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Most of the world's refugees live in Global South countries, where they struggle to find quality education and opportunities for decent livelihoods. This paper explores the underexamined yet highly relevant interlinkage between sustainable livelihoods and adult learning among urban refugees residing in three major cities in India. It speaks to the tight intersection of education, livelihoods and aspirations of five refugee communities: Afghan, Rohingya, Somali, Chin and Tibetan. Building on interviews, focus groups and participatory drawing sessions involving 66 refugee and staff respondents, the study highlights the refugees' extremely limited learning opportunities, which result in low skills and being forced to take discriminatory and undignified work in the informal sector. By integrating the capabilities approach with sustainable livelihoods, the paper argues for more diverse educational opportunities and a broader understanding of refugee livelihoods that goes beyond pure economics to encompass consideration of freedom and human dignity.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

This paper examines the status of vocational education and training (VET) in India, amid the Indian government's focus on vocational education in schools to increase their employability. The authors discuss the challenges associated with the VET through socioeconomic implications especially for the marginalized population. The paper highlights the gaps between the aims of VET and Sustainable Development Goals 4 to access equitable and quality education and Sustainable Development Goal-8 for achieving a decent job amid the contrasting development through reduced public funding in education including VET. The paper observes an overlapping of general and vocational education and lower employment. The paper suggests sincere engagement of public and private stakeholders to provide VET to aspirants irrespective of any discrimination. Finally, the paper recommends higher public funding to create a stronger robust VET system and to offer more inclusivity and quality education and training for all.

The objective of this paper is to explore the role of e-learning in attaining sustainability goals in education, i.e., Education for Sustainable Development (ESD). It examines the inclusion of e-learning solutions in the current education system leading to sustainable educational institutes and contributing to attaining ESD. Further, it highlights the challenges faced by educational institutes in implementing e-learning solutions. Through a thematic and critical review of past literature in the area of sustainability, e-learning, higher education, and potential challenges, 23 papers have been shortlisted for the current research. As the concept of sustainability in the Indian Education System is still nascent, the paper presents a holistic review of the literature to adhere to Sustainable Development Goals (SDG)-4 in Indian Higher Education System. The paper illustrates that implementing e-learning solutions in higher education through its curriculum, teaching-learning pedagogies, and innovative technologies can help higher education institutions (HEIs) to contribute toward ESD.

Higher education is the refinement of teaching--learning and research acumen. It is the epitome of a learning system before entering the job market or venturing into new start-ups. Various studies indicate that the growth of an economy is positively associated with development in the higher education ecosystem. The state-run institutions have their inherent stereotypical challenges for propelling the essence of excellence. Barring a few, the mushrooming of private institutions has diluted its holistic objectives at par with the national standards. The quality outcome of higher education research brings momentum to all the development vectors across society, nation and the global community. Higher Education Institutions (HEIs) in developing countries have failed to secure top positions in various global rankings, causing concern for all stakeholders. This paper attempts to develop a comprehensive strategic model best suited to developing nations like India that can transform the higher education ecosystem par excellence to the apex institutions across the globe. The paper strongly suggests establishing a unitary institution that would pool the best talents from the existing HEIs through a stringent and unbiased scoring instrument that would augment the quality of life, resurgence of the economy, superior Human Development Index and sustainable development.

This paper offers insight from an informal cross-cultural mentoring experience of course development in higher education framed by the UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning project. The Open Education for a Better World is a tuition-free international online mentoring program established to unlock the potential of open education in achieving the United Nation Sustainable Development Goals. Drawing from mentor/protégé conversations and reflections and examining the experiences of mentoring in the development of an online course for Indian teacher education faculty development, the authors illuminate a pathway toward building professional relationships and professional learning beyond borders and boundaries. This paper describes how mentorship can develop digital competencies foundational for transferring tacit knowledge about planning, designing, recording, implementing, and evaluating teaching and learning in education. Explicit knowledge-building for professional learning within a supportive mentoring relationship is explored.

The first set of international recommendations to guide environmental education (EE) was developed in Tbilisi, Georgia, in 1977. Ten years later, in 1987, a conference in Moscow, Russia, reviewed progress and focused on institutional strategies and action plans to strengthen environmental education. A third international environmental education conference was held in Thessaloniki, Greece, in 1997, which debated the role of environmental education in contributing to sustainable development. Following the World Summit on Sustainable Development in 2002, the UN Decade on Education for Sustainable Development (DESD) (2005-2014) was launched based on earlier recommendations in Chapter 36 of "Agenda 21." The 4th International Conference on Environmental Education (ICEE), held in Ahmedabad, India, in 2007 within the framework of DESD, marks 30 years after Tbilisi. The recommendations documented at this most recent conference reflect common themes raised in the conference, and is complemented by a conference declaration, and recommendations from more than 30 topics discussed by working groups at the conference. In drafting these recommendations, this document was recognized as one in a range of documents that provide orientation to environmental education in the 21st century, most importantly the DESD's "International Implementation Scheme" and associated regional, subregional, national and local strategies and action plans being developed to guide in the implementation of the UN Decade.

