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AbstractThis paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE with principles of transformative learning (TL), the paper outlines a framework for transformative climate change education (TCCE). If climate change fits the description of a super wicked problem, this is also true of TCCE, which requires the simultaneous transformation of curricula, pedagogies, and assessment systems. The paper argues that the implementation of TCCE faces significant challenges because it disputes the underlying values of our transmissive educational systems. Those challenges are formulated here as a series of questions, which are followed by a discussion of sustainability pedagogies that help learners build capacity for understanding and acting on climate change. [ABSTRACT FROM AUTHOR]

BackgroundAimMethodsFindingsConclusionNurses, the largest healthcare workforce, are well placed to provide leadership in initiatives that promote planetary health. Yet, few practical examples of nurse leadership in the health sector’s response to climate change are evident in the scholarly literature.The aim of this discussion paper is to profile Australian nurses who are leading initiatives designed to champion planetary health and promote sustainable practice.The paper presents a series of case studies derived from interviews conducted in October and November 2023.The nurses’ experiences and insights, along with the challenges they have encountered, are presented as evidence of Kouzes and Posner’s five practices of exemplary leadership.The case studies demonstrate that appointment of more nurses with climate and sustainability expertise will accelerate the implementation of responsive strategies that target waste management, emissions reduction and climate resilience across healthcare organisations. [ABSTRACT FROM AUTHOR]

Set in the Capitalocene, this conceptual paper examines 'sustainability' in ecological education through a posthuman lens. I demonstrate how the Deleuzoguattarian concept of the refrain helps reconfigure the function of 'sustainability' as an affective force of unstable-stabilizing when facing increasingly violent climate crisis events. Currently, ecological education and 'sustainability' are presented as solutions to these effects. How 'sustainable' something is, is increasingly used as a standard to expound its virtues – especially in the marketing of products, consumables, and energy. However, aligning with eco-feminist new material critiques, I propose that sustainability has sedimented into a regime of inertia, functioning to perpetuate practices known to be harmful to the environment as an order-word of stoppage. This paper offers new perspectives to problems presented in the language of environmental education, in order to suggest radical reimaginings for practice in the development of pedagogy capable of harnessing the chaos of climate crisis. [ABSTRACT FROM AUTHOR]

Sustainable food practices are increasingly of interest to scholars and practitioners concerned with the impacts of food production, consumption, and waste in an age of climate change. Attention has been paid to households as actors in addressing sustainability concerns. This paper draws on a national survey of Australian sustainable household practices to offer insights into the ways households are practicing sustainability across three everyday entanglements with food: (1) growing food, (2) consuming food and (3) wasting/disposing of food. The paper explores the types of practices enacted across the three entanglements and provides an understanding of the prevalence and barriers for households adopting sustainable food practices. [ABSTRACT FROM AUTHOR]

Climate change enhanced by human beings has become one of the greatest challenges humanity has faced in its entire existence. In this paper, an analysis is made of the variables that influence the environmental perception of the population of thirty countries —28 European countries, USA and China—, in order to estimate the most explanatory factors and identify the causes of the appreciable differences in awareness between States. The study is based on a representative survey conducted between 2021 and 2022 among more than thirty thousand people in the above-mentioned countries. After a first level of aggregate analysis to establish perceptual differences between States, a more detailed study is carried out which, after considering a wide variety of socio-demographic variables, leads to the conclusion that the population’s perception and awareness of the climate issue is markedly ideological. Nevertheless, within what is conventionally understood as awareness, it is possible to differentiate between multiple aspects: awareness of the seriousness, perception of impacts, predisposition to an eventual change in habits, support for government measures, etc. [ABSTRACT FROM AUTHOR]

This paper reviews the process of adapting the Carbon Literacy for Museums Toolkit to develop a course specifically for the archive sector, Carbon Literacy for Archives, Records and Special Collections. This toolkit was launched to the sector in spring 2024. It discusses why carbon literacy (CL) is important, covering the benefits, co-benefits and what CL is. It examines the impact of carbon literacy training (CLT) on greenhouse gas emission and energy use reduction, and why CLT is so effective in generating the transformational behavioural change that is needed to create a sustainable future.Este artículo revisa el proceso de adaptación del kit de herramientas Carbon Literacy for Museums para desarrollar un curso específico para el sector de archivos, Carbon Literacy for Archives, Records and Special Collections. Este conjunto de herramientas se lanzó al sector en la primavera de 2024. Se analiza por qué la formación sobre carbono (fC) es importante, abarca los beneficios, los beneficios colaterales y qué es fC. Examina el impacto de la capacitación sobre carbono (CsC) en la reducción de las emisiones de gases de efecto invernadero y el uso de energía, y por qué CsC es tan eficaz para generar el cambio de comportamiento transformador que se necesita para crear un futuro sostenible. [ABSTRACT FROM AUTHOR]

