Sustainability and Universities: Their Contribution to Reach the 17th SDGs

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Education Sciences education	3.0	4.0	2011	21.6 Days	CHF 1400	Submit
Environments environments	3.7	5.9	2014	20 Days	CHF 1500	Submit
Social Sciences socsci	1.7	3.2	2012	29.3 Days	CHF 1400	Submit
Sustainability sustainability	3.9	5.8	2009	18.3 Days	CHF 2400	Submit

Open AccessArticle

Examine an Intelligence Education Framework of Landscape Architecture (EFLA) Based on Network Model of Technology in Landscape Architecture (NMTLA)

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Sustainability 2023, 15(14), 11277; https://doi.org/10.3390/su151411277 - 19 Jul 2023

Viewed by 715

Abstract

The discipline of Landscape Architecture (LA) is currently expanding its disciplinary boundary. The supporting Technology in LA (TLA) is always evolving and optimized to solve environmental problems. Considering the uncertain classification of the current LA knowledge for education and the importance of technology [...] Read more.

The discipline of Landscape Architecture (LA) is currently expanding its disciplinary boundary. The supporting Technology in LA (TLA) is always evolving and optimized to solve environmental problems. Considering the uncertain classification of the current LA knowledge for education and the importance of technology in LA education, a refined education framework of LA is needed. This research first established a Network Model of Technology in LA (NMTLA) using Network Analysis (NA) and expert interviews. Then, this research proposed an Education Framework of LA (EFLA) based on the NMTLA. To build the NMTLA, this research identified 23 key categories of TLA through content analysis of secondary research. Then, the expert interview and network theory were used to analyze and visualize the relationships among the categories. By examining the degree centrality, closeness centrality, and betweenness centrality of different TLA, this study developed an EFLA which summarizes the twenty-three categories of TLA into four domains: core techniques, applied technologies, integrated technologies, and specific technologies. This study also proposes a series of suggestions for how to apply different categories of TLA in today’s and future LA education. The proposed NMTLA and EFLA in this research can contribute to the development of future LA higher education. They also can potentially address the Sustainable Development Goals (SDGs) in LA education and industry. However, the scope of this study is currently limited to LA education in the USA, which could be expanded to include a worldwide perspective in future research. To enhance the validity of the conclusions, a larger sample size for interviews should be employed in further studies. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Poverty and Gender: Determinants of Female- and Male-Headed Households with Children in Poverty in the USA, 2019

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Madhuri Sharma

Sustainability 2023, 15(9), 7602; https://doi.org/10.3390/su15097602 - 05 May 2023

Cited by 2 | Viewed by 988

Abstract

Attaining economic parity and reducing poverty between the genders are critical steps toward attaining the United Nations’ Sustainable Development Goals. Despite progress, women in the US still earn USD 0.83 for every USD 1.00 that a man earns. With rising shares of single/female-headed [...] Read more.

Attaining economic parity and reducing poverty between the genders are critical steps toward attaining the United Nations’ Sustainable Development Goals. Despite progress, women in the US still earn USD 0.83 for every USD 1.00 that a man earns. With rising shares of single/female-headed households with children in American society in recent years, such gaps in earnings exacerbate the misery of children living in such households. In 2019, female-headed households with children had poverty rates almost twice (36.5%) that of single/male-headed families (16.3%). This paper uses five-year American Community Survey estimates from the National Historical Geographic Information System to empirically examine the spatial distribution and determinants of female-versus-male-headed households with children living in poverty in the counties of the USA. Lower levels of educational attainment are associated with higher levels of poverty for both genders. A bachelor’s degree in education is associated with higher poverty for female-headed households, whereas majoring in business, sciences, engineering, and arts/humanities is associated with lower poverty for male-headed households. Service-sector occupations inherently contribute to higher poverty for both groups. Over-representation in management/professional and natural-resources, construction, and maintenance-type occupations works well for male-headed households, whereas management/professional, sales/office, and service-based occupations associate with higher poverty for female-headed households—pointing toward the “working poor”—comprising largely of the active female labor force in the new economy. Full- and part-time work status alleviates poverty for female-headed households, whereas part-time work is associated with higher poverty for males. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Study on the Integration of the Sustainable Development Goals in Management Disciplines in Chinese Universities: A Content Analysis

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Sustainability 2023, 15(7), 5774; https://doi.org/10.3390/su15075774 - 26 Mar 2023

Viewed by 1194

Abstract

Under the guidance of the “Education 2030 Framework for Action”, China’s higher education is moving towards internationalization, and there is an upsurge in a movement to strive for the sustainable development of education. However, the level and condition of the integration of the [...] Read more.

