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This paper reports on a comprehensive study, which has investigated the approaches, methods and tools being deployed in implementing living labs among higher education institutions (HEIs) around the world. Two methods were employed. First, a bibliometric analysis of the current emphasis given to living labs in a sustainable development context and in the implementation of the Sustainable Development Goals (SDGs). Second, an empirical study aimed at identifying the use levels of living labs at HEIs. This was accomplished through an analysis of selected case studies that showcased successful approaches to SDGs implementation with living labs, and resulted in a framework for action. There are three main findings from these analyses. The first is that the multidisciplinary character of living labs in the context of sustainable development needs to be considered, to maximize their impacts. Second, most of the studied living labs focus on SDGs 4 and 11, which deal with providing quality education and ensuring the sustainable development of cities and communities. Third, the challenges encountered in the implementation of living labs refer to (1) the complexities in institutional administration, (2) the tensions between different groups of interest that need to be addressed by enhanced communication, and (3) the necessity to pay attention to the demand of using sustainability and innovation as a strategy in the operations of living labs. The paper draws from the experiences and lessons learned and suggests specific measures, which will improve the use of living labs as more systemic tools towards the implementation of the SDGs.

Purpose It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student’s t-test. Findings The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

Poverty is one of the central elements in the transformative promise of the 2030 Agenda: leave no one behind. Ending poverty in all forms and everywhere is the first Sustainable Development Goal (SDG) and much can be discussed about its impact on several other sustainability elements. In this context, this paper explores the role of poverty and why it poses a central barrier in the implementation of the SDGs in developing countries. The research questions intended to assess: i) to which extent poverty is seen as a sustainability challenge and properly included in governance actions, ii) which are the SDGs most negatively affected by poverty, and iii) which are the main challenges for the implementation of SDG 1. An international survey was performed with researchers, professors, and representatives of administrative sectors in universities from 34 countries round the world. The vast majority of those taking part in the study consider poverty to be a threat to the implementation of the SDGs in their countries. Practically all goals are seen to be hampered, especially SDG 2 ‘Zero Hunger’, SDG 3 ‘Good Health and Well-being’, SDG 4 ‘Quality Education’ and SDG 6 ‘Clean Water and Sanitation’. The implications of this paper are twofold: it illustrates the need to pay a special attention to poverty reduction which may pose a central barrier to the implementation of the SDGs and describes a set of items needed, in order to foster the implementation of one of the key goals.

This Communication reports on the fires recently seen in the Pantanal region, in Brazil, the largely continental wetland globally. It outlines the causes of the problem and some of the means which may be deployed to address them.

The Sustainable Development Goals are part of the 2030 Agenda and the seventh goal is dedicated to affordable and clean energy, aiming to ensure access to affordable, reliable, sustainable and modern energy for all. Energy efficiency is an important component of this goal and is associated with reducing energy consumption and its costs and increasing the source of clean energy production. Some authors have been discussing the relation between theory and practice of sustainability, and how the practice can contribute to behaviour change. In this context, the purpose of this paper is to assess the level of knowledge of the academic community about energy efficiency practices implemented during recent years by the University of Passo Fundo, in Brazil, and students, professors and employees’ energy behaviour. The paper intends to illustrate how education practices on energy efficiency can be added to universities’ actions to improve the progress towards reducing energy consumption and promoting occupants’ change of behaviour on campus. The methodology represents a case study of the University, based on a questionnaire applied to the academic community, with a sample of 400 respondents. The results showed that the university should invest more in its energy efficiency actions but always connecting these with the academic community and highlighting their importance for the success of the practices and for a more sustainable culture on campus. Our findings show the importance of connecting energy efficiency initiatives to the academic community’s behaviour, and especially of making these initiatives more visible and engaging. The contribution of this study is expected to support other educational institutions developing similar strategies in the energy context, but could also be useful to other sectors and sustainability topics, as the need for further dissemination and awareness-raising efforts is universal.