Sea defence policy in England has proven contentious in the early twenty-first century, with government willing to defend the coast only where it is considered cost effective and not minded to compensate people for any resulting abandonment of homes. Additional focus is brought to this position by the 2015 United Nations Sustainable Development Goals (SDGs) which reflect a growing emphasis on climate change effects and other environmental hazards, and the wellbeing of the current generation and those to come. This requires policy makers to seek to balance economic, social and environmental dimensions, and to tackle inequalities; with a central commitment of the goals to "leave no one behind". Subsequent to publication of the SDGs, England was promised a revolution in the government's approach to Flood and Coastal Erosion Risk Management (FCERM). This paper seeks to understand the nature of this revolution with particular regard to extant issues around just governance. It finds that policy fails to deal with issues over the local acceptability of proposals for change and the bearing of risk, and instead lies principally in the elevation of the problematic concept of resilience and an accompanying ambivalence towards ideas of sustainability and sustainable development. International agreement that compensation should be paid to those countries suffering the worst effects of climate change, including sea level rise, suggests that adoption of a similar approach to vulnerable homeowners might be the more appropriate revolution and bring policy more into line with the aspirations of the SDGs. [ABSTRACT FROM AUTHOR]

This paper explores how children (aged 7–11) in the UK are educated about sustainability and climate change, through exploring a sample of 155 learning resources from public, private and third sector organisations. Using qualitative content analysis, key codes captured a) how sustainability was represented; b) how responsibilities for sustainability are imagined and allocated within society; and c) how children are encouraged to act for sustainability. The paper shows how sustainability resources represent children as powerful agents of social change charged with the responsibility and means to change their (and their close relatives') behaviour within the household and school. Drawing on critical debates about sustainability education, I argue these representations are problematic because they do not equip children with an understanding of the political and moral economies that shape their actions (or inactions) as citizens, nor provide them with opportunities to develop collaborative competencies. [ABSTRACT FROM AUTHOR]

The interdependence between human occupations, lifestyle diseases and climate change provides an opportunity to address them simultaneously. Occupational therapists' training in lifestyle modification and knowledge about the impact of the physical environment on daily occupations puts them in a unique position to contribute to global efforts of combating climate change and lifestyle diseases through the promotion of sustainable occupations. To illustrate how occupational therapists can contribute to global efforts of combating climate change and lifestyle diseases by framing climate change from a personal and public health perspective. In this discussion paper we argue that occupational therapists can use education and lifestyle modification to support individuals in the prevention and management of lifestyle diseases and that they can help design and advocate for environments that promote sustainable occupations. This discussion paper highlights the contributions that occupational therapists can make to how we understand and address climate change and lifestyle diseases. We argue that by framing the climate change discourse from a health perspective, occupational therapists can contribute to global efforts of combating climate change and lifestyle diseases by supporting individuals to engage in sustainable occupations and communities to facilitate this engagement. [ABSTRACT FROM AUTHOR]

In the face of climate and ecological crises, it is vital that car use be reduced, while simultaneously shifting towards different powertrains and reducing the size, weight and energy demand of vehicles. This poses a challenge to the global car industry, as its business model historically centres on selling more and larger cars. In this context, the purpose of this paper is to examine the social-ecological limits of industrial restructuring in Germany. A narrative literature review through the lens of Marxian political economy sheds light on intertwined system-immanent barriers to achieving social and ecological sustainability at the sectoral level. Consequently, powertrain electrification is structured by technological dynamism, which fuels appropriation in the quest for metals and rare earths, with significant social and ecological disadvantages. This generates an impasse for the industry's transition strategies. Understanding how capitalist tendencies generate interlaced and mutually re-enforcing barriers to achieving social-ecological sustainability is key to understanding why industrial transitions are insufficient from a social-ecological perspective. [ABSTRACT FROM AUTHOR]

AbstractThis paper presents an integrative review of how social marketing principles and practices have been conceptualised and applied in tourism studies. A systematic literature search was conducted, which found 41 relevant tourism-related journal articles published from 1971 to January 2024. Thirty-six articles self-identified as social marketing, while five studies did not self-identify as social marketing. Findings show most tourism studies conceptualise social marketing from a downstream or micro- perspective, seeking to influence behaviour change in individual tourists. Studies applying an upstream or systems perspective in tourism are rare, indicating opportunities for future research in tourism to align approaches with contemporary social marketing practice. Often theory and model use are not reported, making it challenging to identify the requisite key success factors for effective social marketing interventions. Not only are the impacts of interventions rarely documented, but they also tend to be short-term. Long-term evaluation of interventions, particularly at the macro-level, is missing. A model of social marketing application in tourism is suggested that integrates approaches across the downstream, community, upstream, and macro- levels. Implications for further utilisation of social marketing to achieve sustainable tourism are discussed. [ABSTRACT FROM AUTHOR]

This paper synthesises a large dataset on how social research methods and practices have been adapted or designed for use within pandemic conditions and a climate of crisis and uncertainty. The data were generated through two rapid evidence reviews of the methodological literature and in dialogue with social researchers in online knowledge exchange workshops. The authors apply the concepts of crisis, uncertainty and sustainability to discuss the ways in which social researchers are able to conduct research and make it valid, trustworthy and ethical in times of great challenge for research. The paper provides a big picture of the challenges and the degree of maturity and sustainability of various methodological responses. The authors conclude that some methods are at a critical juncture in their development for times of crisis and uncertainty and that these merit particular attention for those involved in capacity-building for social research. [ABSTRACT FROM AUTHOR]

