2024

Jump to: 2023, 2022, 2021

22 pages, 1279 KiB

Open AccessReview

Fostering a Whole-Institution Approach to Sustainability through Systems Thinking: An Analysis of the State-of-the-Art in Sustainability Integration in Higher Education Institutions

by Odysseas Christou, Dimitra B. Manou, Stefano Armenia, Eduardo Franco, Anastasia Blouchoutzi and Jason Papathanasiou

Sustainability 2024, 16(6), 2508; https://doi.org/10.3390/su16062508 - 18 Mar 2024

Viewed by 747

Abstract

Policy initiatives from the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfil a significant role in green transitioning. However, they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs [...] Read more.

Policy initiatives from the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfil a significant role in green transitioning. However, they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs assign high importance to the integration of environmental sustainability on a strategic level but generally lack dedicated policies of integration in operational aspects. This paper’s research aim is to provide a meta-study that reviews, analyzes, and assesses the state of the art on research on HEI sustainability. The paper also contributes to the state-of-the-art by mapping institutional sustainability self-assessment models, tools, and guidelines in four prominent research areas: (1) sustainability integration in educational activities, pedagogical perspectives, and systemic transformations; (2) benchmarking sustainability of organizational transformation and operational optimization, and links between developmental priorities and educational settings; (3) whole-system approaches focusing on the design and implementation of whole-institution sustainability plans; and (4) HEI sustainability culture and operations. The paper’s final contribution is the presentation of best practices and emerging trends in the literature. These practices were selected on the following qualitative methodological criteria based on the systems-thinking approach to whole-institution assessment: (1) the effectiveness of self-assessment models, tools, and guidelines in each respective research area; (2) the degree of integration of systems thinking and/or modeling; and (3) the incorporation of qualitative indicators for stakeholder engagement. Full article

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16 pages, 4196 KiB

Open AccessArticle

Sustainability Awareness in the UAE: A Case Study

by Aishah Almusalami, Fatema Alnaqbi, Shamma Alkaabi, Roqayyah Alzeyoudi and Mamoun Awad

Sustainability 2024, 16(4), 1621; https://doi.org/10.3390/su16041621 - 15 Feb 2024

Viewed by 1009

Abstract

This paper investigates the level of sustainability awareness among university students in the UAE. This research proposed and implemented an experimental digital awareness platform to educate students and citizens in the United Arab Emirates on the 17 goals of sustainability. This study presents [...] Read more.

This paper investigates the level of sustainability awareness among university students in the UAE. This research proposed and implemented an experimental digital awareness platform to educate students and citizens in the United Arab Emirates on the 17 goals of sustainability. This study presents the survey results before and after using the proposed mobile application focused on sustainability. We demonstrate the effectiveness of the proposed digital platform in increasing awareness by conducting experiments using the platform and analyzing the survey results. Our survey results indicate that a large proportion of the participants, 49%, had no idea what the 17 SDGs are. The user experience of our digital platform showed that 93% of participants became aware of the 17 SDGs and were willing to contribute to achieving one or more SDGs. Additionally, the use of our platform encouraged 75% of the participants to be actively involved in SDG activities and events. Full article

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24 pages, 515 KiB

Open AccessArticle

Investigating the Social Sustainability of Immersive Virtual Technologies in Higher Educational Institutions: Students’ Perceptions toward Metaverse Technology

by Abeer F. Alkhwaldi

Sustainability 2024, 16(2), 934; https://doi.org/10.3390/su16020934 - 22 Jan 2024

Viewed by 1270

Abstract

The Metaverse technology (MVTECH) is an immersive virtual sphere where people interact with each other via avatars. The MVTECH promised to provide a number of potentials for various sectors including higher education. Despite the fact that MVTECH promotes virtual social interaction between people [...] Read more.

The Metaverse technology (MVTECH) is an immersive virtual sphere where people interact with each other via avatars. The MVTECH promised to provide a number of potentials for various sectors including higher education. Despite the fact that MVTECH promotes virtual social interaction between people (e.g., university students), there is a lack of knowledge on what affects users’ perceptions regarding its social sustainability in HEIs, specifically in developing nations. Therefore, this research paper aims to determine the variables that affect the learners’ perceptions toward social sustainability (SS) of MVTECH in higher educational institutions (HEIs) in Jordan. A study model was formulated by integrating the core factors of the “unified theory of acceptance and use of technology” (UTAUT) (“performance expectancy, PE; effort expectancy, EE; social influence, SI; and facilitating conditions, FC”) with “perceived curiosity” (PC) and “extraversion” (EXT) factors. Both PC and EXT were included as context-related variables that may possibly contribute to enhancing the applicability of UTAUT to a wide range of information technologies and settings. Data were collected from 422 students enrolled in Jordanian universities based on an online survey. The analysis of the “structural equation modeling” (SEM) found that students’ perceptions toward Metaverse were significantly influenced by PE, FC, and EXT. Furthermore, the PC construct significantly affected the EE construct. However, EE and SI were revealed to have no significant impact on SS. Drawing from these results, the study makes a number of theoretical advances and clarifies a number of practical implications for those involved in the development, design, and decision-making processes that support the use of the Metaverse in HEIs. Full article

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2023

Jump to: 2024, 2022, 2021

17 pages, 600 KiB

Open AccessArticle

Blockchain-Powered Education: A Sustainable Approach for Secured and Connected University Systems

by Van Duy Tran, Shingo Ata, Thi Hong Tran, Duc Khai Lam and Hoai Luan Pham

Sustainability 2023, 15(21), 15545; https://doi.org/10.3390/su152115545 - 01 Nov 2023

Cited by 1 | Viewed by 1292

Abstract

The collection and examination of student data, encompassing academic achievements, awards, and certifications, assume an essential function within the field of education as a means of showing students’ capabilities. Nevertheless, it is crucial to note that regular paper-based records are vulnerable to both [...] Read more.

The collection and examination of student data, encompassing academic achievements, awards, and certifications, assume an essential function within the field of education as a means of showing students’ capabilities. Nevertheless, it is crucial to note that regular paper-based records are vulnerable to both physical destruction and the act of fabrication, while standard databases can have security holes. Moreover, the process of manually gathering physical papers from centralized organizations is both laborious and complicated. To address the concerns above and foster sustainability in the field of education, this study first suggests using Scorechain. This innovative solution integrates blockchain technology into a comprehensive data-management system for managing all student-related data. Secondly, by utilizing the inherent security features of blockchain technology, Scorechain develops a stable multi-role hierarchy, increasing the integrity and reliability of data. This also facilitates the efficient transfer of information among various stakeholders, including parents, recruiters, and educational institutions, thus fostering transparency and accountability. Lastly, the Scorechain system facilitates collaboration and data exchange among universities inside a shared network. Scorechain was constructed using the Rust programming language and is based on the Substrate blockchain architecture. It underwent careful development, testing, and analysis to ensure operational efficiency. The feasibility and long-term viability of Scorechain in genuine educational contexts are highlighted as blockchain technology facilitates seamless integration into the education sector. Full article

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12 pages, 572 KiB

Open AccessArticle

Sustainable Cooperation between Schools, Enterprises, and Government: An Evolutionary Game Theory Analysis

by Chao Liu, Hexin Wang and Yu Dai

Sustainability 2023, 15(18), 13997; https://doi.org/10.3390/su151813997 - 21 Sep 2023

Cited by 1 | Viewed by 908

Abstract

Promoting close and sustainable cooperation between schools, enterprises, and government has become an important concern in many countries. However, the factors that influence the cooperation between schools, enterprises, and government have not been sufficiently explored in previous studies. Therefore, based on evolutionary game [...] Read more.

