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The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their "third mission" linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation. • The implementation of the Sustainable Development Goals (SDGs) at universities is still on its infancy. • The SDGs may assist universities to better relate with external stakeholders and society. • A greater involvement of students may be achieved by the integration of the SDGs in teaching. • More systematic efforts are needed to increase the presence of the SDGs in higher education institutions. [ABSTRACT FROM AUTHOR]

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

Abstract Progressing towards sustainable development remains a key global challenge. And yet, the various interpretations of the concept of sustainable development and the questions it raises about economic growth make its implementation difficult. Higher education institutions may help to overcome these difficulties by developing new processes of change. However, to achieve this they need to integrate sustainable development in all their areas of activity. The aim of this paper was to develop new insights into organisational change processes in universities relating to sustainable development. Contributing to this aim, this paper reports on a case study of United Kingdom higher education drawing on findings and conclusions from a survey of their policy frameworks relating to sustainable development. The method comprised a critical policy analysis in order to identify, differentiate and categorise stakeholder interactions. The data generated comprised the range of higher education stakeholders and the network of interactions that they formed. Theoretical insights from social network analysis, stakeholder theory and the normative business model were used to find opportunities to address the difficulties in the implementation of sustainable development. Results suggested that the existing networks identified in the policy frameworks may not support the effective integration of sustainable development in higher education. Low-density of the national networks; the lack of a clear governance vocabulary for national policy frameworks; and the lack of explicit funding flows between organisations all pose problems for organisational change towards sustainable development in higher education. Highlights • The paper develops insights in organisational change at universities in sustainable development. • Critical policy analysis identifies, differentiates and categorises stakeholder interactions. • Social network analysis, stakeholder theory, Normative Business Model inform interpretation. • Density, governance and funding of policy networks could aid change at universities. [ABSTRACT FROM AUTHOR]

By developing and implementing environmental concerns in its principles and infrastructure, universities are becoming increasingly active in promoting societal changes towards sustainable development. These environmental concerns are translated into comprehensive and transversal environmental education programs aimed at building capacities and promoting awareness not only for students but also to the surrounding communities. This paper aims to develop a Balanced Scorecard strategy map for implementing and monitoring environmental education programs in universities. To accomplish this objective, we conducted a literature review on environmental education in higher education, finding 10 primary indicators and 40 sub-indicators needed to implement environmental education programs in universities. Fifteen experts in sustainability research were asked to evaluate these indicators and sub-indicators. Then, those indicators and expert evaluations were used to build a decision tree that supports the Balanced Scorecard. Based on our findings, we created and adapted a strategy map for environmental education based on five dimensions: sustainable development; environmental education; teaching processes and environmental management; learning and environmental growth; and economic and financial responsibility. The main contribution of this paper is to propose a theoretical proposal that can serve as a guide to implement and monitor environmental education programs in universities. [ABSTRACT FROM AUTHOR]

Sustainability assessment tools are currently influencing sustainability strategies and activities in higher educational institutions. Thus, in this paper a short overview of sustainability in universities will be provided, which will then be followed by a study of different existing approaches to assess this issue. The paper will also include previous analyses that theoretically compare these tools. A practical case study in which different tools are applied is the main goal of this article. A sustainability diagnosis and a proposal to analyze the results in order to create an action plan, based on cost-efficient measures, will be developed considering different tool's approaches. Advantages and differences between tools are highlighted according to the results. Finally, this article will conclude that an absolute improvement between 20% and 40% in the overall sustainability score can be reached in the medium term. [ABSTRACT FROM AUTHOR]