Under the guidance of the “Education 2030 Framework for Action”, China’s higher education is moving towards internationalization, and there is an upsurge in a movement to strive for the sustainable development of education. However, the level and condition of the integration of the Sustainable Development Goals in management disciplines in Chinese higher education are not well studied. In this study, the content analysis method was used to encode and analyze the curriculum standards of management disciplines in Chinese universities to provide empirical evidence regarding the sustainable development concept of higher education in China. We concluded the following: (1) In general, the SDGs are not embedded broadly and deeply in management disciplines in Chinese universities; however, SDG 8 (decent work and economic growth) is the most significantly relevant element, being integrated broadly in many programs and courses of management disciplines. (2) There is a diverse concentration of the integration of SDGs in different management disciplines. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Benchmarking Sustainable Mobility in Higher Education

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Giulio Mario Cappelletti

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Luca Grilli

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Carlo Russo

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Domenico Santoro

Sustainability 2023, 15(6), 5190; https://doi.org/10.3390/su15065190 - 15 Mar 2023

Viewed by 770

Abstract

Sustainable mobility is an increasingly significant issue that both public and private organizations consider in order to reduce emissions by their members. In this paper, the Life Cycle Assessment (LCA) approach was used to evaluate sustainable mobility. Data coming from a study carried [...] Read more.

Sustainable mobility is an increasingly significant issue that both public and private organizations consider in order to reduce emissions by their members. In this paper, the Life Cycle Assessment (LCA) approach was used to evaluate sustainable mobility. Data coming from a study carried out at the University of Foggia were processed by Gabi LCA software to estimate the environmental performance of the community members according to the methodology of the Product Environmental Footprint (PEF) guidelines 3.0. Results of the LCA were organized in different classes, creating an eco-indicator of sustainable mobility that can be applied to both the institution and individual members (called the Sustainable Mobility Indicator, SMI). The SMI, computed to assess the environmental impact of the University of Foggia, was also used to evaluate the best mobility scenario, which can be considered a benchmark. The creation of the performance classes and benchmark analysis represents an easier way to communicate sustainability based on the recommendations for achieving the sustainable development goals from the 2030 Agenda adopted by all United Nations Member States. Indeed, any organization can carry out this approach to assess its environmental impact (in terms of mobility) and shape transport policies accordingly, leading to the adoption of sustainable solutions. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

An Exploratory Study Examining the Key Aspects and Actions for Universities to Achieve High Sustainability Rankings

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Luis Alberto Mejía-Manzano

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Patricia Vázquez-Villegas

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Nicolás Otaduy-Rivera

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Jorge Membrillo-Hernández

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Patricia Caratozzolo

Sustainability 2023, 15(5), 4165; https://doi.org/10.3390/su15054165 - 25 Feb 2023

Viewed by 1526

Abstract

Understanding the concept of sustainability and its implementation in specific actions is necessary for today’s societies, and part of this responsibility falls on Higher Education Institutions. How these institutions have tried to address this issue has been diverse. To standardize, homogenize, and validate [...] Read more.

Understanding the concept of sustainability and its implementation in specific actions is necessary for today’s societies, and part of this responsibility falls on Higher Education Institutions. How these institutions have tried to address this issue has been diverse. To standardize, homogenize, and validate these sustainable practices, a few years ago, the University of Indonesia Green Metric positioned itself as the internationally accepted ranking; however, other rankings have begun to emerge, such as the Times Higher Education Impact Ranking, which also addresses the search for compliance of the SDGs. For a novel or incipient university to establish the politics and actions to fulfill sustainability and SDGs or stay on track may represent a disorienting and challenging task, particularly when these rankings have different origins or criteria. So, this research aimed to review the top ten universities and their actions in the University of Indonesia Green Metric and Times Higher Education Impact Ranking, along with the organizational initiatives in education, to clarify the key measures and actions adopted by universities toward sustainability and their participation in the rankings, to pursue the SDGs related to social and environmental impacts in universities. Additionally, as a case study, we analyzed in detail the actions performed by the Tecnologico de Monterrey (located at the 274th and 100–200th places of the University of Indonesia Green Metric and the Times Higher Education Impact Ranking, respectively) and compared them with those of Top Ten Higher Education Institutions in both rankings. As a result, a summary guide of the actions is suggested to guide higher education institutions in adopting the required level of sustainability development indicated in the rankings. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Coupling Coordination between University Scientific & Technological Innovation and Sustainable Economic Development in China

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Jian Yang

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Huadong Cheng

Sustainability 2023, 15(3), 2494; https://doi.org/10.3390/su15032494 - 30 Jan 2023

Viewed by 728

Abstract

Coupling development between university science and technology (S&T) innovation and economy is an objective requirement for achieving sustainable economic and social development. The main goal of this paper is to explore the situation of the coupling coordination relationship between the two systems, i.e., [...] Read more.