Domestic violence (DV) is a serious public health concern, affecting women's health and well-being. An international governance framework, through the United Nations' Sustainable Development Goals and national policies in India have committed the country to attempt elimination of violence against women. Even so, efforts remain starkly inadequate for altering conditions under which women experience DV. This review paper aims to develop an evidence-based, integrated life cycle model to alter conditions that perpetuate DV and related vulnerabilities in society. The analyses identify and determine community-based innovative practices and policies. We propose a collaborative 'R5 model' to incorporate a multi-stage response to break the cycle of gendered vulnerability. The model identifies five stages of vulnerability in the lives of victims of violence: rescue, recovery, rehabilitation, resilience, and reform. This approach can result in promoting a proactive state-society engagement to uphold the rights and the welfare of women. We recommend the 'R5 model' to bridge the global SDG targets, national policies, and local practices.

In 2015, the United Nations member states adopted the 2030 Sustainable Development Goals (SDGs). Education, which is the fourth Sustainable Development Goal, has seen some major transformations with the advent of digital technologies. Education is increasingly being imparted through these digital technologies. However, this change resulting from the use of Information and Communication Technologies (ICTs) is often reported without in-depth analysis especially in emerging knowledge economies. This paper overcomes that barrier by exploring the motivating factors and de-motivating factors; as well as potential facilitators of online education. The paper also attempts to understand the enrolment, preference and awareness related to online education of the respondents with respect to country, gender, age, employment status and educational qualification, while presenting a comparative analysis of two emerging knowledge economies: India and Uganda. In the first phase, in order to explore motivating, de-motivating factors, and potential facilitators of online education, in-depth interviews were conducted with 51 learners. Data thus collected was checked for content validity through an extensive literature review. In the second phase, a questionnaire was administered to 252 respondents from both countries, drawn from a population of participants pursuing or having an intention to pursue online education. It explored any potential differences in enrolment, awareness, and preference for online-education on the basis of country, gender, age, employment status and existing educational qualification, in order to get better insights for further facilitation and improvement of online-education in emerging economies. To establish statistical validity, Mann-Whitney U-Tests and Kruskal-Wallis Tests were conducted. Based on this primary and secondary data, the paper concludes with some suggestions and recommendations on how to overcome barriers and factors which de-motivate learners from pursuing online education in order to achieve the desired Sustainable Development Goals.

Digital pedagogy is essential now as the entire world moves towards digitalization in all fields. Technology has influenced a lot on learning and resulted in the development of digital pedagogy, which has become a vital part of today's world. This paper focuses on the influence and benefits of digital pedagogy for sustainable learning. The multifaceted nature that supports the developing idea of sustainable learning is viable for collaborating and networking interdisciplinary. Introduction of common goals, shared values and means for sustainability become challenging to achieve until a rapid or fast advancement on data innovation and information technology, digital learning, and worldwide access to data, information communication technologies (ICT) and development of self-organized socio-technical networks. Another dimension for innovation is 'Susthingsout', which refers to a creative pedagogy with an enhanced teaching platform, improved e-magazine and virtual e-learning platforms. The word 'Susthingsout' means to uphold, encourage, and instill sustainable learning through the extensive and broad curriculum to the undergraduate course and various campus-based activities. In this regard, 'Education for Sustainable Development (ESD)' bridges the gap between the traditional and contemporary era that receives global acceptance and global reach. The present study outlines how contemporary platforms developed with unified efforts by combining experts, professionals, academicians, practitioners, learners and curriculum as a result of blended application on theory and practical knowledge and augments students' employability. The study aims to examine the viability of academic practice, skills beyond disciplines, the classroom and the institution. The conceptual model has been initiated on Digital Collaboration and Sustainable Learning. Therefore, collaborative learning, blended learning, flipped learning, open conversation, creativity and innovation are at the heart of education and it is a system for sustainable learning and development.

YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.

In a world with 7 billion people and limited natural resources, humans have to use them (social, economic & environmental) without destroying them for future generations. The leading aim of the paper was to explore the phenomena of Education for Sustainable Development (ESD) and the role of the social studies curriculum. The paradigm of the research was interpretivism, and phenomenological design was used. The semi-structured interviews protocol was used to collect data. Five participants (Experts of social studies curriculum PCTB) were selected using the purposive sampling technique. Data were analyzed using NVivo12, and thematic analysis was conducted using open, axial, and selective coding. Five themes ("people," "planet," "prosperity," "peace," and "partnership") were selected during the qualitative data analysis process. It was evaluated that the social studies curriculum designed by Punjab Textbook Board incorporated the values of sustainable development among six, seven, and eighth grade students. However, some indicators that are missed need a minor addition. [Note: The page range (201-218) shown on the PDF is incorrect. The correct page range for this article is p201-219.]

