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

Topic Information

Dear Colleagues,

The role of universities is not limited to teaching and research, but also extends to the whole of society, through the dissemination of the results of their research and the awareness of public opinion on specific issues, to which the university can make its own scientific and cultural contribution. One of the most pertinent current issues is the environmental sustainability of any university that provides important help, taking into account their role towards students and the community. This occurs, for example, in teaching activities, such as providing degree programs, masters, etc., on sustainability; in research activity, encouraging projects in the environmental sector, preferably following a multidisciplinary approach; and in the dissemination of research and awareness, organizing conferences, congresses, etc., on specific environmental issues. Universities also have an impact as a consumer of goods and services (energy, water, paper, etc.) and as a waste producer, and should endeavour to reduce their environmental impact. In the latter case, in order to carry out their activities, universities occupy spaces, are consumers of water and energy, are important consumers of paper and office equipment; manage catering activities, generate waste, waste water, and air emissions. Universities and their structures can be examples of sustainability, if they implement sustainability policies during the course of these listed activities. In recent decades, universities have organized a series of initiatives and declarations on this topic. Some national and international institutions have also presented papers on the role of environmental education in higher education. The purpose of this Topic is to collect information on initiatives, scientific studies, and the dissemination of culture and good practices of sustainability, both inside and outside the universities, in addition to the positive impacts in environmental, ethical, social, and economic terms following the actions implemented. The studies published in this Topic can be a valuable guide for those who study these topics, but also for universities that want to collect useful information to implement actions to spread the culture of sustainability and to improve their social and environmental performance.

Prof. Dr. Giuseppe Ioppolo
Dr. Giulio Mario Cappelletti
Prof. Dr. Luca Grilli
Dr. Carlo Russo
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Education Sciences education	3.0	4.0	2011	24.9 Days	CHF 1800
Environments environments	3.7	5.9	2014	23.7 Days	CHF 1800
Social Sciences socsci	1.7	3.2	2012	27.7 Days	CHF 1800
Sustainability sustainability	3.9	5.8	2009	18.8 Days	CHF 2400

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Published Papers (30 papers)

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20 pages, 6790 KiB  

Open AccessArticle

Landscape, Environmental Sustainability, and Climate Instability—The EDUSCAPE Project: University Research for Innovation in School Education

by Giorgio Caprari, Rosalba D’Onofrio, Roberta Cocci Grifoni, Piera Pellegrino, Ludovica Simionato and Elio Trusiani

Sustainability 2024, 16(2), 790; https://doi.org/10.3390/su16020790 - 17 Jan 2024

Viewed by 694

Abstract

This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the [...] Read more.

This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the scientific-disciplinary frame of environmental education and climate adaptation, EDUSCAPE aims to integrate the polysemic, transversal, and multidisciplinary concept of landscape and its decline, as a promoter of new forms of knowledge in response to emerging dynamics, within the educational offer of school programs (6–15 years). This paper presents the general structure of the project, the methodology experimented (PBL educational approach), and the qualitative and quantitative intermediate results obtained so far (literature review, curriculum analysis, and needs analysis). To integrate landscape into school curricula and renew them, EDUSCAPE is preparing Didactic Units (DUs) as the final result of the project to provide theoretical foundations and practical solutions supporting teaching which will be tested in the schools of the partnership network. In general, this paper explores the possibility to disseminate the pedagogical and social role of the landscape through a new way of teaching based on a deeper exploration of the theme that can stimulate critical thinking in current and future generations regarding the global/local challenges of the 21st century. Full article

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

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18 pages, 745 KiB  

Open AccessArticle

Sustainability Reports and Disclosure of the Sustainable Development Goals (SDGs): Evidence from Indonesian Listed Companies

by Herenia Gutiérrez-Ponce and Sigit Arie Wibowo

Sustainability 2023, 15(24), 16919; https://doi.org/10.3390/su152416919 - 17 Dec 2023

Viewed by 1349

Abstract

This study investigates the factors that determine disclosure of the Sustainable Development Goals (SDGs) of companies listed on the Indonesian stock exchange in the period from 2017 to 2021. The research was conducted through an exploratory study using panel data (from each company’s [...] Read more.