Coupling development between university science and technology (S&T) innovation and economy is an objective requirement for achieving sustainable economic and social development. The main goal of this paper is to explore the situation of the coupling coordination relationship between the two systems, i.e., university S&T innovation and sustainable economic development in China. It also hopes to provide a reference for promoting the coordinated development between the two. This paper constructs the evaluation index system of university S&T innovation and sustainable economic development separately and evaluates the indicators of university S&T innovation and sustainable economic development in 30 provincial regions in China from 2011 to 2020. On this basis, a coupling coordination degree model is constructed to evaluate the coupling coordination degree of university S&T innovation and sustainable economic development. Accordingly, this paper puts forward suggestions for promoting the coordinated development between university S&T innovation and sustainable economic development. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Aligning Engineering Education for Sustainable Development through Governance: The Case of the International Center for Engineering Education in China

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Huimin Chen

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Sunyu Wang

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Yue Li

Sustainability 2022, 14(21), 14643; https://doi.org/10.3390/su142114643 - 07 Nov 2022

Cited by 3 | Viewed by 1593

Abstract

Engineering education plays a key role in the progress toward achieving the 17 Sustainable Development Goals (SDGs). However, engineering education faces many challenges worldwide, and the issues are becoming increasingly complicated because of the COVID-19 pandemic. To deal with these challenges and achieve [...] Read more.

Engineering education plays a key role in the progress toward achieving the 17 Sustainable Development Goals (SDGs). However, engineering education faces many challenges worldwide, and the issues are becoming increasingly complicated because of the COVID-19 pandemic. To deal with these challenges and achieve the SDGs by 2030, governance that aligns engineering education and SDGs is badly needed. The International Center for Engineering Education (ICEE) has taken a series of governance actions to align engineering education and sustainable development. This research presents the contribution of these governance actions, analyzes the governance types and their relevance to the SDGs, and explores the key mechanisms of these governance actions and challenges. This research can provide useful information for the global community to understand China’s participation in global engineering-educational governance and promote engineering education for sustainable development. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessCommentary

Gender Trends in Healthcare and Academia—Where Does the University of Malta Stand?

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Soc. Sci. 2022, 11(10), 463; https://doi.org/10.3390/socsci11100463 - 10 Oct 2022

Viewed by 1078

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A current and pertinent topic is that of gender studies within healthcare students and academic staff of healthcare courses. This commentary explores the feminization of healthcare studies and the extent to which women in Malta hold key roles in academia within the faculties [...] Read more.

A current and pertinent topic is that of gender studies within healthcare students and academic staff of healthcare courses. This commentary explores the feminization of healthcare studies and the extent to which women in Malta hold key roles in academia within the faculties of Health Sciences, Dental Surgery, and Medicine and Surgery at the University of Malta. Data were publicly available from the university website. Gender (male: female ratio) trends were elicited from the data representing each level of qualification as offered by each faculty, while top academic roles within each faculty were noted. As a general trend, the number of students studying healthcare courses has increased, with an increased female-to-male ratio. Yet, in academia, men still occupy top roles. Efforts should be made to cater for all races, ethnicities, genders, sexual orientations, and socioeconomic levels within the healthcare workforce to allow delivery of the best possible service. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

Open AccessArticle

Key Aspects of Adolescents’ Environmental Attitudes with a View to Transformative Education

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Isabel María Muñoz-García

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Jorge Alcántara-Manzanares

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Silvia Medina Quintana

Educ. Sci. 2022, 12(9), 591; https://doi.org/10.3390/educsci12090591 - 30 Aug 2022

Cited by 1 | Viewed by 1226

Abstract

The aim of this study is to gauge the environmental attitudes of adolescents in order to improve environmental education plans. To this end, the Attitudes Towards the Environment validated survey was applied to 346 adolescents (51% boys and 49% girls, mean age = [...] Read more.

The aim of this study is to gauge the environmental attitudes of adolescents in order to improve environmental education plans. To this end, the Attitudes Towards the Environment validated survey was applied to 346 adolescents (51% boys and 49% girls, mean age = 15.05) at secondary schools in Cordoba (Spain). A factor analysis (FA) was carried out using the FACTOR program, obtaining three factors: emotional, cognitive, and behavioral. The results of the FA exhibit excellent internal consistency, with an Omega coefficient of 0.916 and Cronbach’s Alpha of 0.915, and adequate goodness of fit. The emotional factor results are good, as concern and responsibility towards the environment were notable. However, this did not translate into motivation to obtain further knowledge or to become involved in collective civic actions. The findings in this line give us information to review educational objectives and methodologies, for which emotional education is essential. Elements are proposed to encourage adolescents to adopt more proenvironmental attitudes so that the development of environmental awareness and concern in them is not undermined by frustration, and so that peer learning is present through dialogue and cooperative work, promoting an affinity for nature and the motivation to participate in collective civic activities. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

Open AccessArticle

The Satisfactions, Contributions, and Opportunities of Women Academics in the Framework of Sustainable Leadership: A Case Study

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Gladys Merma-Molina

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Mayra Urrea-Solano

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Salvador Baena-Morales

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Diego Gavilán-Martín

Sustainability 2022, 14(14), 8937; https://doi.org/10.3390/su14148937 - 21 Jul 2022

Cited by 4 | Viewed by 1651

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Women’s empowerment is one of the targets of Sustainable Development Goal 5, gender equality. However, little research has highlighted the contributions of sustainable female leadership in academic governance. In order to fill this gap, this study identifies and analyses the satisfactions, opportunities, and [...] Read more.