Promoting close and sustainable cooperation between schools, enterprises, and government has become an important concern in many countries. However, the factors that influence the cooperation between schools, enterprises, and government have not been sufficiently explored in previous studies. Therefore, based on evolutionary game theory, in this paper, we construct a tripartite evolutionary game model of schools, enterprises, and government in order to analyze the strategies of different players and their influencing factors. The results show that the main factor that influences the stability of the strategies of schools and enterprises is the reward for positive cooperation from sources other than the government, and the main factor that influences the stability of the strategy of the government is the benefits from a positive cooperation strategy under the scenario where schools cooperate with enterprises. Some suggestions to promote sustainable cooperation between schools, enterprises, and government are proposed at the end. Full article

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15 pages, 1066 KiB

Open AccessArticle

Current State of Environmental Education and Education for Sustainable Development in Primary and Secondary (K-12) Schools in Boyacá, Colombia

by Vanessa Ramírez Suárez, Pedro Mauricio Acosta-Castellanos, Yuddy Alejandra Castro Ortegon and Araceli Queiruga-Dios

Sustainability 2023, 15(13), 10139; https://doi.org/10.3390/su151310139 - 26 Jun 2023

Cited by 1 | Viewed by 2405

Abstract

Environmental education (EE) trains individuals to preserve ecological balance and understand the link between humanity and environmental protection. On the other hand, education for sustainable development (ESD) addresses social, cultural, political, and quality of life factors, and promotes the sustainable evolution of the [...] Read more.

Environmental education (EE) trains individuals to preserve ecological balance and understand the link between humanity and environmental protection. On the other hand, education for sustainable development (ESD) addresses social, cultural, political, and quality of life factors, and promotes the sustainable evolution of the planet. In Colombia, EE is more recognized compared to ESD, and this situation relates the objective of this research, to investigate the strategies applied in EE and ESD in the official primary and secondary (K-12) educational institutions in the department of Boyacá. This study used a Likert scale survey with numerical values from 1 to 5 to evaluate each category of choice among a targeted population. The results indicate that topics such as water resource conservation and protection of fauna and flora are covered in EE, while ESD issues are less prominent. The findings of this research suggest interventions to improve the implementation of ESD and contribute to the advancement of quality education in the country. It is appropriate to explore different methods to integrate environmental, economic, and social aspects in educational contexts, with the implementation and updating of curricula to improve ESD. Full article

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20 pages, 3698 KiB

Open AccessArticle

Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review

by Chia Shih Su, Danilo Díaz-Levicoy, Claudia Vásquez and Chuan Chih Hsu

Sustainability 2023, 15(10), 8435; https://doi.org/10.3390/su15108435 - 22 May 2023

Cited by 2 | Viewed by 2188

Abstract

This study conducted a systematic review following the guidelines of the PRISMA statement, with the aim of analyzing the scientific production on Education for Sustainable Development (ESD) in in-service and pre-service mathematics teachers. Out of 211 articles identified in the indexed databases, WOS, [...] Read more.

This study conducted a systematic review following the guidelines of the PRISMA statement, with the aim of analyzing the scientific production on Education for Sustainable Development (ESD) in in-service and pre-service mathematics teachers. Out of 211 articles identified in the indexed databases, WOS, SCOPUS, and SciELO, 16 were selected for an exhaustive analysis. It was determined that this topic is still in the process of development, focusing on aspects such as learning content, pedagogy, and the learning environment. Most studies employed qualitative methodologies. Contextualization in sustainability is the most advanced competency. The results highlight the importance of continuing to investigate and develop effective strategies to integrate ESD in the continuous education and training of mathematics teachers. It is essential to address the development of competencies in ecological and mediational facets, ensure solid knowledge of mathematical content, employ adequate pedagogical strategies, and understand the relationship between the environment and mathematics. These findings offer insights into the prevailing trend of integrating ESD into mathematics education through ESD elements and didactic competencies, as evidenced by recent studies involving both practicing and pre-service teachers. This understanding may promote the enhancement of the quality of mathematics education practices within this domain. Full article

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7 pages, 241 KiB

Open AccessBrief Report

Sustainable Development in Higher Education—What Sustainability Skills Do Industry Need?

by Göran Finnveden and André Schneider

Sustainability 2023, 15(5), 4044; https://doi.org/10.3390/su15054044 - 23 Feb 2023

Cited by 2 | Viewed by 1998

Abstract

Higher education must provide students with tools for a broad and holistic understanding of the complex situations they will meet in their careers after they graduate. This also includes issues related to sustainable development. Few studies have however been conducted where industry representatives [...] Read more.

Higher education must provide students with tools for a broad and holistic understanding of the complex situations they will meet in their careers after they graduate. This also includes issues related to sustainable development. Few studies have however been conducted where industry representatives specify what sustainability skills they require. The aim of the present study is to achieve a better understanding of the needs of industry related to a student’s sustainability skills and knowledge. Industry opinions on sustainability skills were gathered in two ways: interviews were conducted with executives in different positions at companies and a workshop with sustainability directors from different sectors was organized. Companies expressed primarily two needs regarding sustainability skills: (1) sustainability professionals/specialists are needed and, (2) there is an equal need for all managers and leaders to have a general and basic competence regarding sustainable development within a number of different areas. While sustainability specialists are well represented in industry, the latter skills are rarer. Higher education institutions must therefore make sure that sustainable development is integrated into all educational programs. Full article

19 pages, 966 KiB

Open AccessSystematic Review

Sustainability in Higher Education Institutions in Pakistan: A Systematic Review of Progress and Challenges

by Preeta Hinduja, Razia Fakir Mohammad, Sohni Siddiqui, Shahnaz Noor and Altaf Hussain

Sustainability 2023, 15(4), 3406; https://doi.org/10.3390/su15043406 - 13 Feb 2023

Cited by 5 | Viewed by 4782

Abstract

Sustainability is a global problem that invites researchers and teachers to integrate sustainability concerns into curricula. The analysis discussed in this paper is grounded in a synthesis of research papers and documents that analyzes the current status of the initiatives taken to achieve [...] Read more.

Sustainability is a global problem that invites researchers and teachers to integrate sustainability concerns into curricula. The analysis discussed in this paper is grounded in a synthesis of research papers and documents that analyzes the current status of the initiatives taken to achieve sustainability in education in the context of Pakistan. Through content analyses of 26 studies made in higher education, this study discusses the progress and challenges in achieving Education for Sustainable Development (ESD) in Pakistani Higher Education Institutions. Most of the studies reviewed were open access and published by HEC (Higher Education Commission) Pakistan in recognized national and international journals. This review shows how education contributes to transformation by highlighting the contribution of different stakeholders, i.e., administrators and leaders (eight studies) and teachers and students (fifteen studies). It also highlights governance, communication and coordination among stakeholders (eleven studies), campus outreach (five studies), and significant challenges in achieving sustainability (seven studies). The analysis provides a basis for the consideration of logistical support and quality education (SDG #4) to progress toward the SDGs. This analysis will help educators and managers in Higher Education Institutions (HEIs) to reflect on their practices, leading to Sustainable Development (SD). In addition to this, this study will help policy makers and curriculum developers to identify key challenges in meeting sustainable development goals. Also, this will enable researchers to identify gaps in the literature when framing their research questions. Full article

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13 pages, 1345 KiB

Open AccessArticle

Regional Inequality of Higher Education Development in China: Comprehensive Evaluation and Geographical Representation

by Yong Han, Ruixing Ni and Junbo Gao

Sustainability 2023, 15(3), 1824; https://doi.org/10.3390/su15031824 - 18 Jan 2023

Cited by 1 | Viewed by 2246

Abstract

China’s higher education has entered the stage of a universal system, enrolling over 50% of students, and the Chinese government takes its high-quality oriented development as its educational goal. However, as the largest developing country in the world, the regional inequality is still [...] Read more.

