that universities need to adapt their curricula and student experience to equip students to understand and exert their agency beyond the individual behavior level, looking to the organizational and structural level. We conclude by offering suggestions for future research, considering pedagogical implications for higher education practitioners, and outlining university-specific developments which our research has sparked. [ABSTRACT FROM AUTHOR]

Climate change adaptation is a notorious example of a wicked problem. Teachers need to have extensive knowledge to design high-quality education that addresses the wickedness and contributes to wicked problem-solving. The components of the knowledge basis for teaching climate change issues can be highlighted with the Pedagogical Content Knowledge (PCK) framework. In the international, interdisciplinary course EduChange, pre-service teachers built their content knowledge and pedagogical content knowledge. They took part in a training week, where they explored issues related to climate change in different regions, acquainted themselves with place-based education and fieldwork, and were trained in educational design. Subsequently, they developed lessons for secondary schools. This paper describes the structure of the course, and explores how it contributed to the development of the PCK of the pre-service teachers. Survey data and interviews show that the participants valued the course. Although the pre-service teachers said the course contributed considerably to the development of their PCK, the lessons developed varied in respect to the wicked characteristics that were addressed and their potential for stimulating progression in wicked problem-solving. [ABSTRACT FROM AUTHOR]

Meaningful action on climate change requires affective engagement with the human impacts of the problem. The Last Hurrah (and The Long Haul) project was developed using theatrical storytelling as a tool to provoke thought and empathy about the lived experience of climate change. Over a period of 3 years, a company of Acting students and their lecturer worked with faculty and students from a Geography department to explore climate change stories and the physical and human geographies that shape their impacts. This paper reflects on the process, highlighting opportunities and challenges for Geographers to become involved in interdisciplinary teaching and creative engagement as part of a more holistic approach to wicked problems, and explores the impact of the learning experience with the students involved. We conclude that storytelling is profoundly suited to overcoming the psychological barriers that can stand in the way of appreciating and empathizing with the implications for everyday life of an altered climate system. Recommendations are made for future interdisciplinary education projects using creative arts to address global challenges. [ABSTRACT FROM AUTHOR]

The profession of urban planning contributes to the design and spatial arrangement of cities, and has been recognized as a key potential facilitator of action on climate change. Yet, there has been limited research to understand if, or how, urban planning students are being educated for climate change competency. This paper investigates the coverage of climate change in the curriculum of professionally accredited urban planning university degrees in Australia. Climate change coverage was assessed across three fields: (1) explicit climate change issues; (2) sustainable urban form issues (e.g. contributing to climate change by reducing greenhouse gas emissions), and (3) education for sustainability (with links to professional competencies relevant to climate change action). A content analysis was undertaken of: (1) the Planning Institute of Australia's Policy for the Accreditation of Urban Planning Qualifications, and (2) a sample of nine accredited urban planning degrees. Limited coverage of explicit climate change issues and sustainable urban form issues was found. Coverage of education for sustainability themes (liberal education; civics; interdisciplinarity; cosmopolitism) was stronger. Results indicate that the professional accreditation policy, and the content of urban planning degrees should be revised to include greater coverage of explicit climate change issues. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours. Design/methodology/approach: A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study (Table I). A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media. Findings: Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter. Research limitations/implications: The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university. Practical implications: Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value: This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published. [ABSTRACT FROM AUTHOR]

Abstract Much literature discusses higher education as an agent for sustainable development, but the extent to which higher education contributes to unsustainable economic and social systems receives less attention. This paper examines the environmental impacts of international student mobility in higher education. Combining several datasets, the paper presents a model of greenhouse gas emissions associated with international student mobility. Estimates suggest that these emissions are substantial and are rising faster than overall global emissions, but the emissions per student are slowly decreasing, largely due to changes in the patterns of mobility. The paper concludes that although international exchange is increasingly important, a meaningful consideration of higher education for sustainable development should take account of environmental costs of international mobility alongside its benefits. Highlights • Estimates emissions from international student mobility in higher education. • Considers emissions from travel and changes in consumption. • Estimates at least 14 megatons of CO 2 per year associated with student mobility. • Emissions per mobile student are decreasing as mobility patterns change. [ABSTRACT FROM AUTHOR]