Purpose: This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020. Design/methodology/approach: The bibliometric method has been employed to review prior empirical research on higher education social responsibility topics. Findings: These synthesis results confirmed that USR initiatives as an excellent tool to attain sustainability and enhance university performance worldwide. Universities in developed nations underline paying more attention to the core values in the long-term; meanwhile, their counterparts in transitional countries to pay more attention to short-term activities by focusing on stakeholders. Research limitations/implications: The notable limitation is that in terms of the number of empirical papers employed as the data to analyze in this manuscript. Practical implications: This paper's findings have described the USR implementations and how well to define USR adoption from the empirical studies globally. Thus, it has theoretical implications in enriching the USR knowledge and providing useful guidance for universities, then recommend new research directions in the future for other scholars. Originality/value: This research is an initial attempt to systematize studies on USR implementation in universities between developed countries and developing nations.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

Sustainable Development Goals (SDG) are at the forefront of government initiatives across the world. The SDGs are primarily concerned with promoting sustainable growth via ensuring wellbeing, economic growth, environmental legislation, and academic advancement. One of the most prominent goals of the SDG is to provide learners with high-quality education (SDG 4). This paper aims to look at the perspectives of the Sustainable Development Goals improvised to provide quality education. We also analyze the existing state of multiple initiatives implemented by the Indian government in the pathway to achieving objectives of quality education (SDG 4). Additionally, a case study is considered for understanding the association among the observed indicators of SDG4. For this purpose, exploratory data analysis, and numerical association rule mining in combination with QuantMiner genetic algorithm approaches have been applied. The outcomes reveal the presence of a significant degree of association among these parameters pointing out the fact that understanding the impact of one (or more) indicator on other related indicators is critical for achieving SDG 4 goals (or factors). These findings will assist governing bodies in taking preventive measures while modifying existing policies and ensuring the effective enactment of SDG 4 goals, which also will subsequently aid in the resolution of issues related to other SDGs.

Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale--Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF's ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF's ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF's ECDI2030.

This paper explores the potential contribution of education to sustainable development. Drawing on recent evidence it argues that education could play a stronger role--a position reinforced by the new sustainable development goals (SDGs). However, securing this contribution will have to be achieved in an era where educational delivery will be increasingly impacted by climate/environment change. The paper explores the relationship between education and sustainable development through an Indian case study. It covers why education is important; impediments that reduce educational impact, and an innovative programme of environmental education that offers insight on ways forward.

The 12th Plan highlighted Equity, Access & Excellence as the tripod of India's education policy. The RTE Act 2009 has ensured a high level of Gross Enrolment Ratio (GER). However, the Annual Status of Education Report (ASER) present a dismal picture of the outcome dimensions of our schooling system. The Sustainable Development Goal (SDG) therefore, highlights the importance of quality as an important conjoint of universal access, as skill based education will ensure proper employment opportunity. Education is a major enabler for empowerment for all; and in particular for extremely vulnerable sections of the society like STs. The tribal students are handicapped multi-dimensionally, with education as a critical fault line. This paper analyses the policy initiatives to educate and empower them and brings out the bleak picture that bedevil this neglected segment. It contrasts the experience of Kalinga Institute of Social Sciences (KISS) in terms of promoting gender parity, vocational training, health alleviation, dignity of the girl child and educational outcomes as compared to their counterparts in government and SC/ST schools. The paper also highlights the unique funding model of KISS and its potential for replication. Inclusive growth and quality can work how in hand. The paper strongly argues for government's handholding through "Skill India" initiative and funding unique initiatives as KISS.

In this paper, we reflect on our experiences teaching and working with mathematics teachers in Canada, Ghana, India and Swaziland to explore challenges and opportunities for creating mathematics tasks for peace and sustainability. Our exploration of these experiences is oriented around our interest in embedding peace and sustainability into mathematics education following the Sustainable Development Goals identified by the United Nations. We claim that attention to local contexts affords mathematics educators a medium for engaging in authentic, meaningful and context-driven mathematics tasks that address issues of local environmental, cultural and societal concerns. However, we argue that globalisation has already colonised local communities. The associated "technoscientificity", along with the conservative nature of textbooks, time constraints and the dominant force of poverty remain hindrances in creating mathematics tasks that are issue centric and socially relevant to address concerns of the local community. We end this paper by suggesting a development of a mathematics task to illustrate the possibility of creating what we call a "situated mathematics task" for students that respond to issues of local community using rural Ghana as a context.