The implementation of sustainable development in higher education is an important goal, and one which requires much planning. The many recurring problems and barriers that hinder the attainment of sustainable development objectives at universities are either directly or indirectly related to deficiencies in planning which pose a significant barrier to the implementation of sustainable development. There is therefore a perceived need to foster a better understanding of how planning may help higher education institutions to become more successful in implementing sustainable development. Based on this need, this paper describes the role of planning as a tool for improved knowledge and sound decision-making towards a better understanding of sustainability in a science and technology context, and the motivation towards transformation. In particular, it reports on a survey in the context of which some of the major obstacles for planning and implementing sustainable development at universities are outlined. The study identified the fact that many universities are yet to have fully developed plans to take into account matters related to sustainable development, and describes some the elements which could be considered in attempts to give a greater emphasis to sustainability to planning in a higher education context. Image 1 • Planning can assist in the implementation of sustainable development in higher education. • Globally, the development of sustainability initiatives in universities varies among institutions and regions. • Institutional commitment is required, along with transformation of perceptions and use of interrelated perspectives. • It is necessary to foster a better understanding of how planning may help universities to implement sustainability. [ABSTRACT FROM AUTHOR]

• HE-D and DE-D were stable; most regions showed a relatively concurrent development of DE and HE. • D of the two subsystems differed in different regions with "high in the east and low in the west." • CCD fluctuated relatively steadily with differences of "high in the northern and coastal regions". • "HE benefits" and number of academic papers are the primary influencing dimension and factor in HE. • "DE input" and popularity rate of mobiles are the primary influencing dimension and factor in DE. Analyzing the coupling coordination interactions of higher education (HE) and digital economy (DE) to achieve sustainable growth is crucial. Thus, we constructed the coupling coordination interaction mechanism and the comprehensive evaluation system of the two subsystems to measure their coordination interactions; then, we processed the temporal-spatial analysis of the development status and the coupling coordination degree (CCD) in the case of China. Furthermore, we used the gray correlation model to determine the primary influencing factors and proposed differentiated policymaking suggestions. We found that: (1) the development status of higher education (HE-D) was more stable than that of the digital economy (DE-D), which showed a slight upward trend; besides, there were noticeable spatial differences for HE-D and DE-D. (2) The temporal changes of CCD were not noticeable. (3) Expenditure on research activities in HE and the number of patents were the significant factors affecting DE; the popularity rate of mobile phones and the number of employees in the DE industry were the significant factors affecting HE; besides, HE's output benefits and DE's input was more influential in the coordination relations. Furthermore, we also put forward targeted, specific, and differentiated policymaking suggestions, which can guide policymakers to formulate regional sustainable development policies. [ABSTRACT FROM AUTHOR]

Higher education institutions across the world are increasingly placing an emphasis on students' acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning. [ABSTRACT FROM AUTHOR]

In recent decades, smart technology has been one of the major thought-provoking research subjects in the quest to meet the needs of society in ways that do not damage or deplete the environment and that conserve natural resources. Augmented reality is an emerging technology that blends three-dimensional virtual objects with reality. Technologies such as Augmented Reality can be useful tools to promote sustainable development in higher education in terms of various economic, social and environmental considerations. This paper aims to investigate faculty members' awareness of the potential benefits of incorporating Augmented Reality technology in Saudi Arabian universities in terms of its economic and environmental sustainability. For this study, quantitative data was collected by means of a survey questionnaire where participants responded to statements on a five-point Likert scale that ranged from "totally agree" to "totally disagree". The study was conducted with a sample comprising 228 academic and e-learning department staff from Saudi universities. The exploratory factor analysis technique was utilised to identify factors related to awareness of advantages of using Augmented Reality in education, particularly in relation to sustainability. Two factors were identified, namely environmental and economic factors. Study findings indicated that academic and e-learning department staff believe that the use of Augmented Reality in higher education has positional environmental and economic sustainability benefits. The findings from this study provide insights that will assist further studies regarding AR in the Gulf Cooperation Council countries. Image 10 [ABSTRACT FROM AUTHOR]