This study investigates the factors that determine disclosure of the Sustainable Development Goals (SDGs) of companies listed on the Indonesian stock exchange in the period from 2017 to 2021. The research was conducted through an exploratory study using panel data (from each company’s websites), parametric correlations, and regression models. The findings show a 60% increase in the disclosure of the SDGs in sustainability reports from 2017 to 2021, with the highest level of disclosure achieved for SDG 3 (Health and well-being) and SDG 4 (Quality education). The lowest disclosure was for SDG 14 (Life below water). The study demonstrates statistically that governance factors such as the presence of women on the board of directors and the number of board meetings positively affect SDG disclosure in listed companies in Indonesia. Factors related to companies’ profitability, environmental sensitivity, and board size do not, however, influence SDG disclosure. These findings have implications for academics, stakeholders, practitioners, and governments who are strategically positioned to achieve the SDG agenda in 2030. This study has limitations in that the data were drawn only from companies in the SRI-KEHATI Index. Full article

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

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22 pages, 2816 KiB  

Open AccessArticle

Developing a Pedagogical Approach with the Aim of Empowering Educators and Students to Address Emerging Global Issues such as Climate Change and Social Justice: A Case Study

by Barbara Predan and Petra Černe Oven

Sustainability 2023, 15(24), 16899; https://doi.org/10.3390/su152416899 - 16 Dec 2023

Viewed by 837

Abstract

The “Green Nudges” program, developed within the framework of the United Nations Environment Programme (UNEP), is based on behavioral science and nudge theory. Aimed primarily at universities, it explores ways to adopt a more environmentally friendly lifestyle. Studies show that many young people [...] Read more.

The “Green Nudges” program, developed within the framework of the United Nations Environment Programme (UNEP), is based on behavioral science and nudge theory. Aimed primarily at universities, it explores ways to adopt a more environmentally friendly lifestyle. Studies show that many young people recognize climate change as a major problem but that it leaves them feeling helpless and anxious—something that our teaching practice confirms. As we had had no success teaching sustainability using conventional approaches, we used the pedagogical design capacity (PDC) principle to develop a novel workshop format and implement it in a pilot series of three repeated workshops. The workshop concept is based on empowering educators and students to tackle emerging global issues while also boosting critical thinking, field research, and teamwork skills. An important part of the integration of different tools was based on supporting students’ self-direction and knowledge- and evidence-based decision making. The results demonstrate that the proposed pedagogical framework resonates with and empowers students. At the same time, the workshop empowers educators to competently navigate complex and sustainability-oriented topics within the field of education for sustainable development (ESD). Full article

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

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16 pages, 1950 KiB  

Open AccessArticle

How Do Universities in Türkiye Integrate Sustainable Development Goals into Their Strategies?

by Leyla Yılmaz Fındık and Şefika Şule Erçetin

Sustainability 2023, 15(24), 16799; https://doi.org/10.3390/su152416799 - 13 Dec 2023

Viewed by 856

Abstract

The strategic plans of universities have an important role in enabling HEIs to contribute to sustainability transitions. To address the current lack of studies in HEIs in Türkiye, this paper aims to determine how universities in Türkiye integrate sustainable development goals (SDGs) into [...] Read more.

The strategic plans of universities have an important role in enabling HEIs to contribute to sustainability transitions. To address the current lack of studies in HEIs in Türkiye, this paper aims to determine how universities in Türkiye integrate sustainable development goals (SDGs) into their strategic plans to indicate the extent to which these universities align with the 17 SDGs and to discuss the visibility of SDGs in strategies. The research has been designed as a qualitative study involving document analysis. QS World University Rankings or being a research university are the two criteria for the sampling. The scope of the study consists of 27 universities, representing 13.4% of the universities in Türkiye. The most striking result was that, apparently, none of the strategic plans mentioned Goals 1 (no poverty), 6 (clean water), and 13 (climate action). The sampled universities in Turkey have established a restricted set of strategic objectives linked to SD Goals 2, 5, 10, and 11. These remarkable findings prompt inquiries into the underlying reasons for this constrained scope, warranting further investigation. A potential factor contributing to the limited objectives regarding these goals could be traced to a lack of awareness and understanding of the intricate connections between these goals and the overarching mission of higher education institutions. Full article

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

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19 pages, 2425 KiB  

Open AccessArticle

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

by Mengting Ge, Jie Kong, Qiuyi Yang, Mingze Chen and Wenji Wang

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

Cited by 2 | Viewed by 1303

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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23 pages, 7078 KiB  

Open AccessArticle

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

by Madhuri Sharma

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

Cited by 3 | Viewed by 2399

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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17 pages, 2252 KiB  

Open AccessArticle

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

by Hualiang Lu, Zhenying Xie, Guangwei Xu and Xuanwei Cao

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

Viewed by 2160

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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12 pages, 535 KiB  

Open AccessArticle

Benchmarking Sustainable Mobility in Higher Education

by Giulio Mario Cappelletti, Luca Grilli, Carlo Russo and Domenico Santoro

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

Cited by 2 | Viewed by 1270

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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19 pages, 5788 KiB  

Open AccessArticle

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

by Luis Alberto Mejía-Manzano, Patricia Vázquez-Villegas, Anthony Smith, Alfredo Soeiro, Anikó Kálmán, Tamer Atabarut, Nicolás Otaduy-Rivera, Jorge Membrillo-Hernández and Patricia Caratozzolo