Purpose: The purpose of this study is to identify the barriers to including sustainability in management education institutions (MEIs) in India, and subsequently, to analyze the structure of the causal relationships among the barriers. Design/methodology/approach: In this study, the decision-making trial and evaluation laboratory methodology are applied to analyze the structure of the causal relationships among the identified sustainability barriers. Findings: Through an extensive literature review and expert interviews, this paper identified 4 primary barriers and 46 sub-barriers. Encompassing sustainability in Indian MEIs results in changes in behavior involving increased respect for the environment, hence, leading to improved sustainable efficiency. Research limitations/implications: The present study is limited to MEIs in India. Practical implications: The inclusion of sustainability in MEIs equips future managers with the economic, ecological and technical knowledge required to demonstrate sustainable behavior in the workplace. It assists also equips managers with the ability to affect social change at an organizational level. MEIs has been acknowledged as playing a crucial role in societal transformations, including the need for transformation toward sustainability. Originality/value: The present study adds to the current knowledge base regarding the structure of the causal relationships among the identified sustainability barriers. To the author's knowledge, this is the first paper to identify such barriers to including sustainability in an Indian MEI context.

The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.

The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

The Centre for Environment Education (CEE) in Ahmedabad, India, got a running start on the United Nations Decade of Education for Sustainable Development (DESD) (2005-2015) by hosting the first international conference of the decade January 18-20, 2005. The attendance of 900 educators from 50 countries exceeded expectations. Not only did these participants share their experiences and develop action plans in 20 topical workshops, they also offered detailed comments on the UNESCO implementation plan for the Decade and presented their own hopes for the Decade in the Ahmedabad Declaration. In this article, the author discusses how the Ahmedabad Declaration was created, and summarizes the contents of the declaration.

Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

The paper deals with the issues of the cultural and linguistic diversity of Indian schools. The influence international policies and national policies, provision to preserve the linguistic and cultural diversity in classroom and schools. The role of education to preserve the linguistic and cultural diversity needs in schools. Based on various data from India and other UN agencies on issues of preserving and sustaining the cultural and linguistic diversity. The data provides, more than 50% of the world's languages are located in just eight countries: India, Brazil, Mexico, Australia, Indonesia, Nigeria, Papua New Guinea, and Cameroon. These countries are in threats losing its native language or in other words falling in the categories endanger language The author has provided educational suggestions and recommendation for reserving linguistic and cultural diversity in schools.

Sustainability professionals need cosmopolitan competencies to be successful when working on environmental, social, and governance issues that span cultural and national boundaries. Working professionals often struggle building these competencies because they have limited time for international travel and limited access to international peers. Short-term (10 day) and highly curated educational travel programs, combined with pre- and post-trip study, provide powerful learning experiences that can overcome these obstacles. This paper does three things: 1) defines and justifies cosmopolitan competencies that are useful to sustainability professionals, 2) describes a pedagogy to teach these competencies to working professionals, and 3) evaluates whether intended learning outcomes were achieved. A quantitative survey instrument was completed before and after international education programs to China and India. The pre-post differences were statistically significant, suggesting the pedagogy has impact. Qualitative interviews supplement and help interpret the quantitative data.

This declaration was developed at the 4th International Conference on Environmental Education (ICEE) in November 2007. The conference was sponsored by UNESCO, UNEP and the Government of India and hosted by the Centre for Environment Education (CEE) at Ahmedabad, India. The drafting process involved nearly 1,600 participants from 97 countries. Since the first international conference was held in Tbilisi, Georgia in 1977, conferences have been held every ten years--in Moscow in 1987 and in Thessaloniki, Greece in 1997. This declaration was drafted in the context of the UN Decade of Education for Sustainable Development (DESD).

In the present scenario, due to anthropogenic activities, environmental degradation is being done at an alarming and rapid rate and it is resulting in various environmental issues such as global warming, ozone layer depletion, green house effects, rise in sea level, improper monsoon and acid rains. Science and technology on one hand has brought immense benefits but on the other hand we are paying a heavy price for it. There is a wrong notion that economic development is based only on industrialization. However, science and technology can help in the process of global sustainable environment, but only in a limited way. In India, environmental education has been introduced at various school levels. But the teaching of the subject is not satisfactory due to lack of proper training of teachers in the field of environmental education. Bearing this fact in mind, an attempt has been made through this paper to highlight the necessity of making effective training programmes of prospective teachers in environmental education and sustainable development. The present generation is mindlessly pursuing its needs without thinking for the future generations to come. Therefore, in order to achieve the acceptable level of global environmental sustainability, the citizens must be empowered with essential knowledge and information especially in developing countries like India. Since educational institutions are the places where the contact of the society is more, it is possible to bring remarkable changes in the mindset of the public. The author feels that it is the need of the hour to propose environmental education with the essential elements of moral philosophy. Conventional educational methods are no longer adequate for the real needs of tomorrow. The present paper examines the significance and awareness of sustainable development and environmental education among the prospective teachers.