Women’s empowerment is one of the targets of Sustainable Development Goal 5, gender equality. However, little research has highlighted the contributions of sustainable female leadership in academic governance. In order to fill this gap, this study identifies and analyses the satisfactions, opportunities, and contributions of women academics to university governance and their perceptions of the potential impact of gender in this process. Forty-eight women leaders participated in the study. A purposive sampling technique was used because the research involved leaders who had held a management position in the university. The research methodology was qualitative, the instrument used for the collection of information was a semi-structured interview, and the analysis of the narratives was carried out with Aquad v. 7 software (Günter Huber, Tübingen, Alemania). The study revealed that the leadership style of the female academics is framed within the sustainable leadership approach. Beyond personal satisfactions, the main reward derived from the performance of the position lies in becoming transformative and catalysing agents of the institution, who try to find a balance between the economic and social interests of the organisation. The functions these female academics perform, within the framework of sustainable development, have a technical and, at the same time, humanised vision, as they focus on people and on personal and social values. Gender issues have not been a determinant in the satisfactions, opportunities, and contributions that the leaders make to the institution; however, participants emphasise that this was a strength for leadership. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

Open AccessArticle

Research on the Current Situation of Employment Mobility and Retention Rate Predictions of “Double First-Class” University Graduates Based on the Random Forest and BP Neural Network Models

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Yilin Zhao

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Feng He

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Ying Feng

Sustainability 2022, 14(14), 8883; https://doi.org/10.3390/su14148883 - 20 Jul 2022

Cited by 2 | Viewed by 957

Abstract

The economic development of various regions is influenced by high-quality population mobility. The research object of this article is the employment mobility data of “Double First-Class” university graduates from 2014 to 2019; the subsequent analysis is based on these data. First, this paper [...] Read more.

The economic development of various regions is influenced by high-quality population mobility. The research object of this article is the employment mobility data of “Double First-Class” university graduates from 2014 to 2019; the subsequent analysis is based on these data. First, this paper summarizes the current state of university graduates’ employment mobility. Second, this paper employs the fixed-effect model and PCA method to conclude that economic factors are the primary factors influencing university graduates’ employment mobility. Finally, based on the nonlinear, small sample, and high-dimensional characteristics of university graduates’ employment mobility data, this paper employs the random forest and BP neural network methods to build a prediction model for university graduates’ employment retention rate. The results show that the BP neural network model outperforms the random forest model in terms of prediction accuracy. The BP neural network model can accurately predict the employment retention rate of “Double First-Class” university graduates, which can guide the reasonable mobility of university graduates and provide a reference for government universities and individuals to make decisions. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

How to Measure Inclusion in Higher Education: An Inclusive Rating

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Anicia Jaegler

Sustainability 2022, 14(14), 8278; https://doi.org/10.3390/su14148278 - 06 Jul 2022

Cited by 1 | Viewed by 1680

Abstract

Nowadays, inclusion is a main concern whoever and wherever. Higher education and business schools have been criticized for their non-inclusion for many years. In this context, higher education has a model role to play concerning inclusion. However, there is a lack of tools [...] Read more.

Nowadays, inclusion is a main concern whoever and wherever. Higher education and business schools have been criticized for their non-inclusion for many years. In this context, higher education has a model role to play concerning inclusion. However, there is a lack of tools to measure the inclusivity levels of institutions. Thus, it is difficult to really know if higher education is inclusive or not and in case it is needed, where they must be more inclusive. This paper proposes a new tool. This paper created an inclusivity index that provides an operational answer to assess inclusivity. This tool does not rank institutions as ranking was highly criticized. It rates the levels of inclusivity of all the stakeholders of higher education for different dimensions. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

The Role of Community-Engaged Learning in Engineering Education for Sustainable Development

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Jamie Goggins

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Magdalena Hajdukiewicz

Sustainability 2022, 14(13), 8208; https://doi.org/10.3390/su14138208 - 05 Jul 2022

Cited by 4 | Viewed by 2829

Abstract

This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, [...] Read more.

This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. The paper highlights how well the outlined approach fits with the ideas of engaged scholarship and civic professionalism, and facilitates sustainable development. Students recognise the long-term value of engaging with community partners, understanding their future role in the community as engineers, reinforcing the idea that their work can respond directly to real needs in the community, while promoting the sustainability agenda at the same time. The approach presented in this study will not only enable the development of future models for embedding sustainability in engineering programs, but will also equip future engineers with transferable skills to ensure that sustainable development goes beyond university courses and is practiced every day. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Post-Graduate Geographical Education in China: Can Talents Meet the Need of Sustainable Development?