As the urgency of addressing the climate crisis gathers pace, the role of hydropower is likely to attract increased interest for its claimed sustainability, despite fragmenting fragile river systems and evidence of significant emissions when constructed in tropical contexts. Building upon existing post-development, political ecology and civil society literature, this paper examines civil society opposition to hydropower projects in Cambodia. The paper introduces the term 'hydropower hegemony,' as an analytical tool for examining not just the tactical dimensions of civil society opposition to hydropower, but also the importance of ideological contestation. This analysis is applied to two case studies, Lower Sesan 2 and the Areng Valley in Cambodia, but with relevance for populations in peripheral areas and countries facing the expansion of hydropower projects. The case studies illustrate a spectrum of approaches to contestation, from reform to confrontation, and their intersections with the rapacious Cambodian state. The analysis also challenges reductionist characterizations of civil society in Cambodia. Despite the presence and success of confrontation with the state, we suggest that civil society's increasingly reformist approaches are ultimately reinforcing hegemony, hydropower and otherwise, rather than challenging it, by inadvertently taming and domesticating burgeoning opposition to dispossession. [ABSTRACT FROM AUTHOR]

Disabled populations are disproportionally affected by the current climate and environmental crises. However, they are hardly included and their knowledge is neglected in processes addressing these challenges. To achieve the UN Agenda 2030, societies should actively engage with the values, experiences and knowledge held by people with disabilities in science and policy contexts. In this paper, we suggest that addressing 'deep' leverage points by 1) recognising diverse valuations of and connections to nature by different social groups (i.e. re-connecting to nature), 2) including disabled populations in decision-making and knowledge creation (i.e. re-structuring institutions), and 3) promoting inclusive education and knowledge generation (i.e. re-thinking knowledge production) can facilitate the development of inclusive transformation pathways and foster sustainable human-nature relationships. [ABSTRACT FROM AUTHOR]

The urgency of the climate crisis is such that it needs to inform most policy-making. It represents a major threat to human development. Yet while the existence of the crisis is generally acknowledged, this has not affected macro-economic policy even though the climate crisis has major effects on the accepted objectives of macro-economic policy, including growth and economic stability. The paper explores changes in macro-economic policy needed for sustainability which should become an intrinsic and overriding objective of policy. Implications of doing so are explored, including replacing the growth objective with green/sustainable growth, altering the measurement of GDP accordingly; greatly increasing the weight given to the well-being of future generations with implications for interest and investment rates; and reforming taxes and expenditures. Ballooning of debt is justified to support a rapid transition to a carbon-free economy. Among high-income countries, the growth objective should be questioned. Low income countries need green growth to attain reasonable living standards. Large-scale resource transfers to low income countries are essential to support green expenditures for mitigation and especially adaptation. High priorities are a change in the approach of the IMF and World Bank, and innovative financial mechanisms to support the required transfers. [ABSTRACT FROM AUTHOR]

Abstract Climate change may be the most pressing existential threat to human health and wellbeing in the twenty first century. In this paper, the authors provide context and critique on barriers to climate action in the United States and other high-income countries, including the profit-driven approach to health, consumerism, and the climate change countermovement. The reciprocal connections between occupational engagement and climate damage are examined from a lens of collective and irresponsible occupations and subsequent accountability. The authors propose the United Nations’ Sustainable Development Goals as a basis for recommendations occupational therapy practitioners could implement within the priorities of adaptation, mitigation, and resilience. [ABSTRACT FROM AUTHOR]

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

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. https://lccn.loc.gov/2020029653), 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]

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

The climate and ecological crisis will constitute the defining public health challenge of the twenty-first century, posing an unprecedented global threat to all determinants of health, and to healthcare delivery systems. We believe that mental health professionals have a crucial role to play in responding to this crisis. Whilst responding to the mental health consequences of the climate crisis will remain a key role for us as mental health professionals, we argue that our remit goes beyond this, and should include advancing public understanding of the climate crisis, highlighting its impact on physical and mental wellbeing, and advocating for systemic changes to limit its impending harms. This paper is an urgent call to action for all mental health professionals to take up a role in the context of the climate and ecological crisis. This paper will describe the relationship between mental health and climate change, and frame it within wider systemic and conceptual frameworks. It will demonstrate that as mental health professionals we are well placed to act as leaders of change—arguing that we have a duty to do so—and suggest actions that can be implemented depending on interests, skill sets and opportunities. [ABSTRACT FROM AUTHOR]

Global and societal changes present profound challenges and complexities for the future of music education practice and research. In these times of rapid change, four members of the MER editorial board reflect on the need to challenge normalising discourses of music education and encourage new understandings and/or territories within the field. In this viewpoint paper, we proffer four provocations on the themes of music(s) and social justice, climate change and sustainability, peace and democracy and enduring impacts of the COVID-19 pandemic and ask how music education can play a central role in future-making. The paper concludes with an invitation to consider special issue proposals that advance similar or new themes. [ABSTRACT FROM AUTHOR]