Gender issues, and gender equality in particular, can be regarded as cross-cutting issues in the implementation of the Sustainable Development Goals (SDGs), even though it is unclear how they are taken into account. This study addresses this information gap by performing an assessment of the emphasis on gender issues across all the other 16 SDGs, in addition to SDG5, through a literature review and case study analysis, the basis for the newly developed framework, highlighting specific actions associated to each SDG. The 13 countries addressed in the 16 case studies include China, India, or Australia and illustrate the inclusion of SDG5 into the SDGs. Using an SDG matrix, the SDG targets are analysed. Those where an emphasis on gender equality is important in allowing them to be achieved are listed. The novelty of our approach resides in offering an in-depth analysis of how gender issues interact with the other SDGs, proposing a new analysis framework clearly identifying SDGs 1, 4, 11, 12, 14 and 16 demanding further attention for successful SD gender implementation and illustrating specific areas where further actions may be necessary, which may be used by policy-makers, raising further awareness on gender equality contribution to achieve the SDGs. A set of recommendations aimed at placing gender matters more centrally in the SDGs delivery are presented as a final contribution. These focus on the need for greater awareness and attention to good practices, to achieve successful implementation initiatives., peer-reviewed

This paper presents a review of the literature and trends related to social values and sustainable development and describes a set of case studies from a variety of community-based projects which illustrate the advantages that social values bring about as part of efforts to promote sustainability. Three approaches were used to develop this study: a bibliometric analysis of the topic "social values and sustainable development", an analysis of case studies that concretely present community projects addressing social values and sustainability, and the development of a framework linking up bibliometric clusters and the cases studies.While the bibliometric analysis revealed clusters where social values are strongly connected with sustainable development, the case studies indicated the lack of a common terminology and understanding of the relation between social values, sustainable development, and community-based projects.The study concludes by suggesting a set of measures that could be deployed to better take social values into account when planning policies or making decisions related to community projects.

Universities are key actors and play a central role in the cities which host them, either as employers, consumers or simply as a magnet to young people and cultural activities. They can be also influencers and supporters of cities in the field of sustainable development. Through an exploratory method and aiming to explore the efforts deployed to foster closer links between universities, sustainable development, and cities and address a literature gap in this regard, this study considers the contribution of universities to sustainable development at the city level. Based on some of the ongoing initiatives worldwide and an international online survey documenting measures undertaken, this study translates the commitment to pursuing sustainable development within cities, with responses from a sample of 45 countries. This study lists some items which may help foster more symbiotic relations between cities and universities. The findings of this study may be used as baselines for strengthening the connections between universities and cities in addressing the sustainable development challenges, as demonstrated through the responses obtained. Accordingly, some suggested actions involving cooperation may include increased communication with city stakeholders and the undertaking of joint initiatives and projects, taking advantage of the ongoing sustainable development challenges worldwide.

Purpose Higher education institutions are widely known both for their promotion to education for sustainable development (ESD) and for their contribution as living labs to urban management strategies. As for strategies, smart and learning campuses have recently gained significant attention. This paper aims to report an air quality monitoring experience with focus on the smart and learning campus and discuss its implications for the university context with regard to ESD and sustainable development goal (SDG) integration. Design/methodology/approach The air quality monitoring was held at the main campus of University of Passo Fundo and focused on three pollutants directly related to vehicle emissions. The air quality index (AQI) was presented on a website, along with information regarding health problems caused by air pollution, main sources of emissions and strategies to reduce it. Findings The results showed how the decrease in air quality is related to the traffic emissions and the fact that exposing students to a smart and learning environment could teach them about sustainability education. Practical implications This case study demonstrated how monitoring air quality in a smart environment could highlight and communicate the impact of urban mobility on air quality and alerted to the need for more sustainable choices, including transports. Originality/value This paper contributes to the literature by showing the potential of a smart-learning campus integration and its contribution towards the ESD and the UN SDGs.