Abstract This paper assesses the sustainability related performance of Indian Higher Education Institutes (HEIs) based on the parameters and indicators listed under the Sustainability Tracking, Assessment and Rating System (STARS), and the University of Indonesia GreenMetric World University Ranking (UI GreenMetric WUR). Qualitative assessment of Indian HEIs based on the two selected frameworks is provided. Data were collected for parameters pertaining to sustainable development (SD) at nine Indian HEIs through surveys, documentation, direct observations, and interviews with professors, research scholars, students, and employees. The study shows that although Indian campuses are implementing SD strategies, the approach is not comprehensive and systematic, as almost 50% of the STARS and UI GreenMetric framework parameters are not currently being complied with. Out of the two selected assessment frameworks, Indian HEIs showed greater compliance with the UI GreenMetric, which can be attributed to its Asian origin. A lack of policies, monitoring and reporting mechanisms were common across all the HEIs. This study highlights the need to report specific rating parameters that are widely present on Indian campuses and those which are not currently being emphasised. The findings contribute to developing a contextualised rating system for assessing Indian HEIs that can help boost SD. This study can further help other developing countries aiming to progress along similar lines. Highlights • The framework used in the study are STARS and UI GreenMetric WUR. • The qualitative compliance of the Indian HEIs to these frameworks is analyzed. • The sustainable development in Indian HEIs is not holistic. • A new or refined rating system needs to be developed for Indian HIEs. [ABSTRACT FROM AUTHOR]

Abstract The objective of this paper is to test a procedure for assessing the adoption of sustainable practices in higher education technological institutions services, known as institutes of technology and polytechnic universities. The model, named Sustainability Assessment for Higher Technological Education (SAHTE), consists of 134 criteria that cover five aspects: 1) Governance/Policies, 2) People, 3) Food, 4) Energy/Water, 5) Waste/Environment. This structure is based on international frameworks and standards as GRI, AISHE, SAQ, GreenMetric, Green Report Card, and Campus Ecology. Seven higher technological education institutions are studied, providing data for testing the SAHTE model, as well as auditing the adoption of sustainability practices. The case studies, besides direct observations and document analysis, collected data from 170 interviews to faculty, staff, and students, and they show the lack of governmental incentives toward sustainability in Higher Education Institutions (HEI). Although, there is no external incentives that contribute for the adoption of best practices as green offices, the studied institutions show isolated initiatives that mostly are related to solid waste management. There is a consensus among the studied HEI directives that their educational programs does not address properly sustainability issues, which create a barrier for the academic community to perceive the importance to develop a sustainability model for managing HEI institutions. Sustainability in these organizations could be approached in the perspective of service operations and connect their contribution to value creation. In turn, that hinders the implementation of selective waste collection, for instance, a basic service operation that is still incipient in at least six of the seven institutions analyzed. In technological education, the correct treatment and disposal of laboratory waste offer a great opportunity to raise awareness among students, collaborators, and the community while preparing students for situations they will possibly face in companies. The results obtained by the SAHTE model may be useful for planning and developing policies concerning sustainable development, especially in service operations at the HEI examined. [ABSTRACT FROM AUTHOR]

In order to present core issues usually addressed under sustainable urbanism, the paper makes a broad scanning of a number of relevant documents dealing with sustainable development. A wider selection has been made reflecting the major segments of the EU policy in this area, the standpoints of professional bodies on sustainable cities and of educational association of planning on issues of sustainable development. This overview has been complemented with the strategy of UNESCO on teaching and learning for a sustainable future. The overview shows a continuous increase of sensitivity towards spatial/urban issues which could be dealt with in a successful way only by urban planners who could supply innovative solutions based on a participatory and inclusive process of planning. Higher education institutions in the field of urban planning must respond adequately to these challenges by strengthening their disciplinary profiles and expertise on which to build their interdisciplinary interconnectedness with other disciplines in the arena of sustainability. In this process, the approaches chosen in teaching sustainable urbanism will be of great importance as they will influence the learners and prepare them to react to the ever changing circumstances of everyday life. The paper proposes a conceptual framework of sustainable urbanism and suggests a number of approaches to teaching and learning that could respond to this challenge. [ABSTRACT FROM AUTHOR]