This paper has discussed our approach to sustainability at UQ Art Museum under the banner of our multi-year programming and research arc Blue Assembly. We considered two non-exhibition initiatives that took place in the first year of the project: carbon-neutral certification for the first Blue Assembly exhibition, Oceanic Thinking (Season One), and the summer workshop that took place for The Clam's Kiss | Sogi a le Faisua, on Quandamooka Country. Our work towards achieving carbon-neutral event status was born out of a sense of responsibility to the communities that we serve, including in the Country we are on, the university, and the wider public. As Janes and Sandell posit, public institutions such as ours have a responsibility to address climate change alongside other social issues. The workshop -- which centred First Nations knowledge and cultural practices and evolved through a series of in-person dialogues on Country -- represents an equally important element of our approach to sustainability parallel to our carbon-neutral certification; it is a crucial part of our efforts to grapple with the recurring legacies of colonisation. If climate change is a continuation of the violence and privations of colonialism -- and we accept that it is -- then the work of climate justice and sustainability is inseparable from the ongoing work of decolonising museum practice. [ABSTRACT FROM AUTHOR]

This generation of students enters a workforce that increasingly demands interdisciplinary thinking to solve complex problems and create sustainable value. The global pandemic, climate crisis, and state of social inequality call for future business leaders to practice a broader intellectual vision to "see" across domains and apply diverse lenses. However, the traditional silos within universities, business colleges, and marketing curriculum constrain student exposure to narrower paradigms. To help address this challenge, this paper introduces a field-based exercise called "Designing a Greenspace for Sustainable Value." The exercise promotes learning objectives for interdisciplinary mind-sets, sustainable innovation, and developing value propositions in teams. Experimental results reveal positive effects on a scale measuring students' Interdisciplinary Competence. Moreover, qualitative feedback uncovers students' experiences, perceived barriers for interdisciplinary thinking, and reflective paths forward. The exercise can be incorporated into a variety of marketing courses, and it has been effectively implemented in both undergraduate and graduate contexts as well as in-person and digital modes of delivery. To promote retention, students are encouraged to literally and metaphorically "take a hike" to other fields to develop their interdisciplinary mind-set for solving complex problems. [ABSTRACT FROM AUTHOR]

This paper seeks to reclaim irony as more than a way of humorously pointing out that the times we live in are out of joint or coming to an end, instead emphasizing its potential as a productive force and method in both educational thinking and teaching practice. By interrogating the educative potential of irony as method and humorous experience in the Bildung-oriented Didaktik tradition, we argue that irony can reveal the tensions and dilemmas of didactic posturing in order to facilitate a productive decentring and self-alienating critique of our anthropocentric predicament in education. It can be difficult to tease out the inherent distance between educational content and its substance in times where educators are caught between crowded curricula and strict testing regimes, but this irony is rarely lost on either pupils or teachers. Irony, we argue, is more than a constant fissure in the efforts to streamline ideas about what constitutes the most efficient didactic approaches. Instead, it could be used as a method to make educative processes attentive to what didactic posturing might be missing and how self-alienation might be a premise of education as formation of the self. [ABSTRACT FROM AUTHOR]

The urgency for action on climate change is regarded as the defining issue of our time. Planetary health education prepares future healthcare professionals to promote the health of the planet, including sustainable healthcare. This has potential benefits for the healthcare system, patients, community, and the environment. However, many educators are not confident in explaining and inspiring students and many deans and educational staff report challenges when integrating planetary health into education. The roadmap presented in this paper uses evidence from medical education literature to support medical schools with implementing this type of education. The roadmap can be used as a guide for educators, university leadership, and policy-makers in the design of planetary health education. [ABSTRACT FROM AUTHOR]

Preparing school teachers goes beyond equipping them with instrumental knowledge of curriculum, pedagogy, and experiences of how this can be enacted in practice. They must be prepared to understand and encompass compelling social issues of justice, equity, and sustainability. To do this they need to understand pressing environmental issues as a forerunner to incorporate sustainability into their teaching. This paper uses survey data from a sample of 136 Australian pre-service teachers to gauge their knowledge and beliefs about sustainability, as well as their level of concern and their inclination to teach about it. The results show sound levels of knowledge of the biophysical environment, knowledge about the consequences of unsustainable practices and the effects of energy use and its contribution as one cause of climate change. Some also hold misconceptions about the causes of climate change. Most prospective teachers are ready to take action to protect earth systems through personal actions, and teaching and advocating within their school community, and less likely to undertake political activities beyond the school. Results from this sample are used to set out a challenge to use the concept of powerful knowledge in tandem with everyday knowledge to improve sustainability instruction in teachers' preparation programs to capitalise on their potential to contribute to Education for Sustainable Development. [ABSTRACT FROM AUTHOR]

It is becoming increasingly clear that deep and rapid transitions in technologies, infrastructures and ways of organising the economy are imperative if we are to live safely within planetary boundaries. But what historical precedents are there for such profound shifts within short spaces of time, and what were the enabling conditions? When have transitions in sectors such as energy, food, finance and transport come about before, and how would they be brought about again? Do these episodes shed any analogous light on our current collective predicament? This paper develops an account of the politics and prospects of deeper transitions towards sustainability based on a critical empirical, but theoretically informed, reading of previous socio-technical transitions. The scale and urgency of our current ecological predicament is daunting and can be disempowering in the absence of strategic thinking about when analogous challenges have been encountered before and how societies have sought to overcome them. Providing a combination of concrete empirical examples drawn both from academic literature and a series of public workshops reflecting on these themes, this paper seeks to provide a basis for understanding as well as engaging with the scope for accelerated transitions within and beyond capitalism. [ABSTRACT FROM AUTHOR]