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.

The article discusses the relationship between value addition and environmental sustainability using ten years data of an Indian Paper Mill. Analysis of the data reveals that there is a negative correlation between value addition and environmental sustainability over the ten-year period.

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The "green curriculum index" suggests that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low-carbon and green economy.

There is growing global consensus that inequality is making sustainable development goals unattainable. Social inclusion of the historically marginalized and equality of opportunity is crucial for sustainable development. Inclusive quality education for all is therefore considered as one of the three main targets for sustainable development according to UNESCO's Incheon declaration in 2015. This paper draws on an institutional ethnography of a globally interconnected old colonial school's inclusive pedagogic work in postcolonial India. The school's work has been much celebrated in existing research by academics, global donor agencies and also by the Indian government's Sarva Shikshya Abhiyan (Education for All) office. This paper analyses how the school conceptualized a distinct inclusive pedagogy to educate the hearts and the minds of children driven by local community needs for social inclusion within a context of extreme inequality. This paper argues that the school's conception of inclusive education addressing the diverse learning needs of children developed as a syncretic cultural formation drawing on its institutional mission for social justice, as well as indigenous history of educational reform and philosophy of community engagement. In doing so, this paper engages with the "philosophy of context" and draws on the "southern theory" of inclusive education as envisioned by Rabindranath Tagore, indigenous education reformer and Nobel Laureate poet activist during early twentieth-century colonial British India, who challenged both local and global inequality through his creative and educational work.

Purpose: The purpose of this paper is to examine the role of university in shaping pro-environmental behaviour in students. Design/methodology/approach: The paper used goal-framing theory to investigate the relationship between goals and pro-environmental behaviour by comparing the responses of entry- and exit-level students. Structural equation modeling, one-way analysis of variance and other standard statistical analysis have been used to analyse the data collected through questionnaire survey in a central university offering technical education in India. Findings: Pro-environmental intention in students increases with a strong normative goal. The direct and indirect effects indicate hedonic goal and gain goal via normative goal leads to better pro-environmental behaviour. Higher values for normative goal in exit-level students substantiates the role of university. Practical implications: The paper provides scope to improvise and incorporate environmental practices into the habits of the students by aligning their goals and university dimensions including curriculum, campus operations, research and outreach activities. Originality/value: The results make an important contribution in establishing a sustained green culture by offering a new university paradigm.

Purpose: The past decade has seen a proliferation of research on service quality in education. However, little attempt has been made to understand the impact of student perceived service quality on sustainability practices of the university or the effect of such practices on student satisfaction. To bridge this gap, this paper aims to propose a conceptual framework to examine the relationships between service quality, sustainable practices and student satisfaction from the perspective of students. Design/methodology/approach: A quantitative methodology was employed, and data were collected through an online structured questionnaire. Responses were gathered from undergraduate students (n = 419) studying in four colleges affiliated to a university in Delhi, India. Exploratory and confirmatory factor analyses were used to validate the instruments. Structural equation modelling was used to examine the associations between the constructs. Findings: The research revealed that student perceived service quality in education has a significant effect on their perception of sustainable practices of the university and student satisfaction. Further, sustainable practices predict student satisfaction. Research limitations/implications: The findings may guide the key decision-makers in the education industry to incorporate service quality and sustainable practices in their strategy and thereby enhance student satisfaction. Originality/value: This research is the first of its kind to examine the impact of service quality as perceived by students on the perception of sustainability practices of the university. Further, it empirically tests the effect of perceived sustainability practices on student satisfaction.

Purpose: Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach: This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings: Respondents' disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications: This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value: This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

The research studied the value orientations of higher education faculty members augmenting their willingness to participate in sustainable activities. An online survey has been done to collect the data from the top 100 institutions participated in National Institutional Ranking Framework, 2017 (India). The findings reveal that educators prioritise self-transcendence values when mediated by activated personal norms, their endorsement for altruistic values increases. Egoistic value is also identified as a significant factor affecting their behavioural choice to participate in sustainable activities. The paper concludes that faculty engagement in community services may result in social reforms towards sustainable development. Intrinsic motivation of the faculty members should be acknowledged.