Integration of sustainable development in education is now being addressed in numerous educational institutions across the globe. Based on different integration approaches, various teaching methods are being developed, applied and evaluated. Efforts are also being made in the direction of strengthening pedagogical approaches as well as educator training to address issues such as, lack of awareness and resources required for a better transfer of sustainable development knowledge from educator to students. There is a strong need for these two approaches (integration & pedagogical) to work in close association for an improved level of integration. Regional collaborations are an effective way to address such issues. They can play a key role in achieving sustainability regionally while being influenced by, and influencing, both local and global communities, and that is the main hypothesis of this paper. The goal of this paper is to present a regionalized educational initiative for integration of sustainable development in higher education made by two universities and five colleges in Quebec (Canada). This project is not only dedicated to teaching or application of approaches but is also expanded to: 1) professors' support using various activities (conferences, workshops and short lectures); 2) program integrations; 3) integration at institutional level (as some institutions have adopted various policies and actions regarding their overall missions of research, community outreach and operations); and, 4) regional collaboration between the seven academic partners, which is a unique characteristic of this project. As a result, this regional collaborative approach helped in building a critical mass of practitioners in the field and launched a community of practice and integrated sustainable development in the member institutions at different levels, strengthening the educator's knowledge on sustainable development pedagogy. Based on the preliminary analysis of surveys taken by students, this integration has helped in developing the understanding of sustainable development by students and has also resulted in a positive attitude towards sustainable development. In addition, the integrations as a result of the collaboration show that integration of sustainable development in higher education is accomplished not only through pedagogical and extracurricular activities but is also embodied in the overall student experience on campus. [ABSTRACT FROM AUTHOR]

During the last two decades, many higher education institutions have become involved in embedding sustainable development into their academic systems. The research for this paper was built upon discussions on declarations, charters, and other initiatives designed to commit their institutions to education for sustainable development. It analyses if such commitment leads to more sustainable development implementation within the academic institution. The research was performed using a survey, based upon a literature review of 60 peer-reviewed papers. The survey was divided into eight categories: background; institutional framework; campus operations; education; research; outreach and collaboration; on-campus experiences; and assessment and reporting. The survey was answered by 84 respondents from 70 institutions, worldwide. The responses were analysed via descriptive analysis, grounded theory, and inferential statistics. The results revealed that there were many examples of sustainable development implementation throughout the system; however, generally the efforts tended to be compartmentalised. The analyses also highlighted strong linkages between the institution's commitment to sustainability, implementation, and signing a declaration, charter, or initiative. The findings suggested that academic leadership's commitment was a leading cause for signing a declaration, charter, or initiative, and implementing sustainable development. The research team provided recommendations for higher educational leaders, including acknowledge that the higher education institution system is comprised of several inter-related elements; commit to sustainability by integrating it into policies and strategies; show the commitment by signing a declaration, charter, or initiative; establish short-, medium-, and long-term plans for its institutionalisation; and ensure that sustainable development is implemented throughout the system. [ABSTRACT FROM AUTHOR]