China’s higher education has entered the stage of a universal system, enrolling over 50% of students, and the Chinese government takes its high-quality oriented development as its educational goal. However, as the largest developing country in the world, the regional inequality is still a major obstacle to the equitable development of higher education in China. With the 1270 higher education institutions listed by the Chinese Ministry of Education in 2021 as the research objects, the degree of regional inequality of higher education development (HED), and its influencing factors, was visualized after being calculated by geo-statistical methods, such as geographical detectors. The results show that, first, HED in China shows regional linkage and hierarchical connection in high-value regions in the input and outcome dimensions. Second, the input dimension is still the leading factor restricting current HED in China. At the local scale, the geographical stratification characteristics of the four dimensions are evident. The restriction of the educational process covers a wide range and is concentrated in areas with the high-value regions of HED. The innovation of the research is the analysis of the geographical stratification of mechanisms, which identifies regional differences in the factors affecting HED in China. Full article

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18 pages, 456 KiB

Open AccessArticle

Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

by Youmen Chaaban, Xiangyun Du, Adrian Lundberg and Abdullah Abu-Tineh

Sustainability 2023, 15(3), 1787; https://doi.org/10.3390/su15031787 - 17 Jan 2023

Cited by 2 | Viewed by 1438

Abstract

Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster [...] Read more.

Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed. Full article

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2022

Jump to: 2024, 2023, 2021

20 pages, 1398 KiB

Open AccessArticle

Pathways to the Sustainable Development of Quality Education for International Students in China: An fsQCA Approach

by Yunbo Wang, Xiuping Duan and Ziyi Chen

Sustainability 2022, 14(22), 15254; https://doi.org/10.3390/su142215254 - 17 Nov 2022

Cited by 2 | Viewed by 1554

Abstract

The number of international students in China continues to grow rapidly. Consequently, taking practical and effective measures to achieve the sustainable development of education for international students in China has become an urgent problem. In this study, 425 representative colleges and universities in [...] Read more.

The number of international students in China continues to grow rapidly. Consequently, taking practical and effective measures to achieve the sustainable development of education for international students in China has become an urgent problem. In this study, 425 representative colleges and universities in China were selected to participate in questionnaire surveys; fuzzy set qualitative comparative analysis (fsQCA) configuration analysis methods were adopted, and pathways to effectively improving the quality of education were studied from a holistic perspective. The findings showed that a combination of influencing factors can best achieve the sustainable development of the education of international students in China. The quality of international student sources plays a vital role in the sustainable development of education in colleges and universities in China. The two areas of educational training and management service have strong importance in the process of improving education for international students in China. When the quality of student sources cannot be improved, institutions can achieve the sustainable development of education by strengthening education training and teaching management. Full article

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18 pages, 567 KiB

Open AccessArticle

Values, Competences and Sustainability in Public Security and IT Higher Education

by Martina Blašková, David Dlouhý and Rudolf Blaško

Sustainability 2022, 14(19), 12434; https://doi.org/10.3390/su141912434 - 29 Sep 2022

Cited by 1 | Viewed by 1180

Abstract

Values find their full completion only in the competent behaviour of university members. The values of a university are directly linked with the competences of university teachers and, together with the principles of sustainability, are the crucial pillars of a ‘sustainability triangle’ of [...] Read more.

Values find their full completion only in the competent behaviour of university members. The values of a university are directly linked with the competences of university teachers and, together with the principles of sustainability, are the crucial pillars of a ‘sustainability triangle’ of higher education institutions that is introduced and modelled in this paper, which examines these phenomena and the potential ties existing between them. We experimentally define the 10 principles of sustainability in higher education based on the personal academic experience of the authors as well the most frequently cited opinions in the literature. The paper subsequently presents the results of a sociological survey performed in two European countries and compares the results of Czech university students in the public security sector (n = 396) with those of Slovak university students in the IT sector (n = 246). An almost perfect correlation between student opinions from both sectors was confirmed with the use of Pearson’s product moments and an unpaired two-sample Student’s t-test. The results help to affirm all the postulated principles of sustainability and to approve the accuracy of the model presented, i.e., a Triangle of/for Sustainable Higher Education Institutions. The results obtained as well as our arguments simultaneously call on the governing bodies of ministries and universities to focus efforts on the harmonisation of personal and institutional values, opinions, principles, aspirations, and various motivations of all members of the university, i.e., students, teachers, and advisers. Full article

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10 pages, 225 KiB

Open AccessArticle

The Quest for Sustainable Graduate Education Development: Narrative Inquiry of Early Doctoral Students in China’s World-Class Disciplines

by Jian Li and Eryong Xue

Sustainability 2022, 14(18), 11564; https://doi.org/10.3390/su141811564 - 15 Sep 2022

Cited by 2 | Viewed by 1273

Abstract

Early doctoral student sustainable development plays a pivotal role in promoting doctoral education quality contextually. However, there are few studies analyzing the challenges and strategies of early doctoral student sustainable development. Thus, this study explores how various elements might have affected early doctoral [...] Read more.

Early doctoral student sustainable development plays a pivotal role in promoting doctoral education quality contextually. However, there are few studies analyzing the challenges and strategies of early doctoral student sustainable development. Thus, this study explores how various elements might have affected early doctoral students’ academic adaptation in a specific higher education institution context. The multiple data, including a narrative inquiry and a semi-structured interview, were examined to uncover 44 early doctoral students’ academic and living experiences on campus. It was found that some early doctoral students are facing great pressure from social relations, daily life, study groups, and academic requirements. Due to a lack of understanding of the doctoral education system, early doctoral students are often isolated after entering the new environment. Their current situation does not meet their initial expectations, and it is difficult to balance academia, work, and life. As a result, they lack social contact and cannot integrate into the team, the community, and learning community. Along with findings, we suggested that students should also actively participate in various academic exchange activities and research projects to continuously learn interdisciplinary knowledge and improve interdisciplinary ability. In addition, the supervisor should create a healthy learning environment and to guide, and supervise doctoral students to participate in exchanges and scientific research; doctoral students should pay attention to the quality of learning and academic communication to stimulate their self-development. Lastly, we present the discussion and conclusion. Full article

16 pages, 1301 KiB

Open AccessArticle

The Vision of Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach

by Silvia Lorente-Echeverría, Inma Canales-Lacruz and Berta Murillo-Pardo

Sustainability 2022, 14(18), 11267; https://doi.org/10.3390/su141811267 - 08 Sep 2022

Cited by 5 | Viewed by 2018

Abstract

This study was established as an interpretive or phenomenological approach, based on a content analysis of the vision of future primary education teachers for education for sustainable development and its relationship with professional sustainability competencies. The sample consisted of 367 people—113 men, 247 [...] Read more.

This study was established as an interpretive or phenomenological approach, based on a content analysis of the vision of future primary education teachers for education for sustainable development and its relationship with professional sustainability competencies. The sample consisted of 367 people—113 men, 247 women, and 7 who preferred not to say—with an average age of 21.82 ± 2.56, all of whom were studying for a Primary Education teaching degree at the Universities of Zaragoza and Granada in Spain. The content analysis process followed the phases proposed by Bardin: pre-analysis, based on an adaptation of the Cebrián and Junyent questionnaire; exploitation of the material, wherein the fragments to be coded were selected and coded one by one, by consensus between the three researchers; data processing and interpretation, using the QRS NVIVO 11 software. The main results show that respect, coexistence, and collaboration are the normative principles that regulate behavior and that the competencies related to education for sustainability have to do with managing emotions, critical thinking, clarifying values, and contextualizing problems. Furthermore, there is a lack of pragmatism that shows the need to develop the field of education for sustainable development through experiential, interdisciplinary, collaborative, and critical educational plans and projects. Full article

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6 pages, 226 KiB

Open AccessEditorial

Education for Sustainable Development in Higher Education-Introduction to a Special Issue

by Gemma Tejedor, Fermín Sánchez-Carracedo and Jordi Segalàs

Sustainability 2022, 14(17), 10530; https://doi.org/10.3390/su141710530 - 24 Aug 2022

Cited by 8 | Viewed by 1448

Abstract

Education for sustainable development (ESD) is essential for humanity to overcome the immense challenges it faces as a result of human actions on nature [...] Full article

21 pages, 1094 KiB

Open AccessArticle

Education for Sustainable Development (ESD): An Example of Curricular Inclusion in Environmental Engineering in Colombia

by Pedro Mauricio Acosta-Castellanos and Araceli Queiruga-Dios

Sustainability 2022, 14(16), 9866; https://doi.org/10.3390/su14169866 - 10 Aug 2022

Viewed by 2580

Abstract

This paper presents a case study whose central axis is the inclusion of the subject of education for sustainable development (ESD) in the undergraduate study plan of the environmental engineering degree at the Santo Tomas University, Colombia (USTA). This study is based on [...] Read more.