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Sustainability 2022, 14(12), 7208; https://doi.org/10.3390/su14127208 - 13 Jun 2022

Viewed by 1279

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As widely acknowledged and targeted in Transforming Our World: The 2030 Agenda for Sustainable Development, talents education and training is an important measure to systematically solve the problem of economically, societally, resource, and environmentally sustainable development, and so as the post-graduate geographical talents [...] Read more.

As widely acknowledged and targeted in Transforming Our World: The 2030 Agenda for Sustainable Development, talents education and training is an important measure to systematically solve the problem of economically, societally, resource, and environmentally sustainable development, and so as the post-graduate geographical talents education and training. Whether post-graduate geographical talents education and training can meet the need of sustainable development is an increasingly significant issue in geography science. Therefore, from the perspective of population scale, education quality, and education input, taking Chinese post-graduate geographical education as an example, the paper empirically investigated the spatial differentiation and talents production mechanism. With the support of spatial analysis tools by ArcGIS and GeoDa software, the strong inter-regional differentiation and imbalance characteristics of post-graduate geographical talents education were detected, outlining a general east-west geographical pattern in China. Moreover, the spatial production mechanism of post-graduate geographical talents has its own global and national scale, regional comprehensive and province-related characteristics, and production of the talents education and training in human geography, physical geography, and cartography. GIS also has its own focuses and demands. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Developing a Coding Scheme for Exploring Preservice Science Teachers’ Metacognition in a Method Course

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Soonthareeya Sanium

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Khajornsak Buaraphan

Sustainability 2022, 14(9), 5644; https://doi.org/10.3390/su14095644 - 07 May 2022

Viewed by 1369

Abstract

Promoting metacognition in preservice science teachers (PSTs) is necessary for effective science teaching. However, metacognition is an abstract attribute that requires in-depth investigations with qualitative methods. This study aimed to express the process utilized to develop a coding scheme of PSTs’ metacognition (CSPM). [...] Read more.

Promoting metacognition in preservice science teachers (PSTs) is necessary for effective science teaching. However, metacognition is an abstract attribute that requires in-depth investigations with qualitative methods. This study aimed to express the process utilized to develop a coding scheme of PSTs’ metacognition (CSPM). Methods: This study started with a review of the metacognition conceptual framework. Next, the researchers collected data about PSTs’ metacognition from a metacognitive self-report (MS) and a metacognition interview protocol (MIP). The participants were 22 third-year PSTs who studied at one public university. All data were analyzed for codes by using content analysis. Results: The CSPM consisted of 177 codes that can be divided into two main components and six subcomponents. The validity of the CSPM was checked by a panel of experts through the item–objective congruence index (IOC) into two different levels: an IOC between codes and components of metacognition, and an IOC between codes and levels of metacognition. The IOCs of the CSPM in the two levels were acceptable. In conclusion, the CPSM was a qualified coding scheme for qualitatively analyzing metacognition in PSTs as well as other types of participants. This study also pointed out an urgent need to develop metacognition in PSTs. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Knowledge and Expectations Regarding Sustainable Food Systems among Students from Georgian Agricultural Universities and Georgian Food Industry Representatives

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Sustainability 2022, 14(9), 5128; https://doi.org/10.3390/su14095128 - 24 Apr 2022

Viewed by 1378

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This study establishes the role of sustainability in higher education (HE) and the food industry in Georgia by examining Sustainable Food Systems (SFS) background knowledge among students and food industry representatives, their behaviours as consumers, and their level of food citizenship. This study [...] Read more.

This study establishes the role of sustainability in higher education (HE) and the food industry in Georgia by examining Sustainable Food Systems (SFS) background knowledge among students and food industry representatives, their behaviours as consumers, and their level of food citizenship. This study also investigates the most interesting SFS topics in relation to future training, students’ expectations in developing competencies, and the SFS elements they deem most important. This cross-sectional study was performed through an online survey comprising a higher education questionnaire administered in five agricultural universities in Georgia which obtained 321 responses. Another questionnaire administered to Georgian food industry (FI) representatives obtained 54 responses. Data were analysed through non-parametric and multivariate statistical analysis. Georgian students and food industry representatives were knowledgeable on Sustainable Food Systems topics, yet some were neither interested nor had received training previous training in SFS. Students’ food purchasing and consumption motivations are most influenced by taste and health, demonstrating significant differences between universities. The maintenance of healthy ecosystems was the most important component of SFS, while organic agriculture and agroecology are the most interesting topics. In Georgia, higher education and the food industry both play equally essential roles in the development of Sustainable Food Systems. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessReview

Revising Technology Adoption Factors for IoT-Based Smart Campuses: A Systematic Review

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Sustainability 2022, 14(8), 4840; https://doi.org/10.3390/su14084840 - 18 Apr 2022

Cited by 9 | Viewed by 3241

Abstract

Smart education and the sustainable development of smart campuses have drawn significant research attention. This is enabled by intelligent devices that are widely attracting massive applicability in personal and big business contexts and can increase efficiency and convenience. This paper aims to present [...] Read more.

