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

Given the ongoing socio-ecological crises, higher education institutions need curricular interventions to support students in developing the knowledge, skills, and perspectives needed to create a sustainable future. Campus farms are increasingly becoming sites for sustainability and environmental education toward this end. This paper describes the design and outcomes of a farm-situated place-based experiential learning (PBEL) intervention in two undergraduate biology courses and one environmental studies course over two academic years. We conducted a mixed-method study using pre/post-surveys and focus groups to examine the relationship between the PBEL intervention and students' sense of place and expressions of pro-environmentalism. The quantitative analysis indicated measurable shifts in students' place attachment and place-meaning scores. The qualitative findings illustrate a complex relationship between students' academic/career interests, backgrounds, and pro-environmentalism. We integrated these findings to generate a model of sustainability learning through PBEL and argue for deepening learning to encourage active participation in socio-ecological change. [ABSTRACT FROM AUTHOR]

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

Purpose: The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability. Design/methodology/approach: To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes. Findings: Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability. Originality/value: This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders. [ABSTRACT FROM AUTHOR]

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

Society is in strong need to change the way in which energy is produced and consumed. To cope with this complex challenge, integration of knowledge from different disciplines is needed. This paper shows how an interdisciplinary educational approach called networked learning combined with sustainability transition theories can help groups of engineering students to address pressing societal challenges such as the energy transition. A series of 8 workshops was held with an interdisciplinary engineering student team of a University of Technology. Networked learning within the student team showed an ad-hoc character, mainly caused by shifting student constellations during workshops. Workshops focusing on short-term goals resulted in more concrete output. The team showed a high level of equality amongst members and actively reflected on organisational aspects of their learning process. Sustainability transitions concepts and theories that integrate multiple disciplinary perspectives further supported the learning process and helped to guide strategic decision making. [ABSTRACT FROM AUTHOR]

This paper discusses observations of an architecture and environmental engineering undergraduate design studio project assigned to 4th year students at a UK university. In the UK, most architecture courses are characterised by a high proportion of design studio teaching supported by varying amount of technical modules that include environmental and construction learning. Recent scholarship on sustainability education in architecture, discusses the necessity for new approaches that enhance transdisciplinarity, autonomy and independent decision-making. However, despite increasing importance to both practice and policy, few empirical or theoretical examples account for the implications or experiences of such an approach. This study presents the experiences of an architecture and environmental engineering design studio whereby studio activities are closely interlinked with technical engineering enquiry and experiment. Specifically, the research examines the challenges and opportunities students face when assigned a design project that attempts to translate independently derived briefs into novel architectural environmentally engineered interpretations. The analysis draws on a series of ethnographic narrative and visual observations carried over a period of 6 months. The implications of the findings are threefold. First, the analysis shows the opportunities an integrated cross-disciplinary approach can offer, where the gap between creative and technical domains is narrowed. Second, the study presents some of the challenges faced by increased autonomy and lack of prescription that students encounter. Third, the paper contributes to an emerging agenda of sustainability education in the built environment by offering valuable insights into the benefits and difficulties cross-disciplinary approaches pose to architectural education. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master's Degree in Secondary School Education. The aims of the administered questionnaire were to identify students' perceptions of the development of sustainability competencies; to analyse the relationship between students' perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach: An ad hoc questionnaire of 18 items was designed to analyse students' self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings: The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value: An empirical study has been conducted to investigate preservice teachers' perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies' development. [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]

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

Purpose According to the 2014 joint report drafted by the Quality Assurance Agency and Higher Education Academy (QAA/HEA), universities have a key role to play in the development of sustainability literate graduates who can contribute to an environmentally responsible society. This paper aims to assess language students’ understanding of sustainable development (SD) issues.Design/methodology/approach Study 1 surveys two cohorts of final-year language students about to enter the graduate job market, and Study 2 surveys first-year language students before and after the inclusion of SD content in one of their modules. The questions to the students are provided along with qualitative and quantitative results.Findings Results suggest that only 48 per cent of language graduates are currently aware that they will need to take account of the environmental impact of their work as professional practitioners and 52 per cent do not consider it appropriate to learn about SD during their degree. However, results also suggest that incorporating SD early on in the language curriculum could contribute positively to the development of sustainability literate graduates.Originality/value While many language departments are aware of the importance of integrating sustainability into their curricula, and while employers are increasingly demanding sustainability literate graduates, there is little evidence that language students leave university with a real understanding of sustainability issues. This paper presents evidence of the current situation, as well as a novel way to integrate sustainability into the language curriculum to remedy the situation. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to explore the holistic picture of sustainability curricula in Asian higher education. Design/methodology/approach – Content analysis was conducted based on Asian management education for sustainability in higher education. Online courses arrangement, teaching methods, instructors’ educational background and cross-referencing data between triple bottom line and sustainability courses have been investigated. Findings – The paper provides empirical insights about the current state of sustainability education in Asia. The results show that there is an opportunity for interdisciplinary integration, as there are imbalanced sustainability courses offered by business, science and engineering schools. It also suggests that Asian universities should add an international connection and active promotion of sustainability education on their Web sites. Research limitations/implications – Findings are based on web-based sustainability -related courses. Future research could apply method of case study to do a deeper study. Practical implications – The paper provides an overview of Asian management education for sustainability and curricula analysis through our research, and that this will further assist in the development of interdisciplinary integration in Asian management education for sustainability. Originality/value – This paper is the first attempt to gain better understanding of sustainability-related courses offered in leading business/management colleges in Asia. [ABSTRACT FROM AUTHOR]

Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century. [ABSTRACT FROM AUTHOR]

This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures. [ABSTRACT FROM AUTHOR]

While curricular assessments can give insight as to the extent sustainability is integrated into higher education study programs, issues remain regarding how assessments are conducted. Previous research has identified and compared various sustainability assessment tools for higher education, but there is a gap in the literature studying issues arising from measurement. This paper highlights the need for discussions on this topic by exploring validity issues arising from a case study and discusses the potential of utilizing a supplementary course file during curricular assessments. To achieve this objective, a KU Leuven Faculty of Economics and Business program has been assessed using two different approaches, namely 1) a scan of a European Credit Transfer and Accumulation System (ECTS) file and 2) an instructor self-assessment via a supplementary course file. Based on this research, these two approaches to curricular assessment yield substantially different results, which gives rise to the need to further consider the validity of such assessments. While utilizing an instructor self-assessment (e.g., a supplementary course file) during assessments can help overcome some potential shortcomings and biases of ECTS file scans, both approaches are flawed in assessing true sustainability integration into a program. The varying conceptualizations of sustainability and the lack of uniformly adopted assessment approaches has the potential to create validity issues with the assessment of sustainability in higher education. Acknowledging sustainable development as a contested concept, and developing a faculty-specific conceptualization, can help in approaching assessments in a meaningful way. [ABSTRACT FROM AUTHOR]

Sustainability in Higher Education has been investigated mainly through examining institutional approaches, curricula content, or students' and teachers' perceptions of sustainability in practice. However, a deep characterisation of the foundations of this phenomenon is lacking. This article aims to address the existing lack of depth and comprehensiveness by identifying and categorising the critical attributes of Sustainability in Higher Education. Categories are the basic levels for knowledge classification, and critical attributes relate to the main perceived characteristics within categories. Both were structured through a literature review and a systematic analysis using the Proknow-C method. A set of 2513 studies on sustainability in education and related fields, published between 2000 and 2015, enabled the identification of 259 as appropriate for devising four categories: foundations, knowledge, personal, and integrative assets with 4, 4, 4, and 3 attributes respectively. From these, 129 papers presented at least four relationships among attributes of all categories. An assessment between the attributes identified for the selected studies delivered 85 analyses, with the following findings: (i) epistemologies of Sustainability in Higher Education develop in learning context; (ii) creativity should better link foundational and personal assets; (iii) transdisciplinarity is an epistemic transgression; (iv) resilience of active learners emerges in knowledge and personal assets relationships; (v) knowledge deconstruction and affectiveness form active learning; (vi) personal assets need to fit to complex dynamics of reality. Our analysis provides a means of benchmarking existing practice for Sustainability in Higher Education, and can be used as the basis for building capacity in a systematic way. [ABSTRACT FROM AUTHOR]

Sustainability issues in higher educational institutions have attracted increasing levels of attention from both the public and policy-makers in recent decades. Many studies have called for a more integration of sustainability into mainstream university operations and curricula. Nevertheless, the interest in sustainability issues has been more recent in the specific case of Spain. On this basis, the aim of this paper is to examine the main factors (size of universities, chairs related to sustainability, political orientation and sustainability disclosure) that might explain the presence of sustainability initiatives in Spanish universities. To accomplish this task, data were collected using a systematic content analysis of the published strategic plans of Spanish universities during the last decade. Two main findings were identified: first, the four variables chosen were not related to the presence or absence of sustainability initiatives in the strategic plans of Spanish universities, excepting the partial influence exerted by the size and political orientation. Second, there was a scarce presence of sustainability initiatives in the strategic plans of Spanish universities analysed. [ABSTRACT FROM PUBLISHER]

As the field of civil engineering evolves to address twenty-first century challenges, the demand for creative and innovative thinking rises. Engineering institutions around the nation have begun to integrate sustainability into the curriculum. Topics such as innovation and entrepreneurship are highly correlated with sustainability goals; however, many times they are viewed as market or management-driven principles. The Kern Entrepreneurship Education Network (KEEN) Program was established to transform the U.S. workforce through equipping graduate engineers with an entrepreneurial mindset. This program is based on KEEN student outcomes (KSOs), which can be incorporated into department level, as well as course level, curricula. This paper focuses on the integration of KSOs into a senior civil engineering capstone course through two course activities over two years. KEEN rubrics are used to assess student achievement of the KSOs focused on innovative thinking and productive collaboration. The assessment results indicate that there are existing strengths as well as future opportunities to enhance student performance of innovative thinking and open-ended problem solving--skills that are essential to promoting sustainable design and development. [ABSTRACT FROM AUTHOR]