Teaching about matters related to sustainable development requires not only a personal motivation from educators, but also a variety of competences. This paper reports on a multi-country study, which aimed at identifying the level of importance given to desired competences on sustainable development by teaching staff at a number of higher education institutions. On the basis of the findings, the paper identifies the gaps and outlines some of the needs which should be addressed, via which competence building may help to foster the educational and societal transformation towards sustainability. The implications of this paper are twofold. First, it emphasises the value of and the need for competences on sustainable development. Second, it illustrates some of the needs which should be met to provide a framework among which competences on sustainable development may be further developed.

Purpose This study aims to analyse the essential characteristics for the success of social projects developed with undergraduate students of higher education institutions (HEIs). Design/methodology/approach A case study was conducted to verify the main characteristics of projects in a social entrepreneurship initiative. These features were used to perform a survey with experts to understand which of these items are essential for social projects success, through Lawshe’s method. Findings Of the ten items evaluated, two were considered essential by the experts: “Proper alignment between project scope and actual local community needs” and “Good level of interaction between students participating in the project and the local community”. Practical implications These findings can be useful for professors and coordinators to prepare future projects in HEIs. They may also be advantageous for researchers who may use them as a starting point for future studies. Originality/value The novelty of this study is the methodological approach used: a case study of projects in a social entrepreneurship initiative in a relevant Brazilian university; and a Lawshe’s method analysis of responses of experts in social projects developed in HEIs. The findings can greatly contribute to the debates in this field. No similar research was found in the literature.

© 2020, Springer Nature B.V. Governance issues, here interpreted as the provisions of adequate policy frameworks characterized by reliability and accountability, coupled with resources to support their implementation, are known to be the basis for the implementation of sustainable development measures. This paper discusses the influence of governance in the ways sustainability is perceived and practiced in a higher education context. Apart from due considerations to the role of governance as the basis for regulation and institutional actions and management decisions, this paper reports on an empirical study undertaken in a sample of higher education institutions. This study entailed an analysis of sustainable development policies, certification, organizational structure, budget, reports, team for sustainability, staff training, and challenges for the integration of sustainability and governance. The results suggest that even though there are different opinions and attitudes on the role of governance, it is regarded as an important component in supporting efforts by higher education institutions to include considerations on sustainable development as part of their strategies.

The process of integrating sustainability into businesses and processes is still recent, both in startups, small and medium-sized companies and even multinationals. Sustainable business models became a phenomenon of global interest and Design Thinking has been increasingly used as a strategy to support this process. In this context, the aim of this article is to improve the understanding of how Design Thinking (DT) and its set of tools and methods contribute to the creation and innovation of sustainable business models (SBM). The analysis of frameworks indicates that the main methodologies linking Design Thinking and Sustainable Business Models are Workshops, Brainstorming, Co-creation and Prototyping. Also, approaches such as Circular Economy, Business Models and Product-Service System models are emerging as a means of enabling the collaborative consumption of products and services and with positive results for sustainable business. The analysis of the articles reveals that user-oriented innovation and analysis of stakeholder needs is present in practically all evaluated frames, but prototyping and experimentation represent a gap that should be better explored in the frameworks.

The influence of humanity on the environment and the use of natural resources may be affected by spirituality, through awareness for developing a greater conscience about the implications of human actions and needs to adjust these in achieving sustainable development. However, the literature indicates a lack of consensus about operationalizing spirituality outside the management field and its connection with sustainability. This study focused on the relation between these topics in the educational sector and investigated whether spirituality informs the teaching and research of sustainability within higher education curricula. An online survey was administered to a convenience sample (n=100) of academic staff working at higher education institutions in 25 countries. The questions posed by the research instrument included open-ended and multiple-choice queries, that yielded qualitative and quantitative data. Overall, the results suggest that there is widespread awareness about making connections between spirituality and sustainability and a general agreement about the usefulness of including spiritual aspects in sustainability teaching and research practices. However, there are some elements which hinder progress in this area, such as a common understanding of spirituality definition and an apparent lack of training to handle matters related to spirituality as part of teaching and research. The study presents actions to promote a better integration of sustainability and spirituality, which include a greater emphasis on matters related to sustainability, human well-being, and ethics, a part of initiatives on spirituality, and involvement of key stakeholders., peer-reviewed