Higher education institutes (HEIs) have made a deep commitment to prioritizing sustainable development (SD). Their task is to support practices that improve conditions in societies with respect to ecological, economic, and social issues, e.g., tackling the wicked problems of the world. In this case study, which took place at Feevale University (Feevale), Brazil, and at Häme University of Applied Sciences (HAMK), Finland, the following topics were studied: (1) whether there are international and national SD steering policies that might be relevant to higher education development in these particular universities; (2) whether this steering has impacted HEI's own SD policy and steering; (3) whether such in-house operations are affecting SD content within curricula; and (4) how a pedagogic approach influences the incidence of SD-oriented content at the bachelor's degree level. The analysis of policy level data was based on international and national policy papers recognized separately in both universities. As an indicator of the university's level of commitment to sustainability activities, we measured the incidence level of UNECE's SD themes in the curriculum. A hermeneutical approach was applied to the analysis to demonstrate possible systemic interactions between (inter)national SD policy and SD education at HEIs. At HAMK, some evidence was found of a national level top-down steering process in the university's SD activities. At Feevale, the enhancing of SD education is more of a bottom-up process. International steering appeared to be weak in both universities. The study uses unique quantitative data to show how the incidence of SD content in the curriculum is related to the pedagogical approach in each university [content (Feevale) vs. competence (HAMK)]. It was concluded that differences in national SD steering policy and pedagogical approach in the HEI led to divergent curricula structures in relation to the volume of the SD education between the two HEIs. Regardless of such a divergence, an appropriate balance between epistemic and ethical SD competences should be guaranteed for all bachelors. [ABSTRACT FROM AUTHOR]

The UN Decade of Education for Sustainable Development (DESD, 2005–2014) was an important framework and catalyst for increasing Sustainable Development (SD) efforts within academic institutions, worldwide. Tertiary institutions began to embed sustainability into the curriculum, although the extent has varied within and between institutions with many adopting an ad hoc approach. Previous studies of student learning outcomes were generally limited in scope and reported mixed results. Few studies systematically investigated the influence of sustainability education (SE) on student views, attitudes and behaviour across a range of contexts. This study adds to the field by using a common instrument that explored how SE contributed to student learning across multiple disciplines, institutions and countries. A quasi-experimental approach was adopted with tertiary students in ‘intervention’ and ‘control’ units. Data was collected using an online two-stage pre-post survey and included the Inclusion of Nature in Self (INS) and New Ecological Paradigm (NEP) scales and measures of selfreported behaviour. A series of snapshots of pre-test and post-test perspectives were taken across various terms of study during 2013–2015. Students' initial sustainability perspectives were found to be influenced by personal and educational factors such as gender, age, “culture” and discipline of study. Environmental worldviews were characterised by jointly strong ecocentric and anthropocentric orientations that represented a “utilitarian” view of human-nature relations. After controlling for pre-test scores, SE significantly increased post-test scores for several NEP dimensions compared to the control group however, the effect was weak and moderated by students' personal and educational context. Students exposed to SE also reported a cognitive shift in their attitudes/perceptions to sustainability that was linked to an increased INS score. The ad hoc approach to SE, combined with students' strong utilitarian worldview and mixed effects of SE indicated learning outcomes were far from certain and probably weak. The paper argued for a rethink of current educational approaches towards a more coherent and targeted educational strategy and concluded with recommendations for policy and praxis to enhance student learning for sustainability in higher education. [ABSTRACT FROM AUTHOR]

One of the main challenges for teachers of higher education is to design learning activities that will allow students to effectively acquire sustainability competences. Education therefore needs to be re-oriented to a combination of interdisciplinarity, envisioning, creativity, fun. This paper aims at contributing to this demand by asking students to assess the fostering capacity of alternative learning activities, i.e. a real-world experience and a service learning project. The data was collected through surveys and focus groups. The results demonstrate that students perceived to have developed sustainability competences in each learning activity in somewhat varying levels. To ensure the development of a wide-spectrum of sustainability competences, teachers are advised to combine different learning activities or to include a variety of characteristics to foster as many competences as possible, especially because of the interplay and interactions between the different competences. [ABSTRACT FROM AUTHOR]