Sustainable development is essential for the survival of the planet. The massive increase in GHG emissions due to human activities has put the world in unrest. The Indian construction industry is emerging and evolving at a rapid rate and has understood the grave situation, and for saving the environment has come up with innovative solutions for developing green buildings or sustainable construction. In this paper, the two different (the GRIHA Rating System and the IGBC Green New Building Rating System) of India were studied. The sample size was 40 construction professionals working on green building projects. An interview schedule was used for data collection. The data was subjected to a suitable analysis and the AHP method was applied. Based on the research findings, strategies to go green has been suggested for the IGBC and GRIHA rating system which may serve as a ready reckoner for enhancing the effectiveness and efficiency of the construction management process. Therefore, keeping in mind the above view this research paper "Review of Indian Green Building Rating Systems by Using Analytical Hierarchy Process (AHP) on Various Parameters" becomes indispensable. Hence, this research study can be considered an effort to empower construction professionals to create an extensive analysis of green building concepts and develop sustainably in India. [ABSTRACT FROM AUTHOR]

Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying 'universal' ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an 'ethics in context' approach and an attitude of 'methodological immaturity' is critical in international visual research projects with young people.

Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India's Chandigarh region. A codebook was developed on the basis of UNESCO's Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

Professional and Community Engagement (PACE) at Macquarie University provides experiential opportunities for students and staff to contribute to more just, inclusive and sustainable societies by engaging in activities with partner organizations. PACE International offers a range of opportunities with partners overseas. Underpinning PACE is a commitment to mutually beneficial learning and engagement. To align with this commitment, PACE-related research engages partner perspectives and those of students and academics. The dearth of scholarly research on partner perspectives of community engagement (Bringle, Clayton & Price, 2009) underscores this imperative. Drawing on interviews and focus groups with partner representatives this article examines some of the apparently unexpected benefits of engagement with PACE that community partners report have contributed to their improved organizational capacity. We conclude by speculating that what can be perceived by universities as unexpected and unplanned by-products of student engagement, may actually be intended and strategically planned outcomes of community partners. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]

Chitosan is a biocompatible polymer with vast applications in pharmacology, medicine, paper making, agriculture, and the food industry due to its low toxicity. Chitosan also plays an important role in the sustainable environment since chitosan is able to absorb greenhouse gases, harmful organic matter, and heavy ions. Therefore, this paper conducts a bibliometric analysis of chitosan for sustainable development using the Scopus database from 1976 to 2023. A performance analysis on the 8002 documents was performed with Harzing's Publish or Perish. Science mapping was conducted using VOSviewer. The annual publication on chitosan for sustainable development showed an upward trend in recent years as the annual publication peaked in 2022 with 1178 documents with most of the documents being articles and published in journals. Material science, chemistry, and engineering are tightly related subject areas. China had the highest publication of 1560 total documents while the United States had the most impactful publication with 55,019 total citations, 68.77 citations per document, 77.6 citations per cited document, h-index 110, and g-index of 211. India had the largest international collaboration with 572 total link strength. "International Journal of Biological Macromolecules", "Carbohydrate Polymers", and "Polymers" have been identified as the top three source titles that publish the most documents on chitosan for sustainable development. The emerging trends in chitosan on sustainable development focus on the application of chitosan as an antibacterial agent and biosorbent for contaminants, especially in water treatment. [ABSTRACT FROM AUTHOR]

We defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency -- these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments -- but from the perspective and imperative of sustainability -- why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments' prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development.

Purpose: The purpose of this paper is to systematically examine and draw attention to the potential benefits of solar power generation for access to and use of information and communication technologies (ICT) aimed at sustainable development in emerging economies. Design/methodology/approach: Electricity plays a crucial role in the development and use of ICT and in the process of striving to achieve sustainable development in emerging economies. It has been shown that electrical energy is intrinsically linked to economic, environmental and social dimensions of sustainable development. An extensive analysis of the major contribution of solar electricity in various sectors such as economic, social and environmental benefits is provided. The paper concludes with a discussion on current status of solar electricity in major emerging economies, their planning policies and strategies for promoting solar power generation for increased access to ICT by people and sustainable development of society. Findings: The demand for electricity in residential, commercial and industrial sectors in developing countries (emerging economies) is likely to increase, both as a result of increase in population and expanding industrialization. It remains amongst others, a growing challenge for these nations to obtain and put in place reliable and secured electricity supplies, for accessing ICT and to work towards achieving sustainability. The important issues that must be considered and addressed for the successful implementation of solar electricity programs for sustainability and wellbeing in developing nations are pointed out. Practical implications: The paper shows that the problems of lack of qualified solar technicians and established Photovoltaic (PV) markets and business modes, renewable (solar) energy education have to be addressed. Other issues include appreciation of solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for customers, import tax exemption and regarding electricity as one of the basic needs like food, shelter and clothing. Overhaul of existing systems needs to take place in order to provide the means to deal with some of these issues. Originality/value: Availability of power remains crucial for development in emerging markets. Solar electricity is of major interest for the energy sector in developing or emerging economies because it offers the possibility of generating renewable electricity using sunlight: a resource that is widely and freely available in most, if not all, developing countries. This paper raises awareness about this in a unique way and identifies problems faced by the sectors. To address some of these challenges without compromising the goal of sustainability and development, it is important that low carbon emitting electrical energy sources such as solar electricity are given high priorities by policy makers, industries and research and development institutions in emerging countries. Some innovative suggestions are provided for achieving this. (Contains 1 figure and 1 table.)