Social sustainability is a work field characterised by an emphasis on social aspects, e.g. equity, ethics, health, gender balance, or empowerment, within a broader sustainability context. Although the concept seems to be reasonably well established and deemed worthy of pursuing, some obstacles prevent its wide dissemination. Through a bibliometric analysis focusing on the literature on social sustainability at institutions, with a focus on companies, this paper aims to investigate and describe some of the barriers associated with social sustainability implementation. Apart from identifying that sustainability reporting, environmental disclosure and financial performance play a central role in successfully achieving social sustainability, in the context of which gender-related issues seem more tangential, the results indicated some solutions commonly reported for overcoming barriers and obstacles to a company's social sustainability implementation within different sectors. These solutions have to do, among many other factors addressed in this study, with strengthening communication transparency and trust, contributing to awareness, using technology to document and promote social sustainability. Thus, empowering organizations and citizens, recognized as essential factors to social development, and addressing the challenges in a multi-dimensional way.

FNEGE 2, HCERES B, ABS 2; International audience; Universities are central players and important economic actors in many regions, and many of them are, in general, nationally and internationally active in respect of matters related to sustainable development. But there is a paucity of research which examines their contributions towards sustainability efforts at the local level, i.e. in the places they are situated. This paper addresses this need, by reporting on a qualitative study deploying a Matrix, which allows an analysis and reporting of regional sustainable development initiatives of a set of 22 universities in industrialised and developing countries. Recommendations to enhance their role are provided, including the importance of pursuing partnerships and joint initiatives, understanding the need of local communities, and making their know-how more widely available. The scientific value of this research is related to the understanding of how the interaction between universities and local communities happens and by shedding light to this topic, it supports universities to improve their own actions. Its implications are two-fold: it demonstrates the potential of universities as local players and outlines the range of activities they may engage with, and which may allow them to act as pillars to local sustainability initiatives.

Purpose The purpose of this paper is to analyse recent actions of energy efficiency implemented by University of Passo Fundo, a higher education institution located in the south of Brazil, and their contributions to Goal 7. Design/methodology/approach The analysis is based on collected energy data and information of energy efficiency actions applied at the university. Findings The paper shows the progress related to the energy practices and discusses opportunities, threats, strengths and weaknesses of applying energy efficiency at universities and its contributions towards sustainable development goal (SDG) 7. Practical implications The findings of this study can inform readers about University of Passo Fundo’s initiatives towards energy efficiency focussed in lightening, photovoltaic solar power generation and free energy market. Readers are able to improve their knowledge with the discussion of internal and external factors related to the initiatives. Originality/value The originality of this paper is connected to the idea of sharing the experiences from University of Passo Fundo, connecting energy efficiency practices at universities to SDG 7 and also exploring opportunities, threats, strengths and weaknesses of applying these practices in the context of a higher education institution.

Aim: To diagnose and analyze four main variables of urban ambience in central Passo Fundo, which were temperature, wind speed, humidity and environmental noise. Methodology: The methodology consisted initially in the definition of three core areas of the city (one with vegetation and two paved). The measurement of the variables was performed in the morning and afternoon shifts, when half the samples was collected in the shade and the other half, with sun exposure. Bioclimatic datasheets for characterization were filled out for each area characterization. Originality/Relevance : Besides the presented analysis being a proposal within the bioclimatic theory, the evaluation of spaces like squares and streets allows other elements of the local infrastructure to complement and to generate the necessary comfort for all the inhabitants. Main findings: In the paved areas there is a higher concentration of heat and noise both in the morning and in the afternoon. In addition, the humidity is higher in the area with vegetation and wind measurements did not show a pattern like the other items evaluated. Theoretical/methodological contributions: The research proved the importance of green areas in the city, both for climate balance and for the existence of points with a better urban environment for the population. Conclusion: Considering the characteristics of urban ambience in the public space, their importance for comfort and their relationship with urban planning, this study evaluated the existing microclimate in three pre-established locations in the city of Passo Fundo, located in the north of Rio Grande do Sul state, Brazil.