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

The United Nations' Sustainable Development Goals (SDGs) provide a blueprint to address urgent global challenges, with a clear role for social workers. This paper explores a Sustainable Development Goal's focused student placement at the Australian Association of Social Workers, with RMIT University. Students reviewed the AASW's policy actions and their contribution to the SDGs, including recommendations for future work. The review identified advocacy in key areas, and the need for action on several issues, including climate action. Students learned about social work policy, practice, and sustainability. The placement itself provides a model for other organisations to align their actions to the SDGs. IMPLICATIONS There is a need for greater social work engagement with the United Nations' SDGs to address urgent social and environmental challenges. Field education placements can provide an important opportunity for students to learn about sustainability, social work policy practice, and the SDGs. The placement model proposed in the article is suitable for any organisation that seeks to review their actions and better align their work to the SDGs. [ABSTRACT FROM AUTHOR]

The increase in urbanization and climate change brings new challenges to the cities' sustainability and resilience, mainly related to flood and drought events. Among these challenges, it can be highlighted the physical and health damage to the population, interruption of water, energy and food supply services, damage to basic infrastructure, economic losses and contamination of urban rivers. To contribute to the increase of resilience in urban centers, LID practices have been used as a new approach of mitigation and adaptation within urban drainage systems, aiming at runoff retention, peak flow attenuation, pollutant removal and ecosystem services restoration (e.g., resources recycling, carbon sequestration, thermal comfort and landscape integration). These different mitigation purposes and complementary benefits provided by LID practices can be related to the different Sustainable Development Goals (SDG) presented by the United Nations (UN), to achieve countries' systemic sustainability. The identification of local techniques that contribute to the different SDG helps to achieve their territorialization and application as public policy. Therefore, this paper presents a literature review, categorizing the studies into different generations based on their main application purpose and presents a linkage of the LID benefits to different SDG. Some challenges were identified requiring further investigation, such as the need to identify and quantify the energy demands for LID practices maintenance and their incorporation in the system final energy balance, identification of processes that contribute to carbon sequestration and emission, and risks of emerging pollutants for human health from water reuse and nutrient cycling for sustainable agriculture. [ABSTRACT FROM AUTHOR]

The Kingdom of Morocco decisively increased trade and diplomatic interaction with countries of Western and Sub-Saharan Africa since the mid-2000s, supplementing Morocco's long-standing foreign policy orientation toward the 'West'. Under the guidance of King Mohammed VI, the country gradually sought regional political rapprochement after several decades of relative isolation. The push for regional integration is taking place across multiple policy fields and goes hand in hand with a more assertive demeanour on the stage of international diplomacy. Environmental sustainability – encompassing renewable energy production and environmental protection measures – is a policy sector on which the autocratic Moroccan regime places special emphasis. This paper traces Morocco's 'green turn', the development of environmental sustainability policy under King Mohammed VI in context of Morocco's general foreign policy realignment. It analyses Morocco's environmental engagement at the foreign policy level in terms of soft power activity and gives tentative insight on Morocco's path of becoming an influential regional player in Western and Sub-Saharan Africa. [ABSTRACT FROM AUTHOR]

Capacity building is defined as a process by which stakeholders increase their knowledge, skills and resources in order to improve their ability to adapt in a fast-changing world. Universities play a key role in the promotion of sustainability and implementation of the 2030 United Nations Sustainable Development Goals (SDGs) through capacity building. However, universities in developing countries face significant challenges in the implementation of capacity building programmes for sustainability given the lack of procedures that facilitate the systematic integration of multiple stakeholderś epistemologies, methodologies and objectives. In this paper, we present a capacity building approach as a problem-focused process that follows a multi-domain/multi-stakeholder scheme, and provides alignment with the functions and responsibilities of different sectors of society. The approach involves the use of a decision-support tool for sustainability that enables stakeholders to actively participate in decision-making processes. We illustrate the implementation of the capacity building approach through two case studies and show how general and specific capacities tailored to the different stakeholders can be developed. Our approach to capacity building accentuates the role of universities in Mexico, Central America and the Caribbean as research and innovation hubs that could help design and implement flexible, transparent and robust strategies towards achievement of sustainability in the region. Key policy insights Capacity building to address the sustainable development goals should aim to develop sets of interlinked capacities for sustainability across stakeholder groups. Capacity building should take into account the regional institutional contexts in which universities in Mexico, Central America and the Caribbean are embedded. Effective implementation of capacity building must be tailored to the different roles and functions of the actors involved. Thematic, technical, evaluative and procedural domains provide a comprehensive framework to build capacities, which can be continuously adapted according to the functions and responsibilities of the actors. Capacity building approaches to address climate change vulnerability require decision-support tools to inform policy-making. [ABSTRACT FROM AUTHOR]