Purpose: This paper aims to introduce and investigate dialogic interaction as a key element of achieving a transition towards sustainability in people, organizations and society as a whole. Furthermore "sustainability competence" as a potential outcome of such interaction is to be introduced, referring to the capacities and qualities that people, and the organizations and communities of which they are part, need in order to address (un)sustainability. Design/methodology/approach: The argument of the paper is grounded conceptually in emergent thinking among scholars preoccupied with learning-based change and sustainability in organizations and communities. Empirically, the paper uses two case studies carried out by the authors to ground the argument in real efforts by communities to create a (more) sustainable way of living. Findings: The main results include: a post-normal understanding of sustainability highlighting uncertainty, complexity, normativity, controversy and indeterminacy; a framework facilitating dialogic interaction; and a number of key competences that appear conducive to both dialogic interaction and a transition to sustainability. Research limitations/implications: Although the two case studies are quite extensive and rigorous, the conceptual nature of the paper and the word limitation did not allow for a more detailed discussion of the methodology used in the case studies and the contexts in which the two case studies are located. Originality/value: The paper adopts a post-normal perspective of organizational transitions towards sustainability and focuses on dialogue and dialogic interaction as a key learning-based mechanism for facilitating such a transition. Furthermore the framework for dialogic interaction allows for a more holistic approach toward such a transition and the development of competences needed to accelerate its realization. (Contains 1 figure and 2 notes.)

Purpose: The purpose of this paper is to analyze and profile significant national developments in higher education for sustainable development in India and to compare different educational approaches emerging in connection with education for sustainable development. Design/methodology/approach: This is an evaluative review of contrasting initiatives to provide environmental and sustainability education in different institutions, that takes into account philosophy, policy and practice in Indian higher education. Academic programmes, policy statements and education projects are analyzed, to highlight important developments, challenges and the prospects for future progress. Findings: Several principles of sustainable development are embedded in India's education policy. It is perhaps the only country where the highest court has mandated environmental education at all levels of formal education, which includes a compulsory undergraduate course. However, the challenges of implementing this requirement effectively are hampered by lack of inter-disciplinary competence among staff and students, and traditional methods of assessment in HE. India has examples of successful community-based initiatives but these often have resource implications. Many efforts to develop learning opportunities in this field have emerged primarily from academic and student interests and priorities rather than from formal policy initiatives. Originality/value: This paper provides an evaluative perspective on the diverse and innovative responses to sustainability emerging in Indian higher education, in curriculum development and to address issues of practice on campus and in local communities. The opportunity to analyse the implementation of a national initiative is unusual, particularly in the distinctive context of India, which has considerable prior engagement with sustainable development at the level of policy and practice. (Contains 1 table and 11 notes.)

Purpose: The purpose of this paper is to identify the key aspects of transformation of universities towards sustainability, such as the ideal characteristics of the "sustainable university", and the drivers and barriers in the transformation, by comparing the strategies of seven universities world-wide. Design/methodology/approach: A systems transformation analysis of seven case studies has been applied through a self-evaluation based on the tridimensional Framework-Level-Actors (FLA) method. Findings: The study shows that none of the three dimensions of change is predominant over the others. The main barrier to be overcome is the lack of incentive structure for promoting changes at the individual level. The main drivers for change are the presence of "connectors" with society, the existence of coordination bodies and projects, and the availability of funding, all of which are important for progress. Enhancing interdisciplinarity is a strategic objective at almost all of these universities, while transformative learning is less present. A common characteristic for most of the institutions is establishing and supporting networks of expertise within the universities. These universities show important strategic efforts and initiatives that drive and nucleate change for sustainable development, the result of a combination of drivers. Practical implications: The FLA-method has proved useful for being used at the level of comparing case-studies through a bird's-eye perspective. Originality/value: The paper demonstrates the application of a simple tool that gives a global perspective on transformational strategies used in seven cases world-wide in the search for commonalities and differences. (Contains 3 tables, 2 figures and 2 notes.)