Purpose This paper aims to highlight the contribution of ecological fairs to the promotion of sustainability in university campuses, based on a case study carried out at the University of Passo Fundo, located in Southern Brazil. Design/methodology/approach Producers and consumers of the ecological fairs were interviewed to analyse how the social, economic and environmental spheres of sustainable development are impacted by these fairs. In total, 24 interviews were conducted. Findings The results showed how fairs positively impact the academic and local community while bringing sustainability into university campuses. Research limitations/implications The main limitations of this study were the number of interviews and the short period during when the study was conducted. Practical implications This case study demonstrated how the promotion of ecological fairs on a university campus plays an important role in the implementation and practice of sustainability and can serve as an example for other institutions that intend to work on similar projects. Originality/value This paper contributes to the literature by providing a discussion on how ecological fairs represent a good addition in the process of universities to become more sustainable and which aspects of each sustainability sphere are involved.

© 2018 Elsevier Ltd The Sustainable Development Goals agreed by the United Nations in September 2015 comprise 17 goals and 169 targets aimed at integrating matters related to sustainable development into the overall economic, environmental and social frameworks of countries. Whereas the SDGs have a global dimension, their action implementation depends on the level of priority different countries give to them, and on how sustainability issues compete with a country's main problems. The aim of this paper was to identify the main Sustainable Development Goals approached by experts from different geographic regions, according to their experience and research area, and to discuss the relation between these goals and the main local issues and challenges of each region. The methodology starts with snowball sampling to collect information from experts from all geographic regions, through contact networks of universities in different countries. With the information about the goals researched by the participating experts, an analysis of the relation between the study focus and the geographical regions of origin was conducted. A total of 266 specialists from North America, Latin America/Caribbean, Africa, Asia, Europe and Oceania participated in the survey. Based on the sample used, it can be said that there is a relation between the local problems or challenges observed in some regions and the main areas of interest of the surveyed experts, with a general emphasis on the study of goals 4, 11 and 13. Based on the data gathered, the paper presents a set of examples of positive and negative situations in the various regions, and considers the extent to which some Sustainable Development Goals are being pursued by research on a worldwide basis.

The present work describes the approach of Plekhanov Russian University of Economics (PRUE) to develop the course “Environmental management in EU” and to introduce the Sustainable Development Goals in management curricula. The process of course development included the following steps: study of the concept of Sustainable Development, Environmental problems, and Indicators of Sustainable Development; study of the European environmental legislation taking as an example the European Environment Agency (EEA); study of the European Environmental Action Programs (European Commission for Environment); study of documents from different conferences, scientific and political reports; and use of all these materials as basis for developing the course material. The course consists of lectures, seminars and computer labs and is a part of the syllabus for managers and economists in the Minsk Branch of PRUE. As part of a cyclical approach to environmental management, the development of the main stages, such as problem definition, environmental monitoring, practical approaches to problem resolution, and the regulatory framework, are considered. The cause-effect relationship between the problems of sustainable development and their interaction and interdependence are shown. Although education in the field of environmental management has received some attention in Russian and Belarusian universities, the established programs do not contain sufficient information about the development of this area in the European Union. The proposed program is the first experience of such a study, combining the regulatory framework and practical research in the field of environmental management in the European Union.