Smart education and the sustainable development of smart campuses have drawn significant research attention. This is enabled by intelligent devices that are widely attracting massive applicability in personal and big business contexts and can increase efficiency and convenience. This paper aims to present a solution to address the lack of a proper adoption model for smart campus initiatives. The evaluation and synthesis of the literature were conducted by following the systematic literature review (SLR) procedure. The study’s findings revealed the taxonomy and IoT technologies leading to the wide adoption of IoT-based smart campuses. The technology adoption models and their corresponding variables help the authors identify and classify a suitable adoption framework for smart campuses. The limitations and challenges of adoption theories as they pertain to smart campuses are discussed. Finally, the study adapts perceived scalability, perceived replicability, perceived reliability, perceived privacy and security, perceived trust, the cost of deployment, usefulness, enjoyment, and technicality as adoption factors of sustainable smart campuses. This study offers practical and theoretical implications regarding the adoption and propagation of emerging smart campuses. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Evaluation of Student-Perceived Service Quality in Higher Education for Sustainable Development: A Fuzzy TODIM-ERA Method

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Sustainability 2022, 14(8), 4761; https://doi.org/10.3390/su14084761 - 15 Apr 2022

Cited by 5 | Viewed by 1431

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Evaluating and prioritizing the service quality of higher education is an essential issue for the successful implementation of Education for Sustainable Development (ESD). This study investigates an evaluation framework to assess the performances of higher education institutes (HEIs) within the context of ESD [...] Read more.

Evaluating and prioritizing the service quality of higher education is an essential issue for the successful implementation of Education for Sustainable Development (ESD). This study investigates an evaluation framework to assess the performances of higher education institutes (HEIs) within the context of ESD based on student-perceived service quality. First, a conceptual model of the evaluation indicator system is explored by embedding sustainability-related indicators into the fuzzy SERVQUAL scale. Then, the evaluation of student-perceived service quality can be thought of as a problem of multicriteria decision-making (MCDM) that involves uncertainty and bounded rationality. Thus, an evaluation technique called hybrid fuzzy TODIM-ERA is proposed to address such evaluation problems by synthesizing the theoretical strengths of the intuitionistic fuzzy set theory, the evidential reasoning algorithm (ERA), and the TODIM (an acronym in Portuguese for interactive and multicriteria decision-making). Finally, a case study of five Chinese HEIs in maritime transportation is used to demonstrate the effectiveness and robustness of the proposed framework. Results provide the ranking order of all the alternative HEIs and the improvement strategies of each HEI for student-perceived service quality dimensions. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Technological Innovation, Fiscal Decentralization, Green Development Efficiency: Based on Spatial Effect and Moderating Effect

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Sustainability 2022, 14(7), 4316; https://doi.org/10.3390/su14074316 - 05 Apr 2022

Cited by 10 | Viewed by 1532

Abstract

Green development efficiency is an essential measure of China’s economy turning into a stage of high-quality development in the new era. This paper establishes a spatial Durbin model based on the new geography economics. It empirically investigates the spatial effect of technological innovation [...] Read more.

Green development efficiency is an essential measure of China’s economy turning into a stage of high-quality development in the new era. This paper establishes a spatial Durbin model based on the new geography economics. It empirically investigates the spatial effect of technological innovation on regional green development efficiency and the moderating effect of fiscal decentralization on the above mechanism using panel data of 29 provinces in China from 2010 to 2018. The results show that: from 2010 to 2018, both technological innovation and green development efficiency in Chinese provinces show significant spatial clustering effects; technological innovation not only has a significant role in promoting green development efficiency in the region but also leads to the improvement of green development efficiency in neighboring regions; and fiscal decentralization positively regulates the direct effect of technological innovation on green development efficiency in the region, and negatively regulates the spatial spillover effect of technological innovation on green development efficiency in neighboring regions. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

Open AccessArticle

Exploring Sustainable E-Learning Platforms for Improved Universities’ Faculty Engagement in the New World of Work

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Hezekiah O. Falola

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Opeyemi O. Ogueyungbo

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Anthonia A. Adeniji

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Evaristus Adesina

Sustainability 2022, 14(7), 3850; https://doi.org/10.3390/su14073850 - 24 Mar 2022

Cited by 5 | Viewed by 1841

Abstract

The familiar places where faculty and students engage, collaborate, debate, interact and exchange viewpoints appear to have been improved by introducing digital technology. This study investigates the influence of e-learning opportunities on faculty engagement in Nigerian universities. Five hundred faculty members were surveyed [...] Read more.