In 2017 the paper 'The Sustainable Development Oxymoron: Quantifying and Modelling the Incompatibility of Sustainable Development Goals' was published, showing that there is a conflict between socio-economic development goals and ecological sustainability goals using cross-country time-series data. The authors looked at production-based CO2 emissions to measure and model the 13th SDG goal addressing climate change. Their models showed that production-based CO2 emissions were stalling or even decreasing in rich countries, which suggests that other countries are also likely to see stalling and decrease in their CO2 emissions once they become rich. However, this conclusion can be challenged when accounting for consumption-based CO2 emissions rather than production-based CO2 emissions. In this follow-up paper, we re-run some of the analyses performed in the original paper making use of consumption-based CO2 emissions. The analysis confirms the inherent SDG conflict between socio-economic and ecological SDGs. But, this new analysis demonstrates that from a consumption perspective the trend of stalling or decreasing CO2 emissions is reversed, with natural depletion costs being exported to poorer countries. Despite this new perspective on CO2 emissions, the conflict between SDG goals can still be avoided by making investments in public health, education and renewable energy, as suggested in the original paper. [ABSTRACT FROM AUTHOR]

The Canadian Arctic is a complex and fragile region which is currently experiencing unprecedented environmental degradation due to climate change. The effects of climate change on the Canadian Arctic is just one example where we're seeing the decline of ecosystems and socio-culture-environmental traditions. Mineral development in this already fragile ecosystem is indeed a contentious and high-risk endeavour. However, mining is currently one of the few industries and economic development opportunities in the Canadian Arctic, which is one of the poorest regions in Canada. Unfortunately, mining struggles to achieve environmental sustainability due to mineral development's inherent trade-off of short-term economic gains for long-term environmental impacts. Local communities are usually left with trying to find this balance. This paper analyzes how we can apply decision-making techniques and environmental management tools for the Canadian Arctic's mining industry to promote better environmental sustainability, understanding of environmental-economic trade-offs, and community involvement. Specific decision-making methodologies and management tools are analyzed to develop, discuss, and explore their application for the Canadian Arctic. This paper concludes with a framework that brings together the analyzed methods and Arctic specificities; to prioritize environmental issues and to ensure long-term thriving communities in the Arctic. [ABSTRACT FROM AUTHOR]

Learning cases as Transformational Plans are a tool that is still little explored and that have great potential in the framework of Landsenses Ecology as an emerging discipline. This work presents the project 'Mértola, a Lab for the Future' as a learning case of a Transformational Plan in the Mediterranean semi-arid region based on Landsenses Ecology. It is a project of agroecological transition, adaptation to climate change and desertification combat that places the local community leadership in the planning of a more sustainable and resilient future. The paper proposes Transformational Plans as a tool to promote networks for the sharing of technical-scientific, political and practical/lay knowledge enhancing a people-centred and place-based change. The learning case methodology follows an analysis showing a set of good governance practices for sustainability, through six transformation domains: access to natural ecosystems, knowledge and culture, systems of exchange, networks, equity, and discourse. Results show a strong articulation between the learning case and the UN 2030 Agenda, highlighting SDGs location and territorialization practices. This kind of projects, which strongly connects with governance and its multilevel and territorial translation, have a great potential for the Landsenses Ecology, contributing to innovate in governance approaches. The same place-based approach could be used and replicated by other territories in the Mediterranean semi-arid region to develop their Transformational Plans for accelerating transformation towards more sustainable territories. [ABSTRACT FROM AUTHOR]

When cities in the global north are considered environmental sustainable, this largely depends on how one measures emissions and understands space. Production-based and consumption-based approaches are two different ways of measuring emissions, but they are not simply measuring techniques: they relate also to different interests, they hide and reveal power relations, and they come with very different spatial implications. In this paper, we examine the Swedish city of Malmö, and the city district of Western Harbour in particular, which is often considered an environmental 'role model'. We argue that this reputation depends precisely upon how we understand space and measure emissions. We argue that so-called sustainable cities and city districts in the global north can only be considered environmental role models if one chose to ignore the fact that they completely depend upon emissions being emitted elsewhere, and ignore any relation between affluence and emissions. [ABSTRACT FROM AUTHOR]

Justice dimensions are integral to research on climate change planning in cities. In this comment piece, we engage with a recently published paper by Hess and McKane [2021. "Making Sustainability Plans More Equitable: An Analysis of 50 US Cities." Local Environment, 1–16], which examines the integration of equity considerations into sustainability plans in cities in the US. By reflecting on this article, we draw attention to three assumptions that permeate the literature on justice and climate planning in cities. These include: the separation between social and environmental aspirations, viewing the city from a sectoral perspective, and the focus on plans and objectives rather than on actions. We argue that the scholarship needs to move beyond these three assumptions to tackle structural conditions of injustice in cities. [ABSTRACT FROM AUTHOR]

This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change. Learning to live-with climate change involves attuning to the relational composition of the world and thus the self; mourning desirable relationships that are lost as the planet warms; and responding to these conditions in ways that may foster more liveable worlds. Collectively, these processes enrol people in practices of bearing worlds: enduring the pain of the end of the world they have known, and labouring to generate promising alternatives. As such, these processes reconfigure the self and its relations, and attunement to how climate change composes, recomposes and decomposes particular subjectivities is important. The paper argues that affective adaptation is therefore a crucial element of climate change education. [ABSTRACT FROM AUTHOR]