There is a perceived need to develop approaches, methods and tools that may help higher education institutions to systematically introduce the Sustainable Development Goals (SDGs) into research and teaching as an intrinsic part of their programs. However, at present, there is a gap in the literature on the suitable means to do so. This paper addresses this gap by examining the many foci and commitments for and about the SDGs that are currently included in university programs. An overview of the SDGs’ focus at universities was presented using a survey to gather qualitative and quantitative data. . Based on current trends and gaps, this paper identifies the need for a framework which may be of assistance in facilitating the inclusion of the SDGs as a whole, and individually targets in particular in the programs of institutions of higher education. The scientific contribution of this paper value lies in the fact that this is one of the first papers to tackle the need for a framework which caters to a more systematic introduction of the SDGs in university programs. The basis for the framework approach, here introduced, includes institutional, thematic, structural and personal/individual aspects which need to be considered for proper implementation of the SDGs at the university level. info:eu-repo/semantics/publishedVersion

Many higher education institutions (HEIs) around the world are involved in a variety of sustainability initiatives. These are acknowledged to be important elements in fostering the cause of sustainability in HEIs, in further developing the organizations’ culture and in acting as enablers in the institutional embedding of sustainability. But despite the relevance of sustainability initiatives, there is a lack of systematic international efforts in how best to map them, especially in Latin America. On the basis of the need to address this gap, this paper reports on the results of an empirical study, aimed at analyzing the current status of sustainability initiatives among Latin American HEIs. Apart from a review of the latest literature, an international survey was performed to design a model using principal component analysis to identify the main descriptors of sustainability initiatives among Latin American HEIs and also the major drivers and challenges. The study sheds some light on the ways universities perceive and handle sustainability-related initiatives. The results show that sustainability is being incorporated in more than 80% of the sampled universities, and that a special emphasis is being given to campus operations. The value of the paper resides on the fact that it one of the few papers that have holistically investigated trends in sustainable development across universities in Latin America. The implications of the study are twofold. It maps for the first time how sustainable development initiatives are being practiced in 157 universities in 13 countries, being one of the most comprehensive studies of its kind, and it also outlines some of the main challenges that universities in the region face. The central message of this paper is that the different levels of emphasis given to SD in Latin American universities need to be better understood in order to catalyze continued and long-term actions.

It is increasingly evident that mechanisms and integrated structures of governance, risk management and compliance are valued as an approach to improve an organization’s sensitivity to uncertainties. These mechanisms and structures are also key to better define internal processes and controls, resulting in the creation of value and differentiation of a company in the market. However, sustainability research agendas that integrate such themes are still unclear. The plurality of concepts and directions in the scientific community causes a certain disparity in the understanding and structuring of an effectively integrated management. Through field mapping, this paper intends to identify the main thematic areas on this topic. A systematic review technique was used, following the planning based on a research protocol. Given its holistic contribution, the research also presents potential to support the development of new studies, defining paths and opening other research opportunities, resulting in theoretical and practical contributions from this field of study.

Considering the importance of the Sustainable Development Goals (SDGs), especially SDG 7, focused on “Affordable and Clean Energy”, universities have the role of promoting sustainability through combining sustainable energy with the processes of knowledge transmission and research. Although sustainability at universities has been thoroughly investigated, there is a lack of comprehensiveness in identifying and categorising the university role in energy sustainability and efficiency. In this context, the aim of this paper is to perform a systematic review of the literature on this topic and relate the university role in sustainable development to its contribution to SDG 7. Using the databases ScienceDirect and Web of Science, the review resulted in an analysis of 545 articles from various perspectives, published in the last 10 years regarding energy efficiency and sustainability at universities. This enabled an improved understanding of how universities have been contributing to sustainable development in the energy context and the possibility of exploring scenarios and visions for future actions by educational institutions aiming to comply with SDG 7.