This paper presents a case study whose central axis is the inclusion of the subject of education for sustainable development (ESD) in the undergraduate study plan of the environmental engineering degree at the Santo Tomas University, Colombia (USTA). This study is based on a diagnosis developed from a survey conducted among students from USTA and 43 professors from 13 universities that offer environmental engineering degrees throughout Colombia. The diagnosis showed some gaps in ESD knowledge and its applicability for both students and professors; in contrast, participants had a significant understanding of environmental education (EE). Therefore, a curriculum review was also carried out. Once the problem was identified, an ESD subject aligned with the purposes of sustainable development (SD) was proposed. Finally, the acceptance of the subject that ESD students had attended was evaluated compared to other students who had not participated this subject. This research seeks to provide a way to fill the knowledge gaps in environmental engineering among students. Relevant results include the identification of a gap in SD knowledge in environmental engineering professors. In addition, students were found to be more trained in EE than in SD. Nevertheless, the incorporation of ESD contributed to a better understanding of SD. Full article

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17 pages, 1149 KiB

Open AccessArticle

The Evaluation of Active Learning Classrooms: Impact of Spatial Factors on Students’ Learning Experience and Learning Engagement

by Lei Peng, Yuan Deng and Shitao Jin

Sustainability 2022, 14(8), 4839; https://doi.org/10.3390/su14084839 - 18 Apr 2022

Cited by 5 | Viewed by 3132

Abstract

Previous studies have investigated the spatial attributes of Active Learning Classrooms (ALCs) and their impact on students’ learning experiences and learning engagement independently; however, a holistic investigation of the relationship between these attributes and students’ learning engagement has not been conducted. This study [...] Read more.

Previous studies have investigated the spatial attributes of Active Learning Classrooms (ALCs) and their impact on students’ learning experiences and learning engagement independently; however, a holistic investigation of the relationship between these attributes and students’ learning engagement has not been conducted. This study explored how the spatial attributes of ALCs affect students’ learning experiences and learning engagement. An empirical questionnaire was administered to freshmen taking English classes in four different types of ALCs at one university, and 224 valid questionnaires were analyzed. This study provides design insight for future learning environments in ALCs by linking two Likert scales: one rating spatial attributes in ALCs that influence learning experiences, and the other rating students’ learning engagement in ALCs. The results revealed that the spatial attributes of ALCs significantly affected the learning experience, specifically instructional interaction, furniture perception, learning support, and physical environment. Among them, instructional interactions and physical environment are the most critical in promoting student learning engagement. The survey findings can help architects design more flexible and sustainable learning environments in the future, supporting university students in developing active and collaborative learning skills, as well as providing better references and beneficial insights for future education for sustainable development. Full article

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15 pages, 3366 KiB

Open AccessArticle

Higher Education for Sustainability: A Bibliometric Approach—What, Where and Who Is Doing Research in This Subject?

by Carolina Feliciana Machado and João Paulo Davim

Sustainability 2022, 14(8), 4482; https://doi.org/10.3390/su14084482 - 09 Apr 2022

Cited by 9 | Viewed by 2291

Abstract

Contextualization: From a very early age, assuming more prominence over the last decades, issues related to sustainability have been taking on a particular interest in the field of research. Although initially the basic concern was at the level of environmental sustainability, the truth [...] Read more.

Contextualization: From a very early age, assuming more prominence over the last decades, issues related to sustainability have been taking on a particular interest in the field of research. Although initially the basic concern was at the level of environmental sustainability, the truth is that, progressively, education for sustainability, deeply linked to the science of sustainability, constitutes, together with the latter, the scientific basis for education for the sustainability in higher education, thus emerging a research niche capable of providing greater openness and interaction between higher education institutions and their surroundings. Main aims of the study: Due to the importance that this issue assumes, this article seeks to address the issue of sustainability in higher education, giving particular focus to the analysis at the level of studies that have been developed, which are the main countries and institutions where this has been most researched, as well as which main researchers have been working on this issue. Methodology: For this purpose, and using information taken from the Scopus Database, a bibliometric analysis was carried out, which based on the items “higher education” and “sustainability” allowed to identify a set of 4410 publications. Main results: The results obtained allow to conclude that the number of publications in this area has been observing a significant increase over the last 30 years, with the United States, UK, Spain, Australia and Germany emerging as the countries which publish the most, and within these the Leuphana Universitat Luneburg, RMIT, Hochschule fur Angewandte Wissenschaften Hamburg, Manchester Metropolitan and the Arizona State universities that most publish in this field of research. The five main researchers in the field of higher education for sustainability, were also highlighted. Main contributions: Theoretical and practical contributions were highlighgted, namely, the contribution for government entities and the respective HEIs to reflect on the possible synergies to be developed, as well as to establish strategies and policies promoters of a more efficient and effective investment in research in higher education for sustainability. Full article

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15 pages, 289 KiB

Open AccessArticle

Critical Thinking Cognitive Skills and Their Associated Factors in Chinese Community College Students in Hong Kong

by Sau-Yee Ng, Kin Cheung and Hui-Lin Cheng

Sustainability 2022, 14(3), 1127; https://doi.org/10.3390/su14031127 - 19 Jan 2022

Cited by 3 | Viewed by 2797

Abstract

The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese [...] Read more.

The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese community college students to assess the levels of CT cognitive skills and CT dispositions and to identify the associated factors. The California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and a questionnaire on the students’ socio-demographic and academic profiles were used. The results showed that the average level of CT cognitive skills was 17.82 ± 4.10, which was at the upper end of the moderate range. For CCTDI scores, the mean value was 278.81 ± 22.61 and positive disposition towards CT was shown in four subscales: open-mindedness, analyticity, confidence in reasoning, and inquisitiveness. From regression analysis, HKDSE total score (i.e., university entrance examination total score), CT subject grade level, CCTDI truth-seeking, and CCTDI analyticity were identified as the four significant factors associated with their CT cognitive skills. The findings provide significant implications when reviewing the program design and curriculum as well as the addition of CT elements in a separate course to promote students’ CT abilities for sustainable development. Full article

2021

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30 pages, 7557 KiB

Open AccessArticle

Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

by Fermín Sánchez-Carracedo, Jordi Segalas, Gorka Bueno, Pere Busquets, Joan Climent, Victor G. Galofré, Boris Lazzarini, David Lopez, Carme Martín, Rafael Miñano, Estíbaliz Sáez de Cámara, Bárbara Sureda, Gemma Tejedor and Eva Vidal

Sustainability 2021, 13(21), 12154; https://doi.org/10.3390/su132112154 - 03 Nov 2021

Cited by 11 | Viewed by 3084

Abstract

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, [...] Read more.

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the “Sustainability Presence Map” of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors. Full article

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22 pages, 349 KiB

Open AccessArticle

Addressing Education for Sustainable Development in the Teaching of Science: The Case of a Biological Sciences Teacher Education Program

by Deirdre Hogan and Joanne O’Flaherty

Sustainability 2021, 13(21), 12028; https://doi.org/10.3390/su132112028 - 30 Oct 2021

Cited by 8 | Viewed by 3488

Abstract

Education plays a key role in ensuring that all learners are equipped with the knowledge and skills needed to promote sustainable development. The United Nations Sustainable Development Goals (SDG) set out the key challenges of our time with targets to protect the planet, [...] Read more.