Across the Global South, community-based adaptation (CBA) projects are increasingly being implemented in an effort to respond effectively and sustainably to the impacts of climate change, with a particular focus on people's livelihoods. Despite an increase in the number of CBA projects being implemented, detailed analysis and evaluation of their efficacy and the barriers faced in achieving successful outcomes is lacking. This study draws on an analysis of grey literature (i.e. project and donor reports) to explore the barriers faced in achieving effective CBA. An extensive global search of online project evaluations yielded 25 documents comprising 69 projects from which this analysis is based. This paper first presents an overview of the 69 projects and highlights any trends. Second, this paper describes the barriers to CBA according to three broad themes: socio-political, resource, and physical systems and processes. Following this is a discussion of the most prevalent barriers: cognitive and behavioural, financial, and human resources. Third, this paper discusses the key findings elucidated from this review. This includes the need for greater sharing of project reports and findings so lessons can be learned across spatial and temporal scales, and the disparity between critical academic literature on CBA and what is implemented in practice. [ABSTRACT FROM AUTHOR]

This paper provides an empirical application of some recent developments in the social science of sustainability to understanding sustainable transport behaviour. We analyse talk about holidaymaking taken from interviews with self-defined "eco" or "sustainable" tourists. The focus of this paper explores the ways in which participants understand and reconcile the potential conflict of air transport and the notion of sustainable holidays. We identify a number of discursive strategies participants used to project and maintain positive self-representations in the context of complex, often incompatible constructions of sustainability derived from this particular dilemma. Such strategies are considered as concrete examples of the psychosocial organisation of denial and thus offer discursive barriers to sustainable transport futures. However, the analysis also demonstrates the ways in which some individuals were able to resist or challenge such forms of socially organised denial. The potential implications of these discursive barriers and strategies for sustainable transport futures and the tourism sector are discussed. [ABSTRACT FROM AUTHOR]

In Australia, local communities often enact Community-Based Initiatives (CBIs) to respond to climate change through Climate Change Adaptation (CCA). CBIs can also be integrated into the Disaster Risk Reduction (DRR) agenda. The paper explores the extent to which CBIs promote the mainstreaming of CCA into DRR. Primary data were obtained from interviews with representatives of CBIs and supporting organisations in three local governments of the Hunter Valley (New South Wales, Australia). Findings show that CBIs recognise the potential contribution of climate change in modifying the local hazard profile. CBIs mainstream CCA into DRR by following four approaches: environmental and social justice; sustainability and transition; ecosystem-based approach; and adaptive planning. Partnerships were identified both among CBIs and between CBIs and City Councils; however, conflicts between CBIs, City Councils and business actors emerged, and a lack of commitment by multi-level governments in responding to climate change was revealed. The findings show that CBIs consider CCA and DRR within a broad everyday context related to vulnerability and local development. But we argue that assigning responsibility for climate change issues to CBIs is not a panacea and should not be the only local climate change response. Instead, CBIs need to be included in a larger and long-term commitment by actors that possess access to resources, such as higher levels of government. The paper provides a local Australian perspective on the effectiveness of mainstreaming CCA into DRR and furthers the conversation for the benefit of other communities facing similar challenges. [ABSTRACT FROM AUTHOR]

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

The climate change adaptation field has evolved considerably in recent years. Important contributions have been made, with scholars developing methods for assessing vulnerability in different countries and communities, documenting broad strategies for adaptation and identifying opportunities for and barriers to adaptation as well as ways to enhance adaptive capacity. Issues of sustainability are, however, not readily argued and embraced. Predominantly, our analysis exposes that current adaptation discourse, particularly in Africa, offers a narrow conceptualisation of sustainability. The paper argues for a clear framework of sustainability in adaptation discourse which encompasses awareness to contextual aspects in responding to climate variability and change as well as resilience aspects. The paper also calls for an expansion of the knowledge base around the concept of 'climate-smart agriculture' towards effectively incorporating sustainability aspects in climate change adaptation discourse. [ABSTRACT FROM AUTHOR]

The relationship between tourism and climate change is reciprocal. The effects of climate change on tourism are undeniable. However, tourism and climate change are complex and cross-cutting phenomena that enter policy agendas at different moments and with different discourses. This paper analyses the coherence between the policy domains of climate and tourism at the formulation stage of the policy process, focusing on national and regional government levels and the key touristic offer in Spain - that of sun, sea and sand. The proposed method analyses three dimensions within policy documents: frame significance, policy scope and connotation. Results reveal the imbalance between the two policy domains; the lack of concrete actions and stable mechanisms for achieving greater coherence; and the different conceptions of the issue. The paper considers the causal relationships between tourism and climate change, the consequences of mutual impacts, and the temporal dimension of problem framing. This research brings together three fields of knowledge - tourism, climate change and public policies - and suggests enhancing coherence between tourism and climate policies in order to address the sustainability of tourism destinations. [ABSTRACT FROM AUTHOR]