Planning in sustainable development is believed to be an important element in allowing higher education institutions to set their goals and to commit themselves towards undertaking concrete actions and measures at all levels in order to implement sustainability. Yet, there is a paucity of research that has looked at the extent to which planning can support institutions of higher education to assess their performances and to determine whether the set aims have been met. This research gap needs to be met to allow a better understanding of how planning can help to promote the integration of the three components of sustainable development - economic development, social development and environmental protection in higher education. This paper explores the challenges for planning the sustainable development in higher education, also outlining the potentials lessons learned that could assist in improving Education for Sustainable Development efforts in Higher Education Institutions. Among its main results are the fact that many universities wish to pursue sustainable development, but their efforts are hindered by lack of institutional support and planning and limited emphasis on approaches, such as problem-based learning. The universities that are engaged in the field have to face many problems, varying from limited resources to lack of trained staff. As a result, integrated approaches to sustainability become difficult to implement. Finally, the paper has identified the fact that many opportunities offered mainstream developments, such as the UN Declaration ‘The World we Want’ or the UN Sustainable Development Goals are not being put to full use. [ABSTRACT FROM AUTHOR]

Climate change impacts cascade across scales and sectors, and present specific threats to education institutions and systems, including reduced educational access, participation and attainment by students. In this paper, we set out the pursuit of climate change mitigation and adaptation responses, grounded in commitments to equity and justice, as a renewed fundamental purpose for higher education. To this end, we suggest the understanding of public and private benefits of education that is typically applied to individuals may be usefully applied at institution and system scale. However, in the context of an accelerating climate crisis, adopting a renewed fundamental purpose will require institutions and systems to display critical awareness beyond the public-private benefits divide, towards an understanding of themselves as embedded in – rather than separate to – their broader communities and societies, and an acknowledgement of the particular interests that are foregrounded and privileged in the construction of their purpose. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on a case study concerning the development of sustainable energy partnerships involving engineering faculty and undergraduate students at the University of Girona, Catalonia, Spain. Design/methodology/approach: Faculty were motivated to seek partnerships with public and private entities in the local area for the purposes of realising mutually beneficial outcomes. The educational programmes of future engineers, when sustainability is considered, are analysed. Education for sustainable development has to include multidisciplinary active learning as a desirable competence. Active learning can be obtained when problems are based on real life because they are most motivating for students. Constructive alignment component is obtained because learning objectives are linked with learning activities related to the needs of public and private entities. Findings: Through the provision of technical expertise, the adoption and success of renewable energy projects was facilitated on the one hand, while final year undergraduate students benefited in terms of hands-on experience in helping to bring these projects to life, drawing on the knowledge and skills they had acquired throughout their degree programmes. These works are addressed to students by faculty members with the aim of developing and promoting renewable energies. Outcomes from partnerships surpassed expectations; not only were different benefits realised as were initially hoped for, but this success led to partnerships being sustained over time. Originality/value: Fossil fuel-based energy systems are associated with a myriad of negative environmental and social externalities. It is difficult to overstate the importance of transitioning towards alternative low carbon energy sources for climate change mitigation which are less centralised compared to the status-quo for energy security and energy independence. By actively facilitating the development of decentralised renewable energy sources in Catalonia, the projects reported herein are of significant value in social environmental and educational terms. [ABSTRACT FROM AUTHOR]

Purpose Climate change is the greatest threat to global health today and it challenges professionals in many disciplines. Most American university programs lack courses covering the rising deaths and illnesses from climate change. Consequently, graduates in health and other disciplines are underprepared for providing services in a world affected by climate change. They also lack the training to communicate this transformative development effectively. Universities should fill this gap and this paper aims to provide guidance on approaches to teaching climate-related health effects (CRHE).Design/methodology/approach Three analyses guide university coursework on CRHE. First, consider what current practitioners observe about the challenges they face and capability of trainees. Second, identify gaps in accreditation standards for university programs regarding these competencies. Third, draw lessons from innovative courses at a major American university.Findings Leading associations of practitioners in healthcare services, public health, social work, urban planning, civil engineering, law and other professions call for training students on CRHE. In contrast, accreditation bodies for most university programs fail to specify such curricula and competencies. Four offerings at a major American public university in 2016-2017 developed knowledge of CRHE, skills to improve professional services, appreciation of professional responsibilities and communication competencies.Originality/value Building on recommendations for climate change and sustainability in higher education, this study focuses on health effects, finds gaps in many programs and accreditation standards within and outside health sciences and draws lessons from innovative offerings. [ABSTRACT FROM AUTHOR]