The familiar places where faculty and students engage, collaborate, debate, interact and exchange viewpoints appear to have been improved by introducing digital technology. This study investigates the influence of e-learning opportunities on faculty engagement in Nigerian universities. Five hundred faculty members were surveyed across eight private universities in Nigeria using purposive and convenient sampling techniques. Only 431 copies of the questionnaire, representing 86.2% response rate, were analysed with Smart PLS 3.0. The results show that virtual learning platforms, digital databases, online short courses and webinar learning platforms significantly influenced teaching, research, administrative and community engagements. The study concludes that the faculty of various universities should leverage e-learning platforms to be more engaged. The study recommends the machinery needed by the faculty members of Nigerian universities during the COVID-19 lockdown that challenged the conventional practice. The study empirically contributes to strengthening the current teaching, research, partnership and collaboration trends for improved faculty engagement in the new-normal world of work. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

The Show Must Go On: A Snapshot of Italian Academic Working Life during Mandatory Work from Home through the Results of a National Survey

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Soc. Sci. 2022, 11(3), 111; https://doi.org/10.3390/socsci11030111 - 07 Mar 2022

Cited by 8 | Viewed by 2950

Abstract

During the COVID-19 pandemic, universities worldwide have provided continuity to research and teaching through mandatory work from home. Taking into account the specificities of the Italian academic environment and using the Job Demand-Resource-Recovery model, the present study provides, through an online survey, for [...] Read more.

During the COVID-19 pandemic, universities worldwide have provided continuity to research and teaching through mandatory work from home. Taking into account the specificities of the Italian academic environment and using the Job Demand-Resource-Recovery model, the present study provides, through an online survey, for the first time a description of the experiences of a large sample of academics (N = 2365) and technical and administrative staff (N = 4086) working in Italian universities. The study analyzes the main differences between genders, roles or work areas, in terms of some job demands, recovery experiences, and outcomes, all important dimensions to achieve goals 3, 4, and 5 of the 2030 Agenda for Sustainable Development. The results support the reflections on gender equality measures in universities and provide a general framework useful for further in-depth analysis and development of measures in order to improve well-being (SDG 3), quality of education (SDG 4), and gender equality (SDG 5). Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Approach Developed According to Sustainable Development Goals and Challenges for Future Professionals in Social Intervention

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Eva Maria Picado-Valverde

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Amaia Yurrebaso

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Raquel Guzmán-Ordaz

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Ana Belén Nieto-Librero

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Nerea Gonzalez-García

Soc. Sci. 2022, 11(2), 67; https://doi.org/10.3390/socsci11020067 - 11 Feb 2022

Cited by 2 | Viewed by 1644

Abstract

In 2015, the United Nations and various countries committed to achieving the Sustainable Development Goals. The 17 goals revolve around 3 main axes: eradicating poverty, protecting the planet, and ensuring peace and prosperity for all people by 2030. These goals are integrated so [...] Read more.

In 2015, the United Nations and various countries committed to achieving the Sustainable Development Goals. The 17 goals revolve around 3 main axes: eradicating poverty, protecting the planet, and ensuring peace and prosperity for all people by 2030. These goals are integrated so that interventions in one area inevitably affect the others. Undoubtedly, this application involves developing competencies related to Prejudice, conflict resolution, and empowerment. Our research aims to analyse the knowledge and competency of university students undergoing specific training to facilitate the application of UNESCO’s objectives in their work performance, while incorporating human rights as a basis for all future actions. A total of 241 students from the University of Salamanca participated. The average age of the sample was 21.13 years; 76.8% were female, and 23.2% were male (22.41 ± 7.17 years old). The data collection protocol included questions related to knowledge of the Sustainable Development Goals and involving SDGs in their personal life and future profession, which were assessed using the empowerment Scale, the Conflictalk Scale, and the Subtle and Overt Bias Scale. Significant differences were found between SDGs knowledge and involvement with academic courses. There was a direct relationship between this knowledge and involvement with the control, esteem, and activism dimensions of the Empowerment Scale, cooperative from the Conflictalk Scale, and positive emotions had inverse relationships with threat–rejection, and traditional values from the prejudice scale. Our study found that students who are more engaged with the SDGs resolve conflicts cooperatively, foster community activism, and experience positive emotions, whereas students with aggressive conflict resolution are more Prejudiced. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Including Digital Connection in the United Nations Sustainable Development Goals: A Systems Thinking Approach for Achieving the SDGs

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Sustainability 2022, 14(3), 1883; https://doi.org/10.3390/su14031883 - 07 Feb 2022

Cited by 9 | Viewed by 3242

Abstract

In the two decades since the establishment of the 2030 Agenda, the world has faced significant challenges to achieve the 17 Sustainable Development Goals (SDGs). Before COVID-19, the SDGs were not on track to be achieved, and disruptions in implementation resulting from the [...] Read more.