The imperative to achieve sustainable development in the face of accelerating urbanization has prompted an urgent re-evaluation of the role that municipalities play in driving environmentally conscious growth. This research paper delves into the critical nexus between municipalities and sustainable development in India, with a specific focus on the innovative financial instrument of green bonds. The study employs a comprehensive review of utility of Green Bonds in India and Internationally. Through this methodology, the paper seeks to shed light on the efficacy of green bonds in augmenting municipal initiatives towards sustainable urbanization. The findings of this research provide nuanced insights into the multifaceted roles that municipalities undertake in advancing sustainable development agendas. By analyzing the implementation of green bonds by municipalities in India and International countries, the paper discerns trends in the utilization of green finance for eco-centric urban projects. Moreover, it scrutinizes the influence of green bond proceeds on key sustainability indicators, such as reduction of greenhouse gas emissions, improved waste management, and enhanced green infrastructure. It also examines potential policy recommendations to overcome these impediments, thereby providing a roadmap for municipalities to more effectively leverage green bonds as a financial tool for sustainable urban development. In conclusion, this research contributes a comprehensive understanding of the pivotal role that municipalities play in advancing sustainable development and underscores the potential of green bonds as a transformative financial instrument in this endeavor. By providing review based in-depth research and practical insights, this paper offers valuable guidance for policymakers, urban planners, and financial institutions seeking to accelerate the transition towards more environmentally sustainable and resilient cities in India. [ABSTRACT FROM AUTHOR]

How does the legally established gender quota in local self-government bodies affect the level of representation of women in power? How does the representation of women in power increase effective political participation? Previous studies were devoted to studying the consequences of gender quotas in the authorities and management, but the issue of the model of gender political participation remained neglected. The introduction of gender quotas as a mechanism for ensuring equal rights and opportunities for women in politics and the decision-making process increases women's political participation and political leadership. The success or failure of planning and decision-making largely depends on the level of political participation. The issues of this work correspond to Goal 5 of Sustainable Development, which provides equal opportunities for women's leadership at all levels of decision-making in political, economic and public life. The paper analyzes the representation of women in the authorities and management in different regions of the world. The study's main goal is to determine the relationship between the representation of women in rural local self-government bodies and the consequences of this representation. The data sources were the results of local elections, reports of government ministries and agencies, United Nations reports on gender equality and the empowerment of women, as well as surveys of women representatives of political power in three Indian states (Odisha, Andhra Pradesh, Maharashtra ) -- state election data analyzed over the past three decades. The results of this study show that the level of female representation increases annually, although this is not entirely related to political participation. Women's electoral participation indicates that despite growing women's participation in local elections, the expression remains unchanged within the established gender quota of 33 to 50 percent. Addressing the gender imbalance in the political environment of three states in India is a result of the introduction and enforcement of gender quotas in politics. The results of this study have practical value for local self-government bodies when developing state gender policy. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to evaluate the progress made in achieving sustainable development goal-2 (SDG 2) in India, with a focus on ending hunger, ensuring food security, improving nutrition and promoting sustainable agriculture. The assessment uses data from SDG Index reports, which offer a comprehensive overview of the advancements made by 28 states and 8 union territories (UTs) in India. Design/methodology/approach: The evaluation is based on information derived from three editions of the SDG Index reports, initially published in 2018 and subsequently in 2019 and 2020. These reports provide a detailed analysis of the status and achievements of different states and UTs in relation to SDG 2. The categorization of states and UTs into aspirant, performer, front runner and achiever categories serves as a crucial framework for assessing the progress. Findings: Despite concerted efforts by India, the majority of states and UTs are positioned in the aspirant and performer categories, suggesting that significant challenges persist in achieving SDG 2 targets. The results emphasize the necessity for stronger measures to elevate states and UTs to the categories of front-runners and achievers. The persistent challenges of malnutrition, hunger and their economic ramifications require immediate and strategic interventions to address these pressing concerns. Originality/value: This paper contributes to the existing literature by providing a comprehensive analysis of the progress towards SDG 2 in India, using the insights from the SDG Index reports. The categorization framework used in this assessment offers a nuanced understanding of the challenges faced by different regions, highlighting the original contribution of this study. The findings underscore the urgency of targeted efforts to address malnutrition, hunger and related issues, emphasizing the importance of sustained commitment to achieving SDG 2 for the overall well-being of vulnerable populations. [ABSTRACT FROM AUTHOR]

India's North-Eastern region, known for its cultural diversity and scenic beauty, has confronted distinctive developmental challenges. This diversity has given rise to unique cultural practices, music, dance, and crafts that are renowned across the world. Despite this richness, the region has grappled with developmental challenges such as lack of infrastructure, poor connectivity, poverty, hunger and limited access to healthcare and education. The adoption of the United Nations' Sustainable Development Goals (SDGs) by India in 2015 provides a framework to address these challenges and promote sustainable development in the region. This paper illustrates the progress made in achieving the SDGs in terms of SDG Index released by NITI Aayog and the various initiatives taken by the Government of India in the process. [ABSTRACT FROM AUTHOR]