Education plays a key role in ensuring that all learners are equipped with the knowledge and skills needed to promote sustainable development. The United Nations Sustainable Development Goals (SDG) set out the key challenges of our time with targets to protect the planet, end poverty, and improve the prospects of all people by 2030. As global challenges including access to healthcare and climate change escalate, the need for action is even more pressing. Education is an enabler of change and presents opportunities to support learners to explore how they can participate in transformative education experiences that focus on building a more sustainable world. Science education provides unique opportunities to explore sustainability given the nature of the discipline, the knowledge it reflects, and its focus on inquiry based pedagogical approaches. This study explores the nature of science as an academic discipline, as it is lived and perceived within the teaching of an undergraduate Science Education (biological sciences) program in a Higher Education Institution (HEI) and its capacity for the integration of Education for Sustainable Development (ESD). An ethnographic informed research design was adopted to document the social culture, perspectives, and practices inherent in the educational setting. Semi-structured interviews were conducted with academics and tutors from the HEI’s Science Department who contribute to the program (n = 11). Focus groups were held with pre-service teachers enrolled on the program (n = 21) and observations from lectures, laboratory sessions, and field trips were carried out. Findings arising from analysis of data point to a strong link between science and society in science education, and the need for learners to develop critical scientific literacy that enables them to meaningfully navigate the multiple perspectives presented in media and public debates relating to sustainability issues. Findings suggest that while sustainability themes permeated some modules in the program, the emphasis was on imparting hard, technical knowledge rather than allowing for the critical exploration of issues. Results also highlight some discipline specific challenges to adopting discursive pedagogical approaches in the science education program. Some ways of understanding these findings are explored. Full article

11 pages, 927 KiB

Open AccessArticle

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

by Pedro Mauricio Acosta Castellanos, Araceli Queiruga-Dios and Lina González Álvarez

Sustainability 2021, 13(18), 10180; https://doi.org/10.3390/su131810180 - 12 Sep 2021

Cited by 5 | Viewed by 2700

Abstract

Sustainable development (SD) is a global commitment, in the economic, social, and environmental terms of the 21st century. The SD integrates conventional development models that seek economic growth and human development, within the framework of respect and sustainable use of natural resources. This [...] Read more.

Sustainable development (SD) is a global commitment, in the economic, social, and environmental terms of the 21st century. The SD integrates conventional development models that seek economic growth and human development, within the framework of respect and sustainable use of natural resources. This challenge must involve all levels of society. Higher education is not an exception, since universities must strive for knowledge, research, and innovation to promote SD. To achieve this, education for sustainable development (ESD) has been especially promoted by the United Nations. ESD is an indirect measurement instrument for the inclusion of SD in higher education curricula. Environmental engineering is one of the areas of most recent creation and expansion of engineering, this undergraduate program seeks to solve the environmental problems generated by the economic development of human beings, applying the theory, techniques, and technologies of engineering. With this systematic literature review (SLR), we were able to answer different research questions posed towards the most relevant competencies, techniques, and tools for the inclusion of ESD in the environmental engineering curriculum. This SLR was developed by searching the Science Direct, Scopus, and ERIC databases. We were able to identify success stories for the inclusion of ESD and some gaps in promoting ESD within undergraduate programs in environmental engineering. Likewise, we find the most applied activities, tools, and competencies within this engineering field that are part of ESD and promote SD from the curriculum. Full article

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18 pages, 14803 KiB

Open AccessArticle

Learning Ethical, Environmental and Professional Responsibility at Universitat Politècnica de València. Where Are We?

by Ester Gimenez-Carbo, María Esther Gómez-Martín, Ernesto Fenollosa, Marta Cabedo-Fabrés, Eloína Coll-Aliaga, Ignacio Andrés-Doménech, María-Teresa Sebastiá-Frasquet, Maria Vargas, Nuria Pascual-Seva, Alicia LLorca-Ponce, José Félix Lozano and Antonio Martí-Campoy

Sustainability 2021, 13(17), 9991; https://doi.org/10.3390/su13179991 - 06 Sep 2021

Cited by 3 | Viewed by 1857

Abstract

This paper presents a study on the development of the cross-curricular learning outcome (CCLO) “Ethical, environmental and professional responsibility” for students of different Bachelor’s Degrees taught at Universitat Politècnica de València (Spain). The work involved in the development of this learning outcome entails [...] Read more.

This paper presents a study on the development of the cross-curricular learning outcome (CCLO) “Ethical, environmental and professional responsibility” for students of different Bachelor’s Degrees taught at Universitat Politècnica de València (Spain). The work involved in the development of this learning outcome entails great complexity, given the double dimension of responsibility that it involves. At the end of their training at the university, students are expected to show ethical, environmental, and professional responsibility towards themselves and others. Interviews have been conducted with lecturers who work and assess this outcome in their subjects, most/all of them related to science and engineering. The objective was to identify the learning approach used in the different subjects to guarantee the acquisition of this CCLO by the students. A focus group has also been carried out with students to determine the importance they give to this learning outcome, and to know their degree of satisfaction with the training received. The methodology used to obtain the data from lecturers and students and to process the information to get a precise diagnosis is fully described in the paper. Results are satisfactory to some extent: most of the lecturers carry out appropriate activities and most students achieve the expected proficiency level. Finally, recommendations are given to improve the development of this cross-curricular learning outcome. Full article

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40 pages, 2063 KiB

Open AccessArticle

A Tool to Assess Architectural Education from the Sustainable Development Perspective and the Students’ Viewpoint

by Jordi Martínez-Ventura, Eduardo de-Miguel-Arbonés, Carla Sentieri-Omarrementería, Juanjo Galan and María Calero-Llinares

Sustainability 2021, 13(17), 9596; https://doi.org/10.3390/su13179596 - 26 Aug 2021

Cited by 11 | Viewed by 4347

Abstract

Architectural education plays a fundamental role in achieving sustainable development by training future professionals who can contribute to sustainability through their practice. Nevertheless, to ensure the introduction of sustainable development in the education of future architects, it is fundamental to understand what is [...] Read more.

Architectural education plays a fundamental role in achieving sustainable development by training future professionals who can contribute to sustainability through their practice. Nevertheless, to ensure the introduction of sustainable development in the education of future architects, it is fundamental to understand what is being done and what could be improved. Despite this, a big gap has been detected in the assessment of architectural education in Spain and worldwide. Thus, a close-ended questionnaire for students has been designed based on the outcomes from a literature review, exploratory interviews with specialists, and the qualitative analysis of two schools of architecture. Additionally, it has been revised by experts, through the pilot study of a preliminary version, and with the supplementary analysis of the answers to a final test with students from different schools from Spain. In particular, this questionnaire allows for comprehensively measuring the students’ perception of their sustainability learning outcomes, their learning experience, and the connection between, with the aim of facilitating the adjustment of Spanish architectural education towards the introduction or enhancement of sustainable development by education managers, teachers, policymakers, and professional associations. Full article

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15 pages, 426 KiB

Open AccessArticle

Self-Directedness for Sustainable Learning in University Studies: Lithuanian Students’ Perspective

by Nijolė Burkšaitienė, Robert Lesčinskij, Jelena Suchanova and Jolita Šliogerienė

Sustainability 2021, 13(16), 9467; https://doi.org/10.3390/su13169467 - 23 Aug 2021

Cited by 7 | Viewed by 2323

Abstract

The paper analyzes Lithuanian students’ preparedness for sustainable learning from the perspective of self-directedness. The data for the study were collected using a questionnaire that explored students’ perceptions in line with ten indicators of self-directed learning. The research sample (n = 309) [...] Read more.