The problem of the environmental pollution and the indiscriminate abuse of natural resources as a result of the human practices, have affected many parts of the world through the global warming. In the last few decades it has been observed that climate variation affects to diverse ecosystems; the increase or decrease of the temperature in geographical zones that use to have a constant temperature, the water shortage, droughts and floods in places where these phenomena did not occur, are some examples caused by the irresponsible human actions. Although it is acknowledged that the large majority of the countries has a capitalist economic system has been an important cause of the environmental deterioration, is possible to make a change starting with social groups to replace these habits of consumerism and to raise awareness about care and environmental conservation. Against this background, as educational institution as an agent for change it is proposed the development of a curricular proposal that links the agroecology disciplinary knowledge in educational practices. A curriculum greening is achieved through the curricular contents of the subjects offered at high school, where the entire school community participates on sustainable practices that encourage their development and a students comprehensive education. In this paper, we present the case of the development of this project in the No. 100 Official High School, located in Texcoco, Mexico, likewise, demonstrates the progress, issues and challenges that have arisen. [ABSTRACT FROM AUTHOR]

Knowledge management is a process or a tool through which organization or institution creates, organizes, stores, disseminates and applies knowledge to achieve its ultimate objective of growth and development. Knowledge management plays a role in the increasing organizational effectiveness to share the best practices, handle issues and problems, enhance research aptitude, and improve people's skills. The information and communication technology (ICT) is being considered very good technology, which is used to communicate, create, disseminate, store and manage information at any organisation or institution. Considering the implacability of knowledge management in the higher education sector, the purpose of this research paper is to understand and explore relationship between knowledge management and the ICT. In this research, a sincere attempt has been made to analyse last fifteen years of research studies extensively, which proved the synergistic implication of KM and ICT in higher education institutions in the fast - developing competitive globalization era. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to report on findings from the first phase of a longitudinal study of undergraduate business students’ attitudes, beliefs and perceptions concerning sustainability issues. Design/methodology/approach – To improve understanding of the potential effects of changes in the curriculum, business students enrolled during the academic year prior to a redesigned, sustainability-informed, curriculum were surveyed. Familiarity with key sustainability terms was tested using a semi-structured questionnaire applied across two campuses of James Cook University, Australia. Quantitative data were complemented by use of open-ended questions that yielded qualitative insight into a range of student knowledge, attitudes, behaviours and normative influences relating to sustainability and climate change. Findings – Findings reflect naïve awareness of the potential impact of individual contributions to sustainability and environmental challenges. They reveal a tendency to regard major issues as beyond personal control and to view solutions as being the responsibility of others. This is coupled with reluctance to consider major lifestyle changes. Social implications – Universities are increasing their focus on sustainability-related issues and the ways in which these can be effectively communicated via curricula. This paper carries implications for this societal agenda, particularly in relation to the need to address disconnections between awareness of issues, personal relevance and effective strategies for addressing sustainability issues. Originality/value – The findings shed fresh light on the attitudes and behavioural dispositions of undergraduate business students and could help guide the development and delivery of curriculum content. [ABSTRACT FROM AUTHOR]

Pervasive misinformation about climate change might be reduced if colleges were to include the topic within general education curriculum. This paper analyzes the general education (or “core”) curriculum in the top 100 universities and liberal-arts colleges in the U.S. to assess the proportion of core courses that highlight climate change or climate science. The probability that a student takes at least one climate-change course via the core curriculum is estimated at 0.17 across all schools. The probability is higher at research universities than at liberal arts colleges, in core programs that have more science and social science courses, and at public universities in states with a Democrat-controlled legislature than in states with a Republican-controlled or split legislature. Drawing on cases of best practices in the U.S. identified from the data set, the authors discuss strategies that could ensure a higher likelihood that the core curriculum includes education on climate science and climate change. The study advances the broader research literature on sustainability in higher education programs by bringing it into conversation with research on the college core curriculum and by focusing both on the specific issue of climate-change education. [ABSTRACT FROM AUTHOR]

Many universities around the world have been active centres of climate change research. However, there are a number of barriers to climate change research, stemming both from the nature of the research and the structure of institutions. This paper offers an overview of the barriers which hinder the handling of matters related to climate change at institutions of higher education (IHEs), and reports on an empirical study to investigate these barriers using a global survey of higher education institutions. It concludes by proposing some steps which could be followed with a view to making climate change more present and effective in university research and teaching. These include changing approaches to research, outreach and teaching to better support action on climate change. [ABSTRACT FROM AUTHOR]