In recent years, there have been a considerable number of efforts to integrate sustainability into Higher Education Institutions (HEIs); however, there are still challenges that need to be overcome. A process that has received an increasing attention has been the Organisational Change Management for Sustainability. This article is aimed at reviewing the main drivers of the integration of sustainable practices and the barriers to change slowing or stopping it. A systematic literature review was carried out using Web of Science de Thomson Reuters and in Scopus databases focusing on retrieving all papers on sustainability in HEIs published between 2000 and 2016. The drivers of and barriers found for the integration of sustainability in HEIs were compared to those previously described for companies. The similarities on drivers to change found in HEIs and companies were greater for external ones. A lower number of barriers to change were reported in the literature for HEIs than those reported for corporations, nonetheless, it was found that HEIs and companies have several common barriers to change. The article proposes a list of main drivers of and barriers to change, some general and others context specific. The findings on the drivers of the integration of sustainable practices in HEIs can serve to identify additional good practices at companies and vice versa. The barriers to change detected for the process of integration can help into anticipating, preventing and overcoming them. This knowledge can help institutions better plan and use their resources in working to becoming more sustainable. [ABSTRACT FROM AUTHOR]

This paper explores the link between innovation and sustainability in the context of higher education, with the purpose of investigating the fundamental barriers for innovation and sustainable development in universities around the world. The method used involves both a quantitative and a qualitative approach, gathering the views of 301 experts from 172 universities across all continents. The results show that there are similar barriers across different geographical regions that require greater support from university administrations and management. In particular, the willingness of leaders, policy makers and decision-makers to envisage a sustainable future inside universities is often missing. Yet, without the support of senior management within a university, bottom-up sustainable initiatives seem destined to fail in the longer term due to a lack of investment and administrative support. This study also identifies that in order to yield the anticipated benefits, the challenges listed should be taken seriously. [ABSTRACT FROM AUTHOR]

The transition to sustainability in Latin America and the Caribbean (LAC) is hindered by low demand for environmentally-benign industrial development strategies, and a limited supply of professionals to enact such strategies. The “Pathways to Cleaner Production in the Americas” project was a multinational effort aimed at facilitating the transition to sustainability in the region by addressing both of these concerns. The project incorporated multidisciplinary education in business, engineering, and the environment that enhanced sustainability awareness, technical competence and innovative skills of industry professionals, while exposing micro, small and medium enterprises (MSMEs) to cleaner production (CP) opportunities. In an alliance of nine universities in eight countries, project partners trained 648 university students to assess CP opportunities, while directly benefiting 136 MSMEs. The project developed a unique industry-academic partnership model for experiential learning. Faculty members collaborated with CP industry experts in their respective countries to prepare their students to conduct energy, process and material audits, and develop recommendations for improving financial and environmental performance. The project's CP experts supervised student interns and provided follow-up assistance to the MSMEs to implement the prioritized recommendations. The universities also hosted workshops for industry participants to learn best practices developed through the project and strategies to implement those in their enterprises. In this paper, we share the most valuable lessons from this model, which can be more widely adopted to facilitate industry-academic engagement in the transition to sustainability in LAC and other parts of the world. [ABSTRACT FROM AUTHOR]

Sustainability curriculum in higher education is a crucial lever for building capabilities and knowledge for graduates to address the interconnected social, ecological and economic challenges of the 21st century in their professional, and personal lives. A body of theory exists describing elements of good practice learning and teaching for sustainability in higher education which is accompanied by a small range of case studies reporting on sustainability courses and educational initiatives being undertaken in universities around the world. Often, such studies of practice are informed by post-hoc measures of effectiveness, rather than thorough evaluation frameworks informed by theories of good practice sustainability education and educational research methods. This paper aims to explore the lived experience of the theory of good practice learning and teaching for Sustainability Education using a holistic methodological framework. This paper firstly presents the theory of good practice learning and teaching for sustainability and summarises this in the Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework. This framework is then applied to the learning and teaching practices and student experiences of one undergraduate course in the built environment discipline that seeks to apply best practice educational approaches in course design and delivery. Using qualitative data collected from a mixed-methods case study of the course, along with the GPLTS framework, this paper highlights key factors enabling student engagement and positive learning experiences in this first-year undergraduate course. The findings have implications for pedagogy and also course evaluation approaches that aim to understand learning outcomes. • The Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework is presented. • The GPLTSE framework is used to explore an undergraduate built environment course with a focus on sustainability. • Key factors enabling student engagement and positive learning experiences are highlighted. • Implications for pedagogy and course evaluation approaches are discussed in the context of sustainability education. [ABSTRACT FROM AUTHOR]