The paper analyzes Lithuanian students’ preparedness for sustainable learning from the perspective of self-directedness. The data for the study were collected using a questionnaire that explored students’ perceptions in line with ten indicators of self-directed learning. The research sample (n = 309) was composed of the third and fourth year undergraduates accomplishing their degrees in various areas of studies. The data analysis revealed how students perceive their readiness for sustainable learning. Goal setting, technical readiness, time management, procrastination management, exam preparation and stress management indicators were analysed in detail in order to determine which variables had the most significant impact on these indicators. The study revealed that the students are only partially prepared for sustainable learning at the university. Even though they have the necessary digital competencies that allow for effective involvement in the learning process, the data revealed that they are prone to procrastination. The results also showed that the students perceived themselves to be the least competent in stress management and procrastination management. Full article

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23 pages, 3642 KiB

Open AccessArticle

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

by Dolors Gil-Doménech, Nina Magomedova, Eugenio José Sánchez-Alcázar and Matilde Lafuente-Lechuga

Sustainability 2021, 13(16), 9458; https://doi.org/10.3390/su13169458 - 23 Aug 2021

Cited by 11 | Viewed by 3896

Abstract

This study presents a sustainability competencies map (SCM) for Business Administration and Management (BAM) disciplines as a tool to support education in sustainability at the university level. The study describes in detail the design and elaboration of the map based on the competencies [...] Read more.

This study presents a sustainability competencies map (SCM) for Business Administration and Management (BAM) disciplines as a tool to support education in sustainability at the university level. The study describes in detail the design and elaboration of the map based on the competencies defined by the Conference of Rectors of Spanish Universities (CRUE) and complemented with the Sustainable Development Goals (SDG) adopted by the United Nations. In addition, to externally evaluate the proposed SCM, we conducted a series of interviews with top managers and founders of five organizations that vary in size and industry. As the main contribution, the SCM for BAM studies is presented, containing 58 learning objectives. The qualitative research framework performed to obtain evidence from the interviewees showed that the holistic dimension of the proposed SCM is highly valued by the interviewed practitioners. Additionally, the SCM’s division of competencies into three levels of achievement was considered practical and helpful to measure them. Finally, the interviewees expressed concerns regarding the implementation of the SCM in real classroom, calling for the necessity of special training for teachers and flexibility of higher education system. Reinforced by the interviewees’ opinions, we believe that the SCM for BAM education presented here will facilitate the design of different methodologies by the teaching staff to guide students towards compliance with the 17 SDGs in 2030. Full article

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19 pages, 25950 KiB

Open AccessArticle

Signs of the United Nations SDGs in University Curriculum: The Case of the University of Iceland

by Auður Pálsdóttir and Lára Jóhannsdóttir

Sustainability 2021, 13(16), 8958; https://doi.org/10.3390/su13168958 - 10 Aug 2021

Cited by 10 | Viewed by 3494

Abstract

Sustainability is a pressing topic in all universities. Institutions are determining what the implications of such a development are, e.g., on how courses that students are provided with should develop, what to change, what to add, and how these changes could be brought [...] Read more.

Sustainability is a pressing topic in all universities. Institutions are determining what the implications of such a development are, e.g., on how courses that students are provided with should develop, what to change, what to add, and how these changes could be brought about. The purpose of this research was to provide an overview of the United Nations Sustainable Development Goals (SDGs) in the curriculum of five schools at the University of Iceland and an overview of individual SDGs for the university, to identify the main challenges and opportunities for improvement. Data collection included analysis of every single university’s course description and learning outcomes using a curriculum analysis key designed for the SDGs. Results indicated strong signs of SDG 4 (quality education) at the School of Education and the School of Social Sciences and SDG 3 (good health and well-being) at the School of Health Sciences. For the university, the results revealed a very limited emphasis on four SDGs, i.e., SDG 1 (no poverty), SDG 2 (zero hunger), SDG 6 (clean water and sanitation), and SDG 13 (climate actions). The results can serve as a benchmark for other universities, e.g., for comparison of results and their situation when creating policy and practices that include implementing the SDGs. Additionally, they can be used for comparison within the University of Iceland as a whole or within each school to monitor change. Full article

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19 pages, 581 KiB

Open AccessArticle

Embedding Sustainability in the Economics Degree of the Faculty of Economics and Business of the University of Murcia: A Methodological Approach

by Lourdes Molera, Eugenio José Sánchez-Alcázar, Úrsula Faura-Martínez, Matilde Lafuente-Lechuga, Juan Vicente Llinares-Ciscar, Joaquín Longinos Marín-Rives, Pedro Juan Martín-Castejón, María Carmen Puigcerver-Peñalver and María C. Sánchez-Antón

Sustainability 2021, 13(16), 8844; https://doi.org/10.3390/su13168844 - 07 Aug 2021

Cited by 6 | Viewed by 2540

Abstract

Education has been traditionally considered as a means to promote and disseminate sustainable development through the reorientation of the curriculum towards sustainability at all levels of the educational system. Higher Education Institutions take a leading role in this process. However, they face several [...] Read more.

Education has been traditionally considered as a means to promote and disseminate sustainable development through the reorientation of the curriculum towards sustainability at all levels of the educational system. Higher Education Institutions take a leading role in this process. However, they face several limitations, including their lack of training in the topic, which is complex and difficult to fit into disciplines to begin with. This paper presents the experience of the Working Group on Curricular Sustainability of the Faculty of Economics and Business of the University of Murcia (Spain), carried out within the framework of a pilot project of teaching innovation whose objective was the incorporation of sustainability in the Degree in Economics. In doing so, a Sustainability Competency Map was drawn up and open educational resources that enable students to acquire these competencies were developed. Full article

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21 pages, 1272 KiB

Open AccessArticle

What Do Freshmen Know about Sustainability? Analysing the Skill Gap among University Business Administration Students

by Alba Manresa, Jasmina Berbegal-Mirabent, Úrsula Faura-Martínez and Juan-Vicente Llinares-Ciscar

Sustainability 2021, 13(16), 8813; https://doi.org/10.3390/su13168813 - 06 Aug 2021

Cited by 5 | Viewed by 2050

Abstract

This study aims at creating and validating an instrument to assess the level of mastery in sustainability competencies of freshmen students in business-related studies. To reach this goal, a questionnaire that captures the level of acquisition of the competencies in sustainability is provided. [...] Read more.

This study aims at creating and validating an instrument to assess the level of mastery in sustainability competencies of freshmen students in business-related studies. To reach this goal, a questionnaire that captures the level of acquisition of the competencies in sustainability is provided. A three-step process has been followed to analyse the results gathered among first-year students in two Spanish universities. First, eight confirmatory factor analyses were conducted to verify the grouping of the dimensions included in the questionnaire, resulting in 10 competency units in sustainability (CU). Next, we averaged the values of the items included in each CU to facilitate interpretation and then calculated the skill gap; that is, the difference between the level that CU students are expected to achieve on graduation compared to the current level. Third, a series of ANOVA tests were run to investigate potential differences in the level of acquisition due to gender, prior training and educational background, which according to the literature might influence current student knowledge of sustainability. Our results reveal that freshmen enter university with a heterogeneous level of development, both in terms of breadth (different CUs) and depth (the extent to which each CU is developed). The original value of this work stems from the creation of an instrument which is expected to be applicable in a variety of contexts. Additionally, the information it provides assists us in the identification of the CUs that should be further emphasized at university level, and therefore helps professors to prioritise those teaching strategies targeted at overcoming this deficit. Full article

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16 pages, 1187 KiB

Open AccessArticle

A Collaborative Learning Activity to Analyze the Sustainability of an Innovation Using PESTLE

by Maria José Casañ, Marc Alier and Ariadna Llorens

Sustainability 2021, 13(16), 8756; https://doi.org/10.3390/su13168756 - 05 Aug 2021

Cited by 9 | Viewed by 7555

Abstract

This paper presents a collaborative learning activity for courses in engineering degrees or master’s programs that cover the subject and skills of sustainability, social compromise, and ethics for engineering. The activity consists of performing a multidisciplinary analysis of a case of study, which [...] Read more.