Having in mind that the growing body of research and case studies have predefined environmental education and its objectives in non-traditional education that rely on relevant modern teaching models such as project-based learning, this paper will focus on the scientific research of organized academic environmental activities in a climate-change oriented project in order to achieve learning objectives of higher environmental and climate change knowledge of students. This is particularly important considering the importance of climate change issues as the integral part of the present day student body, as well as a part of their social and personal lives. For the purpose of our research we surveyed the students of the University of Belgrade - Faculty of Organizational Science, the Republic of Serbia, who participated in this project not only regarding their attitudes referred to gaining environmental and climate change knowledge in this particular way, but also on their achievement levels in faculty environmental studies program. An analysis of the results was carried out using the SPSS 24 software package. Based on the obtained results we concluded that students were significantly motivated to improve their environmental and climate change knowledge, as well as that they showed greater motivation and willingness to participate again in similar environmental activities. [ABSTRACT FROM AUTHOR]

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science/policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value. [ABSTRACT FROM AUTHOR]

The rapid growth of international student mobility has attracted much research on the many benefits it offers to students, higher education institutions, and societies in general. However, studies on the costs and potential tribulations caused by mobility are comparatively rare, despite increasing evidence of such costs inherent in the marketization of higher education. Furthermore, the few existing studies are predominantly framed in terms of consumerism and the commodification of education, but they give less attention to mobility in the context of wider social issues. The climate crisis is foremost among such social impacts, with the extensive air travel inherent in global mobility patterns causing significant damage, combined with curricula, pedagogies, and institutional strategy that are either ambivalent or contradictory on the climate crisis. This paper examines international student mobility in European higher education to better understand how the environmental costs of higher education can be conceptualized in policy and practice. It contrasts policies and practices that promote international student mobility in Europe—in which mobility has aspects of what are commonly referred to as “public goods”—with initiatives that promote mobility to Europe, which illustrate a historic and ongoing entanglement between European colonialism, higher education, and climate change. It concludes with reflections on possibilities for greater sustainability in international student mobility in Europe. [ABSTRACT FROM AUTHOR]

While the importance of Nature-Based Solutions for climate change adaptation (NBaS) is being increasingly acknowledged, very few studies investigate the status of these solutions in higher education syllabi. In an effort to bridge this gap, this study assessed the position of the NBaS notion in French Master's programs. Based on a survey questionnaire, several interviews and a text mining analysis of the Master's contents, this paper identified, localised and analysed the French Masters that presented links with NBaS related concepts. This analysis revealed that the notion of NBaS is far from being mastered. This might be caused by a conceptual misunderstanding of definitions. While text mining revealed that the building blocks of the NBaS framework are present, much still needs to be done for connecting them together. A combined analysis of the findings derived from this study led to recommendations to better introduce NBaS in Masters programs in the future. • The term of Nature-Based (adaptation) Solution is far for being well mastered. • Based on the existing definition, the concept should also be better explained. • Few courses are actually dedicated to climate change and how to adapt to it. • The complexity of the environments across scales has to be taken into account. • NBaS require a transition from silo approaches to multidisciplinary frameworks. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to report on the results of a case study in Botswana, aimed at raising awareness on climate issues. Higher-education institutions play a leading role in sustainability efforts, as their research role often lays the groundwork for social transformation. Design/methodology/approach – The Clean Air-Cool Planet (CACP) campus calculator was used to calculate emissions from various sections within the college. Findings – Total greenhouse gas (GHG) emissions from the college is 3,432.66 metric tons CO2e resulting in per capita GHG emissions of 3.20 metric tons CO2e, which is high compared to other universities. Options for reducing emissions are proposed. Practical implications – The procedure in carrying out the study provided learners with an opportunity to appreciate emissions from developing countries and also gain technical skills in conducting a GHG inventory. It also sensitized campus administrators about the scale of emissions and possible ways of reducing them. Originality/value – This paper is original in that it provides campus greenhouse inventory within a developing country, a unique undertaking. Furthermore, it highlights the fact that developing countries also produce significant emissions, hence the need for mitigation measures. [ABSTRACT FROM AUTHOR]