Reorienting teacher education should be placed at the heart of reorienting education towards sustainable development. This requires that teacher education institutes reorient and redefine their outcome standards as well as redesign their training programs accordingly to incorporate and implement Education for Sustainable Development (ESD). Although many efforts have been made to promote ESD in teacher training, little information is available regarding to what extent ESD is integrated in teacher training programs or curricula. This study examines how ESD is incorporated in teacher training programs in terms of learning content, learning outcomes and didactic approach, through analyzing 429 course syllabi offered by the Hanoi National University of Education (HNUE) in Vietnam. HNUE training programs were found to contain some elements of ESD but they lack coherence or systematic inclusion. The results suggest needed strategic changes at organizational (university) and individual (instructor) levels to improve ESD in teacher education. This paper contributes to the discussion on the implementation of a holistic curricular assessment approach for three aspects of ESD (learning content, learning outcomes and didactic approach) and highlights the ongoing need for improving curricular assessment strategies for sustainability. [ABSTRACT FROM AUTHOR]

This research explores whether university education provides young graduates studying subjects related to the environment with relevant knowledge and strategies for sustainability actions that they can put into practice in the workplace. It also reveals the difficulties and obstacles that graduates encounter in their professional careers to promote pro-environmental strategies in their companies or to maintain sustainable behaviours. Information for the qualitative research was obtained from semi-structured interviews with 70 graduates from eight assorted faculties spread across three campuses at the University of Zaragoza. The paper categorises the most widely detected barriers impeding the application of pro-environmental strategies in the workplace and considers whether these barriers are connected with university education. One of the most relevant conclusions is that a small number of graduates were involved in pro-environmental strategies and only when such strategies were promoted and developed by the firm itself. In these cases the graduates felt that they had been well prepared at the University. However, the majority had not participated in pro-environmental strategies and felt that their university education did not equip them properly for their involvement in environmental projects. This barrier is thus considered a very significant one. A previous research study developed with the same graduates tested a causal model that explained environmental attitudes and their connection with environmental behaviour. In the model, the intention or willingness to act came between attitudes and behaviours. In this work, the unwillingness to act is also shown to be a significant barrier to participating in pro-environmental strategies. As a conclusion, changes are suggested in the curriculum to include core competencies in sustainability in all degrees. It is also proposed that firms and universities establish organisational structures to promote effective sustainability and pro-environmental actions. [ABSTRACT FROM AUTHOR]

Engineers have always had to deal with complex challenges. However, a profound change has occurred over the last two decades with a realization of the need to transition from a focus on technical issues to sustainability problems that require an integrated, adaptive and participatory approach. Such an engineering approach does not only necessitate new methods and tools, but also the consideration of epistemology to deal with different kinds of knowledge and high uncertainties. The concept of paradigms can support the case-specific analysis of concrete solution strategies based upon an understanding of the epistemological dimension of sustainability issues. A systematic and integrated discussion of paradigms and their interactions in engineering practice is currently lacking in the scientific literature. This paper examines the role of paradigms in engineering practice and presents a system science approach for the analysis of paradigms. A case study on sustainable flood management and a literature analysis are provided to show the relevance of multiple paradigms in sustainable development issues. Engineers should be aware of paradigms and their respective application context, as well as the particular role of the “community involvement” paradigm for sustainable development. We propose an iterative learning approach to continuously deepen students' understanding of participatory processes and develop their ability to facilitate stakeholder processes. An overview and some reflections on the experiences of the authors in the teaching of these new paradigms at McGill University, Canada, and the University of Osnabrueck, Germany, are provided. In particular, group model building exercises were found to provide students with important experiences regarding stakeholder interaction in the safe space of the classroom. [ABSTRACT FROM AUTHOR]