This paper presents a collaborative learning activity for courses in engineering degrees or master’s programs that cover the subject and skills of sustainability, social compromise, and ethics for engineering. The activity consists of performing a multidisciplinary analysis of a case of study, which presents a technology or innovation, to detect and debate possible issues and solutions. This learning activity is based on the PESTLE methodology that is used to analyze the political, economic, social, technological, legal, and environmental aspects of a technology or innovation. The PESTLE analysis is implemented using the jigsaw collaborative learning technique. This learning activity can be completed in two sessions of two hours. To validate its usefulness, the learning activity was applied for two semesters in a study on two courses: one in Informatics Engineering Degree and the other one in the Master Degree of Sustainability at the Universitat Politècnica de Catalunya, with very good results. Full article

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20 pages, 690 KiB

Open AccessArticle

Students’ Perception about Sustainability in the Engineering School of Bilbao (University of the Basque Country): Insertion Level and Importance

by Zaloa Aginako and Teresa Guraya

Sustainability 2021, 13(15), 8673; https://doi.org/10.3390/su13158673 - 03 Aug 2021

Cited by 12 | Viewed by 3695

Abstract

Almost three decades have passed since the Rio declaration, and after numerous initiatives developed to include sustainability in higher education, with the support of Education for Sustainable Development, it is worth wondering at what point is the process of inserting sustainability in university [...] Read more.

Almost three decades have passed since the Rio declaration, and after numerous initiatives developed to include sustainability in higher education, with the support of Education for Sustainable Development, it is worth wondering at what point is the process of inserting sustainability in university degrees. To clarify this question, engineering students were inquired, at the University of the Basque Country (UPV/EHU), about their perception of the insertion-level of sustainability and the importance they give to it (in environmental, social, and economic dimensions). The novelty of this study lies in the use of a new questionnaire, based on the students’ activity. The instrument was designed ad hoc and was previously validated for this study. The results indicate a low insertion level of sustainability in its three dimensions in three engineering degrees analysed. Nevertheless, the research also shows that the students give great importance to Sustainable Development (SD), either in academic, personal, or professional spheres. The low insertion level of SD and the high interest of students should be considered by the academic institution as an opportunity to deep in its holistic approach to promote the integration of SD in university curricula, not only in engineering degrees. Full article

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27 pages, 1252 KiB

Open AccessArticle

The Future We Want: A Learning Experience to Promote SDGs in Higher Education from the United Nations and University of Valencia

by Victoria Vázquez-Verdera, Juan Domingo, Esther Dura, Daniel Gabaldón-Estevan, Ernesto López-Baeza, Sonia Machause López, Fabiola Meco-Tébar, Silvia Rueda, José Javier Serrano-Lara, Isabel Signes-Soler, María Luisa Vázquez de Ágredos Pascual and Elena Martínez-García

Sustainability 2021, 13(15), 8550; https://doi.org/10.3390/su13158550 - 31 Jul 2021

Cited by 10 | Viewed by 3960

Abstract

This article shares the strategy for mainstreaming the Sustainable Development Goals (SDGs) at the University of Valencia (UV), which, although limited in its scale, may compel other Higher Education Institutions to think in technological and social progress aligned with the 2030 Agenda. It [...] Read more.

This article shares the strategy for mainstreaming the Sustainable Development Goals (SDGs) at the University of Valencia (UV), which, although limited in its scale, may compel other Higher Education Institutions to think in technological and social progress aligned with the 2030 Agenda. It explicates a process driven by the UV, on the occasion of the 75th anniversary of the United Nations (UN), and in collaboration with the Service for Geospatial, Information, and Telecommunications Technologies from the UN Support Base in Valencia (Spain) to prepare the online event: “The United Nations We Want”. It was the culmination of a collaborative project between students and faculties from different scientific, technological, social, legal, humanistic, and health disciplines that structure the University of Valencia. The intention was that new generations experience the role they can have to shape the future we want, while the university community as a whole can become part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of Education for Sustainable Development. Full article

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14 pages, 540 KiB

Open AccessArticle

Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs

by Pere Busquets, Jordi Segalas, Antonio Gomera, Miguel Antúnez, Jorge Ruiz-Morales, Silvia Albareda-Tiana and Rafael Miñano

Sustainability 2021, 13(15), 8389; https://doi.org/10.3390/su13158389 - 27 Jul 2021

Cited by 21 | Viewed by 2749

Abstract

This article presents the results of the EDINSOST project in relation to the university faculty’s practice concerns and the need to embed sustainability education in the Spanish Higher Education system. Four questions were devised to determine (1) which conceptions the university faculty has [...] Read more.

This article presents the results of the EDINSOST project in relation to the university faculty’s practice concerns and the need to embed sustainability education in the Spanish Higher Education system. Four questions were devised to determine (1) which conceptions the university faculty has about sustainability in the context of the Spanish higher education (2) what sustainability competencies the university faculty holds (3) the ways in which sustainability teaching strategies are implemented and (4) the ways in which practical coursework related to sustainability is undertaken in a Spanish university context. The methodology that was applied was comprised of a discourse analysis of faculty focus groups. To that end, a category system and a focus group implementation protocol were designed and validated, as well as processes of construct elaboration based on the analysis of the focus groups’ discourses. Among the most relevant contributions stemming from the research questions regarding the faculty’s assumptions was the evidence that the holistic conception of sustainability is not addressed in all its dimensions and the environmental dimension is overemphasised. The need for training to teach sustainability competencies and the faculty’s lack of awareness were also identified. As far as sustainability teaching strategies are concerned, project-based learning prevails, with service-learning emerging as the most effective strategy, even though its application is hindered by faculty training gaps. Finally, the absence of sustainability in teaching guides and study plans and the scarce institutional support for establishing sustainability as a strategic subject in the university were significant findings. Full article

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28 pages, 1457 KiB

Open AccessArticle

“I Wanted a Profession That Makes a Difference”—An Online Survey of First-Year Students’ Study Choice Motives and Sustainability-Related Attributes

by Anna Oberrauch, Helga Mayr, Ivan Nikitin, Tanja Bügler, Thorsten Kosler and Christian Vollmer

Sustainability 2021, 13(15), 8273; https://doi.org/10.3390/su13158273 - 24 Jul 2021

Cited by 11 | Viewed by 3395

Abstract

Higher education institutions are obligated to facilitate students in the development of sustainability competencies, which enable them to act as “change agents” in their future profession-specific environment. Therefore, students’ study motives, prior knowledge, attitudes, and experiences regarding sustainability should be considered when designing [...] Read more.

Higher education institutions are obligated to facilitate students in the development of sustainability competencies, which enable them to act as “change agents” in their future profession-specific environment. Therefore, students’ study motives, prior knowledge, attitudes, and experiences regarding sustainability should be considered when designing Education for Sustainable Development (ESD) programmes. The present study compares first-year students in teacher training with first-year students in other study programmes and explores their study choice motives as well as sustainability-related conceptions, engagement and self-efficacy beliefs using a semi-standardised online questionnaire. Results show that the choice of study is dominated by intrinsic factors and the relevance of extrinsic factors differs by degree programmes with lower extrinsic values for the teacher training students. Regarding sustainability, we find simple and often unelaborated concepts. Teacher training students show significantly higher scores than non-teacher training students regarding the sustainability-related behavioural domain and self-efficacy beliefs. In addition, a gender gap increasing with age and with lower sustainability scores for older males could be identified but only for teacher training students. In conclusion, the results show valuable starting points as well as challenges that should be considered when designing target-oriented learning processes in (inter)disciplinary sustainability courses at higher education institutions. Full article

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32 pages, 1973 KiB

Open AccessArticle

A Service-Learning Based Computers Reuse Program

by Fermín Sánchez-Carracedo and David López

Sustainability 2021, 13(14), 7785; https://doi.org/10.3390/su13147785 - 12 Jul 2021

Cited by 6 | Viewed by 2667

Abstract

Higher Education Institutions are facing a challenging situation: how to introduce concepts such as Sustainability or the Circular Economy into their curricula. This study presents how to organize a Computer Reuse Program, an educational proposal for the Reuse, Repair, Refurbishment, Remanufacture and Recycling [...] Read more.