The scale and intensity of bushfire activity in Australia is likely to increase as a result of climate change. Effective bushfire management policy measures are therefore essential to minimise the interrelated social, environmental and economic impacts of fire in the landscape. This paper presents a historical review of bushfire management in the South West of Australia (SW): a bushfire prone and biodiverse region. Using a worldview framework to analyse key policy documents and literature, the paper demonstrates that the evolution of complex policy sectors such as bushfire management, is influenced not only by scientific and technical developments but also as a result of changing worldviews. Adapting the Integrative Worldview Framework (IWF), seven worldview categories that dominated particular periods of history in Australia are presented. These worldview categories are then used to examine the evolution of bushfire management practice, policy and institutional arrangements relevant to the SW. The argument presented herein is that a better understanding of worldviews and how they influence complex and contentious policy fields such as bushfire management, is useful for policy analysis, reflexive practice and research. The paper suggests an integrative worldview approach, which enables opportunities for exchanges and constructive conflict between stakeholders and agencies with diverse worldviews, could contribute to creating more sustainable bushfire management. Finally, it is argued that opportunities for Indigenous and Western worldview exchanges in the bushfire management sector, through collaborative knowledge partnerships could assist the sector in both management practice and policy formulation. [ABSTRACT FROM AUTHOR]

Climate change poses complex challenges and addressing these requires increasing integration across policy domains. This research developed a framework to assess policy integration between the tourism and climate change domains by examining coverage, scope, materiality and alignment. A database of 101 policy documents was compiled, representing 61 countries over 17 years. Only 37 documents covered the tourism-climate nexus substantially, suggesting climate change has not yet become a priority for tourism policy makers. Considering that tourism makes considerable contributions to and is substantially impacted by climate change, the observed gaps in tourism policy need to be addressed. The paper concludes with some minimum expectations for policy integration, including examples of good practice, and suggests that more effort is required to achieve climate change policy integration in tourism. [ABSTRACT FROM AUTHOR]

Climate change communication to the Public is in general presented in a negative fashion and often depicts the resultant costs and impacts as distant. Its substantial gloom together with the less immediate consequences significantly weaken responses. Narratives and stories are potent arbiters of meaningful communication and are an important vehicle for communication in our information-rich lives. Importantly, they reduce jargon, gather and translate information, provide insight, reframe evidence and engage audiences. It has been argued by many observers that stories are potentially useful in driving change; presenting a way to value what is gone, expressing emotions, and helping us assert our determination to salvage something and work towards the future. This paper details the methods utilised by the authors to generate stories and case studies in a community in Ireland over a 4-year research period. The aim of the work was to identify and assess the salience and potency of storytelling - as part of a “co-creation” process - with regard to galvanising local action in the generation of sustainable models of lifestyle practice for residents. In this paper, co-creation includes the planning phase of co-design and the implementation phase of co-production. The demonstration of these sustainable lifestyle practices was a strong driver for the sustainable transition of this community supporting the reduction of its ecological footprint by 28% over 4 years, evidence of which is highlighted in this paper. [ABSTRACT FROM AUTHOR]

This paper proposes an analytical toolkit to measure the sustainability of industrialization across countries. Drawing from a methodology developed to analyze economic development as a process of modernization, it ranks countries on the basis of the emissions they produce and their stage of development. The proposed index penalizes environmental pressures taking into account the modernization level of a country. The paper also proposes an assessment of the environmental performance of countries at the same level of modernization. It introduces the notion of policy space as the difference between the best and worst environmental performer at a given level of modernization. An important finding of the paper is that the magnitude of the policy space is not homogenous across different levels of income and environmental targets. [ABSTRACT FROM AUTHOR]

The global dimensions of climate change necessitate a response that takes national differences – social, economic, geographic, and cultural – into account. Action-oriented education has a key role to play in advancing citizen engagement in a culture of sustainability. This paper describes research conducted with one such education programme, Youth Leading Environmental Change (YLEC), which operates in six countries and engages university-aged youth in discussion and practice related to global sustainability, systems thinking, and environmental justice. YLEC aims to advance four key competencies; this paper focuses on the goal of action competence, which involves acquiring knowledge, reflecting on experience in the context of one’s values, envisioning alternative futures, and acting individually and collectively to advance those alternatives. The present article examines the impacts of YLEC on environmental action competence in two of the countries involved in this research: Uganda and Germany. In-depth interviews were conducted with participants in both countries to examine the development of action competence during and after the programme. Findings suggest that outcomes differed in each country, reflective of participants’ different lived experiences. YLEC effectively built on the conditions faced in each country to accompany youth to a higher level of awareness and action. These findings have implications for environmental education programmes striving to work with multiple nations and diverse participants. [ABSTRACT FROM PUBLISHER]

This paper clarifies the competing discourses of sustainability and climate change and examines the manifestation of these discourses in local government planning. Despite the increasingly significant role of sustainability and climate change response in urban governance, it is unclear whether local governments are constructing different discourses that may result in conflicting approaches to policy-making. Using a governmentality approach, this paper dissects the contents of 15 Canadian local governments' sustainability plans. The findings show that there are synergies and tensions between discourses of sustainability and climate change. Both share discursive space and shape local governance rationalities, though climate change response logics are not necessarily highlighted even where the action could result in greenhouse gas (GHG) emission reductions. In some cases, existing GHG intensive practices are being rebranded as 'sustainable'. This suggests a tension between discourses of sustainability and climate change that may complicate attempts to address climate change through local sustainability planning. [ABSTRACT FROM AUTHOR]