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

Cited by 1 | Viewed by 2084

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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14 pages, 1535 KiB  

Open AccessArticle

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

by Jian Yang and Huadong Cheng

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

Cited by 2 | Viewed by 1192

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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15 pages, 1840 KiB  

Open AccessArticle

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

by Huimin Chen, Sunyu Wang and Yue Li

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

Cited by 6 | Viewed by 2352

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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5 pages, 220 KiB  

Open AccessCommentary

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

by Elizabeth Grech, Anneka Pace, Tamara Attard Mallia and Sarah Cuschieri

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

Viewed by 1413

Abstract

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)

13 pages, 310 KiB  

Open AccessArticle

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

by Isabel María Muñoz-García, Jorge Alcántara-Manzanares and Silvia Medina Quintana

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

Cited by 1 | Viewed by 1854

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)

23 pages, 368 KiB  

Open AccessArticle

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

by Gladys Merma-Molina, Mayra Urrea-Solano, Salvador Baena-Morales and Diego Gavilán-Martín

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

Cited by 5 | Viewed by 2463

Abstract

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)

22 pages, 2968 KiB  

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

by Yilin Zhao, Feng He and Ying Feng

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

Cited by 2 | Viewed by 1392

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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11 pages, 8342 KiB  

Open AccessArticle

How to Measure Inclusion in Higher Education: An Inclusive Rating

by Anicia Jaegler

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

Cited by 1 | Viewed by 2524

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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17 pages, 2986 KiB  

Open AccessArticle

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

by Jamie Goggins and Magdalena Hajdukiewicz

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

Cited by 8 | Viewed by 4071

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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18 pages, 1590 KiB  

Open AccessArticle

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

by Renfeng Ma, Yuxian Cheng, Lidong Liu, Ruolan Xiao, Xinyi Su, Weiqin Wang, Yuting Sheng, Zicheng Huang and Jiaming Li

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

Viewed by 1639

Abstract

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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16 pages, 635 KiB  

Open AccessArticle

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

by Soonthareeya Sanium and Khajornsak Buaraphan

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

Viewed by 1808

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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17 pages, 2115 KiB  

Open AccessArticle

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

by Allan Estandarte, Tekla Gurgenidze, Teo Urushadze and Angelika Ploeger

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

Cited by 1 | Viewed by 2000

Abstract

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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27 pages, 1054 KiB  

Open AccessReview

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

by Radhwan Sneesl, Yusmadi Yah Jusoh, Marzanah A. Jabar and Salfarina Abdullah

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

Cited by 15 | Viewed by 4471

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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21 pages, 2428 KiB  

Open AccessArticle

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

by Yifan Liu, Tiantian Bao, Dan Zhao, Huiyun Sang and Benwei Fu

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

Cited by 9 | Viewed by 1962

Abstract

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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16 pages, 301 KiB  

Open AccessArticle

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

by Yongming Zhu, Xiaoyu Zhou, Junjie Li and Fan Wang

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

Cited by 15 | Viewed by 2074

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)

14 pages, 617 KiB  

Open AccessArticle

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

by Hezekiah O. Falola, Opeyemi O. Ogueyungbo, Anthonia A. Adeniji and Evaristus Adesina

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

Cited by 7 | Viewed by 2393

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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22 pages, 594 KiB  

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

by Chiara Ghislieri, Domenico Sanseverino, Tindara Addabbo, Vincenzo Bochicchio, Rosy Musumeci, Ilenia Picardi, Patrizia Tomio, Gloria Guidetti and Daniela Converso

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

Cited by 10 | Viewed by 3580

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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13 pages, 818 KiB  

Open AccessArticle

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

by Eva Maria Picado-Valverde, Amaia Yurrebaso, Raquel Guzmán-Ordaz, Ana Belén Nieto-Librero and Nerea Gonzalez-García

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

Cited by 2 | Viewed by 2010

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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13 pages, 494 KiB  

Open AccessArticle

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

by Serena Clark, Malcolm MacLachlan, Kevin Marshall, Niall Morahan, Claire Carroll, Karen Hand, Neasa Boyle and Katriona O’Sullivan

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

Cited by 17 | Viewed by 4398

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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18 pages, 9789 KiB  

Open AccessArticle

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

by Maria Paristiowati, Yuli Rahmawati, Ella Fitriani, Justinus A. Satrio and Nur Azizah Putri Hasibuan

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

Cited by 10 | Viewed by 3186

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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27 pages, 824 KiB  

Open AccessReview

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

by Gaurangi Sen, Hing-Wah Chau, Muhammad Atiq Ur Rehman Tariq, Nitin Muttil and Anne W. M. Ng

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

Cited by 21 | Viewed by 7462

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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22 pages, 1761 KiB  

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)

by Rafael Martínez-Martín and Antonio M. Lozano-Martín

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

Cited by 5 | Viewed by 2200

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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