Considering the importance of green areas for sustainability, universities have great potential to contribute to it while improving the use of green spaces in their campuses. By doing so, universities are also contributing to the Sustainable Development Goals, especially SDG 15, which seeks the protection of forests and biodiversity and their sustainable management, and SDG 4, which aims to ensure qualitative education, by promoting a culture of environmental awareness in students. Thus, this paper aims to highlight the role which green areas in university campuses play in the promotion and integration of SDGs 4 and 15, based on a case study carried out at the University of Passo Fundo (UPF), located in South of Brazil. UPF stands out among other universities in the region due to its great availability of green areas, but the academic community needs to make sustainable use of these spaces. The study evaluated the perception of the university community regarding green areas, to analyse how UPF explores these environments and to study strategies to enhance its use. The results showed that the university has been exploring its green areas by promoting events in favour of the local and academic community, however, more actions could be applied to take advantage of the campus’ ecological potential. The case study confirmed how the green areas in university campuses can contribute to and interact with the SDGs, especially through management actions.

O termo desenvolvimento sustentavel, concebido no relatorio Brundtland em 1987, tem por definicao permitir que a atual geracao usufrua dos recursos sem que haja comprometimento futuro. Entretanto, as cidades vem sofrendo intensamente com problemas relacionados ao grande desperdicio, aumento do acumulo de residuos, dificuldades constantes de mobilidade urbana, a precariedade dos espacos publicos e a baixa disponibilidade de areas verdes. Diante disso, o objetivo deste artigo e conhecer e estudar a percepcao de estudantes, professores e funcionarios sobre questoes direcionadas a sustentabilidade, enfatizando a importância e o impacto do comportamento individual frente aos problemas enfrentados pelas cidades. Para isto, foi elaborado um Painel Interativo composto por 6 questoes que visavam conhecer o nivel de engajamento da comunidade academica e dos demais frequentadores do campus I da Universidade de Passo Fundo com a sustentabilidade. Foram coletadas mais de cem respostas e os resultados passaram por uma analise estatistica descritiva. Estes resultados obtidos durante o periodo de exposicao do Painel demonstram que a maioria das respostas descrevem comportamentos positivos em relacao as questoes abordadas, alem de sugerir pontos que merecem ser melhorados, a fim de contribuir para a sustentabilidade local.

© 2020 Elsevier Ltd Citizen Science, known as the participation of individuals and groups in scientific processes, is an increasingly growing discipline, which can contribute for the achievement of the Sustainable Development Goals. The UN Agenda 2030 for Sustainable Development is all-inclusive, where every contribution is valid. Participation, partnerships, education, sustainable living and global citizenship, all of which can build on Citizen Science activities, are crucial for the Sustainable Development Goals. In this context, this study aims at exploring several collaboration channels for Citizen Science-related activities and the Agenda 2030. Challenges and critical aspects are discussed based on the opinions of practitioners collected through a comprehensive online survey. Furthermore, recommendations for future involvement are given on a framework of interactions at different levels for Citizen Science and the Agenda 2030.

COVID-19, as a pandemic, is impacting institutions around the world. Its scope and economic dimensions also mean that it poses a major threat towards achieving the UN Sustainable Development Goals (SDGs). This article discusses how the coronavirus pandemic may influence the SDGs and could affect their implementation. The methods used entail an analysis of the literature, observations and an assessment of current world trends. The results obtained point out that, while COVID-19 has become a priority to many health systems in developing nations, they still need to attend to many other existing diseases such as malaria, yellow fever and others. Further, the study shows that strong concerns in dealing with COVID-19 are disrupting other disease prevention programs. As a result, problems such as mental health are also likely to be overlooked, since the isolation of social distancing may mask or lead to an increase in the percentage of suffers. The paper suggests that, due to its wide scope and areas of influence, COVID-19 may also jeopardize the process of the implementation of the SDGs. It sends a cautious warning about the need to continue to put an emphasis on the implementation of the SDGs, so that the progress achieved to date is not endangered.