Higher Education Institutions are facing a challenging situation: how to introduce concepts such as Sustainability or the Circular Economy into their curricula. This study presents how to organize a Computer Reuse Program, an educational proposal for the Reuse, Repair, Refurbishment, Remanufacture and Recycling of computers into a Curriculum and a case study. The proposal is based in the Service-Learning methodology, by which students develop technical and professional skills while undertaking a project that has a direct and real impact on society. Students work on old or broken computers provided by donors, thereby acquiring technical skills. These now flawlessly functioning computers are donated to NGOs and other non-profit organizations, thus endowing the equipment with a much longer life as well as reducing e-waste, one of the fastest-growing waste streams in the world. As a case study, this paper presents the UPC Computer Reuse Program, carried out at Universitat Politècnica de Catalunya UPC-BarcelonaTech. Since the program started in 2004, some 2500 computers have been donated to 359 different organizations in 29 countries, and more than 5200 students have participated. The paper analyzes the impact of the program on society, on the reduction of e-waste, on the environment and on student awareness regarding social justice and sustainability. Full article

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24 pages, 4283 KiB

Open AccessArticle

Fostering Sustainability and Critical Thinking through Debate—A Case Study

by Alfonso Rodriguez-Dono and Antoni Hernández-Fernández

Sustainability 2021, 13(11), 6397; https://doi.org/10.3390/su13116397 - 04 Jun 2021

Cited by 9 | Viewed by 3403

Abstract

Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. [...] Read more.

Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. To do this, a debate activity has been held facing two reasonable positions: Sustainable Development versus Degrowth. The research methodology consisted of performing this activity in the classroom (with 13 students in this particular case study), and conducting some tests before and after the debate that served as feedback to assess the effectiveness of the debate on the learning process. This feedback is composed of different documents, including a pre-post test, a specific survey about the debate, a pre-post knowledge survey and the Student Evaluation of Educational Quality (SEEQ) survey. A methodology for the organization of the debate is proposed and the answers of the students to these feedback documents are analyzed. As it can be inferred from the different surveys, the debate has been an efficient learning tool to acquire knowledge and to develop sustainability and critical thinking competences. Full article

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16 pages, 1068 KiB

Open AccessArticle

Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme

by Antonio Gomera, Ana de Toro, José Emilio Aguilar, Clara Guijarro, Miguel Antúnez and Manuel Vaquero-Abellán

Sustainability 2021, 13(11), 5959; https://doi.org/10.3390/su13115959 - 25 May 2021

Cited by 7 | Viewed by 2132

Abstract

This article presents the design and development of the ‘Trébol (Clover) Programme’, a tool which allows us to improve environmental sustainability in the university environment by reinforcing the education, awareness, and training of its members. The system for certifying ‘good practice’ is divided [...] Read more.

This article presents the design and development of the ‘Trébol (Clover) Programme’, a tool which allows us to improve environmental sustainability in the university environment by reinforcing the education, awareness, and training of its members. The system for certifying ‘good practice’ is divided into four progressive levels, and a certificate is awarded in order to demonstrate the environmental commitment acquired to third parties. The aim of the whole process is to create a practical forum for participation, communication, motivation and competence, which is necessary to foster effective pro-environmental behaviour. The study took place at the University of Córdoba (Spain), and, since it began in the 2013/2014 academic year, over 50 groups a wide range of areas have taken part, making a total of nearly 600 participants. The results show that the Trébol Programme enables environmental commitment to be put into practice, through continuous, systematised, participative and well-organised improvements in environmental performance. Its potential as an educational resource for environmental improvement should also be noted, by boosting environmental awareness and establishing new norms. It fits in well with the principles and areas of action of Education for Sustainable Development, and can be applied to universities and other settings to bring about a shift towards sustainability in the fields of teaching, research and management. Full article

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19 pages, 2784 KiB

Open AccessArticle

Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education

by Francisco M. Moreno-Pino, Rocío Jiménez-Fontana, José María Cardeñoso Domingo and Pilar Azcárate Goded

Sustainability 2021, 13(10), 5629; https://doi.org/10.3390/su13105629 - 18 May 2021

Cited by 10 | Viewed by 2739

Abstract

This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education [...] Read more.

This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go. Full article

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16 pages, 797 KiB

Open AccessArticle

Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach

by Rosa-María Rodríguez-Jiménez, Pedro J. Lara-Bercial and María-José Terrón-López

Sustainability 2021, 13(9), 4921; https://doi.org/10.3390/su13094921 - 28 Apr 2021

Cited by 3 | Viewed by 2330

Abstract

This article describes a subject design to train engineer students in soft skills through an experiential and person-centred approach, as is usually developed in companies for managers to incorporate responsible and ethical engineering perspectives. This design is based on an experiential methodology and [...] Read more.

This article describes a subject design to train engineer students in soft skills through an experiential and person-centred approach, as is usually developed in companies for managers to incorporate responsible and ethical engineering perspectives. This design is based on an experiential methodology and its impact on students is presented. The subject, called “Personal and Professional Effectiveness”, was designed and developed based on Covey’s classic book “The 7 habits of highly effective people” and introduces ethical and social commitment among other contents. A detailed description of different activities carried out within the module is provided to allow replication. Students’ perception, gathered from their reflexive diaries, and academic satisfaction survey results are presented. Students report that this teaching method leads to a deeper connection with themselves and increased awareness of their strengths and weaknesses. Students seem to have understood the importance of sustainability and how individual behavior impacts in an engineering team. They reflect on how being aware of their own strengths and difficulties helps them integrate different knowledge into their daily lives and how this can improve their behaviors, not only professionally, but also personally. Full article

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21 pages, 2054 KiB

Open AccessArticle

Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers

by Arantza Rico, Elena Agirre-Basurko, Aritz Ruiz-González, Igone Palacios-Agundez and Daniel Zuazagoitia

Sustainability 2021, 13(8), 4500; https://doi.org/10.3390/su13084500 - 18 Apr 2021

Cited by 14 | Viewed by 5077

Abstract

This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such [...] Read more.

This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals. Full article

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13 pages, 590 KiB

Open AccessArticle

Integrating Japanese Local Government and Communities into the Educational Curriculum on Regional Sustainability Inside the UNESCO’s Biosphere Reserves and Geoparks

by Aida Mammadova

Sustainability 2021, 13(5), 2497; https://doi.org/10.3390/su13052497 - 25 Feb 2021

Cited by 9 | Viewed by 2008

Abstract

This study analyzes whether biosphere reserves (BR) and geoparks (GP) can serve as platforms to contribute to education for sustainable development by integrating local authorities and communities into the educational process. For two years, we conducted the integrated course named “UNESCO Biosphere Reserves [...] Read more.

This study analyzes whether biosphere reserves (BR) and geoparks (GP) can serve as platforms to contribute to education for sustainable development by integrating local authorities and communities into the educational process. For two years, we conducted the integrated course named “UNESCO Biosphere Reserves and Geoparks”, with a total number of 143 students. The curriculum was carefully designed together with the local government and community members. Both BR and GP increased the awareness and knowledge of regional sustainability and served as educational platforms to integrate the local government and communities inside the academic curriculum. Students replied that their knowledge about the BR and GP was raised by 83% and 92%, respectively. Practical field trips showed an increased awareness of the locals’ efforts towards regional sustainable development. Both BR and GP provided site-specific knowledge and functioned as the learning platform to teach about the linkage of human–nature interaction towards regional sustainable development. Most of the students expressed that BR helped them to analyze the situation at the issue-oriented community level (76%), whereas GP helped them to think broadly about the relation of humans with the Earth at the global level (89%). Full article

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