Sustainability has received increasing attention in management education over the past ten years. This article reviews a decade's worth of research in a systematic analysis of 63 articles published in international higher education and management education journals between 2003 and 2013. The purpose of this article is to map and review the publications based on the analysis according to the following four categories: (1) Types of papers, (2) Challenges, (3) Teaching techniques, and (4) Curriculum orientation. The scientific value of this article focuses on three main contributions to management education. First, while most articles are descriptive, focusing on specific, unique experiences in a given institution or with a particular teaching method or tool, few situate themselves within the broader philosophy and design of management education. The second contribution is an evaluation of the status of sustainability in management education as a field of study. This systematic review highlights the lack of consistency in the concepts used: no stable categories emerge from these articles and very few studies integrate the three levels of educational philosophy – teaching, program design, and learning. Third, this review highlights future directions for sustainability in management education institution-wide. While all articles highlight the need for curriculum change, very few specify how this change could and would be achieved by course design or explicit educational paradigms. [ABSTRACT FROM AUTHOR]

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

Over the last thirty years, sustainability has become an increasing concern for academics, students and policy makers. In this scenario, universities may play a pivotal role in the building of a more sustainable society in two different ways. On one hand, by reducing the negative impacts of their activities on the economy, society and environment; on the other hand, by fostering sustainable practices in curricula and research programs. More precisely, a "green university" implements sustainability in all different dimensions of its activity (i.e., institutional framework, campus operations, teaching, research, community engagement, accountability and reporting). Literature has so far focused on specific aspects of sustainability in the higher education sector, without taking into consideration the simultaneous incorporation of green issues in all abovementioned dimensions. Therefore, the aim of this study is to fill this literature gap by exploring the path toward sustainability of the University of Florence. The results show that the University has defined clear strategies and well-structured initiatives to actually implement sustainable practices; moreover, the current Rector seems to strongly support the journey toward a greener institution. At the campus level, the main projects are related to green buildings, waste management and sustainable mobility, despite financial restrictions. The issues of sustainability are also widely spread both in the educational offer and in the research activity, but systematic coordination between these dimensions and sustainability still lacks. Furthermore, despite the efforts for increasing community engagement, also this dimension needs to be improved. A similar conclusion is possible for accountability and reporting dimension, where one of the weak points is precisely the limited engagement of external stakeholders. • The purpose of the article is to investigate the path toward sustainability in university. • The paper analyzes the six dimensions of sustainability in higher education. • The research analyzes the case of the University of Florence. • The results show the sustainable activities of the University in each dimension. [ABSTRACT FROM AUTHOR]

Despite claims of the importance of students developing moral competences in the context of Education for Sustainable Consumption, the literature lacks a systematic perspective that empirically assesses the association between moral competences and sustainable consumption. To address this research gap, the relationship between moral competences, which is operationalized through the Values in Action Inventory of Strengths, and students' adoption of sustainable consumption is examined. This paper contributes to the literature concerning sustainable consumption by enhancing our knowledge of its correlates. This study identifies seven moral competences directly associated with sustainable consumption that, thus, could be included as learning objectives in Education for Sustainable Consumption curricula. Moreover, this study shows that the other moral competences are indirectly associated with sustainable consumption, suggesting that nurturing these competences may also facilitate the adoption of sustainable consumption. Additionally, this study contributes to the development of Education for Sustainable Consumption curricula by (1) providing a comprehensive, theory-based and empirically tested operationalization of moral competences and (2) validating the Values In Action Inventory of Strengths framework as a tool for the operationalization and assessment of students' development of moral competences. [ABSTRACT FROM AUTHOR]