This paper provides a critical overview and analysis of the student-led fossil fuel divestment (FFD) movement and its impact on sustainability discourse and actions within US higher education. Analysing higher education institutes’ (HEIs) divestment press releases and news reports shows how institutional alignment with cultures of sustainability and social justice efforts played key roles in HEIs’ decisions to divest from fossil fuels. Key stated reasons for rejection were: minimal or unknown impact of divestment, risk to the endowment, and fiduciary duty. Participant observation and interviews with protagonists reveal the intricate power structures and vested business interests that influence boardroom divestment decision-making. While some HEIs embrace transformative climate actions, we contend that higher education largely embraces a business-as-usual sustainability framework characterised by a reformist green-economy discourse and a reluctance to move beyond business-interest responses to climate politics. Nonetheless, the FFD movement is pushing HEIs to move from compliance-oriented sustainability behaviour towards a more proactive and highly politicised focus on HEIs’ stance in the modern fossil fuel economy. We offer conceptual approaches and practical directions for reorienting sustainability within HEIs to prioritise the intergenerational equity of its students and recognise climate change as a social justice issue. Fully integrating sustainability into the core business of HEIs requires leadership to address fundamental moral questions of both equity and responsibility for endowment investments. We contend that HEIs must re-evaluate their role in averting catastrophic climate change, and extend their influence in catalysing public climate discourse and actions through a broader range of external channels, approaches, and actors. [ABSTRACT FROM PUBLISHER]

As education providers, universities play a pivotal role in developing and delivering quality education that contributes to the achievement of the "2030 Agenda for Sustainable Development" and the related "Sustainable Development Goals". Given the large impact of the built environment industry on global emissions and climate change, integrating environmental sustainability principles and architectural education is of paramount importance for the achievement of such targets. Through a systematic and comprehensive literature review, this article explores how and to what extent environmental sustainability considerations have been integrated within architecture curricula in tertiary education providers across North and South America, Europe, Asia, Africa, and Oceania, highlighting common approaches, future directions and areas that still need further development. Over 500 published refereed research outputs were analysed and 111 selected for inclusion and discussion in this article, with attention given to understanding course structures, pedagogy, relationship with design studios, types of assessment, teaching and learning technologies, and engagement of the wider architecture profession across undergraduate and graduate architecture programmes. 68% of the documents use case study methodologies to evaluate the impact of sustainability education, while theory only papers represent 15% of the total. Studies using a combination of theoretical discussions and applicative evidence are the 17% of the total. Among the case studies category, it is to be noted that the work done at course level (26%) almost equals that done at curriculum level (29%), signalling that attention has been paid to both the macro and micro scale. The research shows that more attention in the past was given to the 'what' (content and structure of courses and programmes), while more recent studies focus on the 'how' (pedagogies and implementation processes for teaching and curriculum development purposes). The latest works, on the other hand, start to be more focussed on assessing students' learning and increase active engagement, in an attempt to shape the profile of future graduates and make them ready to produce the substantial market transformation still needed to achieve environmental sustainability goals worldwide. [Display omitted] • The integration of environmental sustainability within architecture curricula. • A systematic and comprehensive literature review is conducted across continents. • Common approaches, areas to develop and future directions are highlighted. • In the past, attention in architecture curricula was given to the what and the how. • Nowadays, more attention is given to assessing students' learning and engagement. [ABSTRACT FROM AUTHOR]

Higher education institutions are among the many public and private sector entities that have committed to long-term sustainability goals in response to the threat of climate change. A key challenge for these institutions is establishing a commitment to make targeted investments in renewable energy technologies in support of emissions reduction goals. Such strategies require a vision to simultaneously coordinate strategic investments in renewable energy technologies with tactical operational decisions to achieve the desired benefits. In this paper, we formulate and solve a least-cost renewable energy capacity investment planning model to determine pathways to achieve emissions reduction strategies. Specifically, we apply our model to Rutgers University to evaluate its target of 100 % carbon neutrality. Using these insights, we share recommendations on how these strategies can be executed. This research serves as a springboard for administrators to assess and deploy their emissions reduction strategies, while ensuring system and financial constraints are satisfied. [ABSTRACT FROM AUTHOR]

Situated within the broader climate justice movement, the fossil fuel divestment movement calls for both public and private divestment of financial holdings from fossil fuel companies. This paper examines the extent of fossil fuel divestment campaigns at higher education institutions across Canada, examining key actions and tactics through which campaigns are initiated and mobilized, as led by students, faculty, alumni, and climate justice organizations. Findings indicate that out of 220 accredited Canadian universities and colleges, there are 38 active divestment campaigns and 6 institutions that have committed to varying degrees of divestment. Tactics used in these campaigns include signing of petitions, sit-ins, rallies, and protests, facilitated through face-to-face and online platforms. Findings revealed significant borrowing of actions and tactics among campaign actors, including the use of branding and messaging from international environmental organizations, such as 350.org. This research contributes to scholarly knowledge on how higher education divestment movements and related campaigns for institutional change can influence how sustainability and climate change are addressed. Actors can build on this knowledge to develop sustained collaborative systems to address current and future challenges across institutions and in society at large. [ABSTRACT FROM AUTHOR]