In the two decades since the establishment of the 2030 Agenda, the world has faced significant challenges to achieve the 17 Sustainable Development Goals (SDGs). Before COVID-19, the SDGs were not on track to be achieved, and disruptions in implementation resulting from the pandemic have had significant effects, turning back years of progress. The pandemic has highlighted the essential nature of digital technologies in advancing the SDGs, continuing education, including higher education, social, and commercial activities, as well as enabling people to participate in society, democracy, and the economy during crises. As humanity enters this new period and begins to reset after the ‘great pause’, it is imperative to reconsider how the digital revolution has affected progress, especially in realizing the SDGs. Digital inclusion and connectivity inform and are essential to achieve all of the Goals. This article builds on the Just Digital Ethical Framework conceptualized by the authors in O’Sullivan et al. published in Nature Communications, which argues that four strategic drivers (digital capabilities, technology, infrastructure, and governance) are imperative to complete all of the 17 SDGs. It takes the Just Digital Ethical Framework to the next critical step, in which there needs to be a new SDG dedicated to these four drivers. This article is an exploratory study that uses a systems thinking approach and presents an 18th SDG called Digital Connection. Digital Connection focuses on the equitable distribution of digital wealth guided by the drivers. Understanding the relationship between these drivers and how they operate, where they are used, the pace of change, and systems’ ability to adapt are essential for sustainable development and to address the challenges that face society equitably and fairly. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Developing Preservice Chemistry Teachers’ Engagement with Sustainability Education through an Online Project-Based Learning Summer Course Program

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Nur Azizah Putri Hasibuan

Sustainability 2022, 14(3), 1783; https://doi.org/10.3390/su14031783 - 04 Feb 2022

Cited by 7 | Viewed by 2351

Abstract

The aim of this research was to develop the sustainability competencies of preservice chemistry teachers’ through the use of a project-based learning model. Preservice chemistry teachers were engaged in a summer course program in collaboration with national and international universities. The summer course [...] Read more.

The aim of this research was to develop the sustainability competencies of preservice chemistry teachers’ through the use of a project-based learning model. Preservice chemistry teachers were engaged in a summer course program in collaboration with national and international universities. The summer course program was conducted online due to the COVID-19 pandemic. The research involved 26 preservice chemistry teachers from a pedagogical university in Jakarta, Indonesia, which joined with other university students from other universities in Indonesia, America, Thailand, and Malaysia. We used a qualitative methodology. Data were collected through interviews, questionnaires, observations, preservice chemistry teachers’ portfolios, and reflective journals. The data were coded into themes and interpreted to reveal that all students engaged successfully in developing their sustainability perspectives, environmental awareness, project development engagement, communication, and collaboration skills. Meanwhile, the preservice chemistry teachers engaged in developing their project in an online summer course program within the framework of sustainability. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessReview

Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review

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Gaurangi Sen

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Hing-Wah Chau

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Muhammad Atiq Ur Rehman Tariq

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Nitin Muttil

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Anne W. M. Ng

Sustainability 2022, 14(1), 222; https://doi.org/10.3390/su14010222 - 26 Dec 2021

Cited by 15 | Viewed by 5519

Abstract

Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education [...] Read more.

Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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Open AccessArticle

Sustainability and Conflict Management in the University Environment. Analysis of Students of the Degrees in Labour Relations and Human Resources, and Social Work at the University of Granada (Spain)

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Rafael Martínez-Martín

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Antonio M. Lozano-Martín

Sustainability 2021, 13(23), 13431; https://doi.org/10.3390/su132313431 - 04 Dec 2021

Cited by 6 | Viewed by 1741

Abstract

In 2015 the United Nations approved the 2030 Agenda which established 17 Sustainable Development Goals (SDGs). The importance of these SGDs to universities, and universities’ commitment to them, requires not only involvement but also the development of research projects, instruments and practices that [...] Read more.

In 2015 the United Nations approved the 2030 Agenda which established 17 Sustainable Development Goals (SDGs). The importance of these SGDs to universities, and universities’ commitment to them, requires not only involvement but also the development of research projects, instruments and practices that enable the SDGs to be carried out. Conflict is inherent within any social group and the need to perceive, analyse and manage it is crucial in order to move towards sustainable social development. This research paper analyses conflict existing within the university environment. It specifically relates to students studying for two degrees at the University of Granada (Spain): a degree in Social Work and a degree in Labour Relations and Human Resources. The main instrument used to gather information was a survey addressed to students of both degrees. As a quantitative research technique, it has allowed us to gather evidence about and analyse students’ perceptions of conflict. The main results reveal the existence of conflict resulting from interactions between the students themselves, interactions between the students and teaching staff and interactions between the students and service and administrative staff (SAS). Central to perceptions of conflict existing within the university environment are the professional and educational interests of students, as well as issues relating to academic assessment and excessive bureaucracy. Full article

(This article belongs to the Topic Sustainability and Universities: Their Contribution to Reach the 17th SDGs)

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