How to integrate sustainability teaching and learning in Higher Education Institutions? From context to action for transformation towards SDGs implementation: a literature review (original) (raw)
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The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their "third mission" linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation.
Transforming University Curricula towards Sustainability
Practice, Progress, and Proficiency in Sustainability, 2014
The UNESCO Chair ICT in Education for Sustainable Development in cooperation with the RCE Crete (Regional Centre of Expertise) on Education for Sustainable Development responding to the UN Decade of Education for Sustainable Development (DESD 2005-2014) took the initiative to establish a North-South Network for embedding sustainability in higher education institutions. A Consortium with 12 universities (six from Europe and six from Middle East) led by the UNESCO Chair and the RCE Crete at the University of Crete prepared a proposal submitted to the Tempus-European Commission programme for funding. The RUCAS (Reorient University Curricula to address Sustainability) project, studied in this chapter, has initiated various activities in the partner countries' institutions, which seem to exert significant curricular changes. The changes include the revision of courses, building the appropriate infrastructure, the development of an online community of practice and the RUCAS Toolkit that are being used as drivers for reorienting university curricula to address sustainability. As a result, a growing number of academics in the partner institutions are concerned with the current sustainability crisis and claim for a transformative shift in what they teach and how teaching is practiced. ORGANIZATION BACKGROUND The RUCAS project is initiated by the RUCAS Consortium of 12 Universities and three NGOs financially supported by the European Commission for a three-year period (2010-13) and it is coordinated by the
Education for sustainability in university studies: a model for reorienting the curriculum
British Educational Research Journal, 2008
A decisive factor for achieving a culture of sustainability is university training for future professionals. The aim of this article is to bring new elements to the process of reorienting university studies towards sustainability. Presented here is the ACES model (Curriculum Greening of Higher Education, acronym in Spanish), which is the result of a project involving a network of 11 European and Latin American universities. The methodology of the project is based on participatory action research. The ACES model is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education. The potentialities and limitations found are also discussed. The ACES model has started a process for reorienting higher education studies towards sustainability.
Integrating Sustainability into the University: Past, Present, and Future
2013
The idea of evolution is deeply rooted in Western culture as since the eighteenth century the concept of continual development. Indeed, the latter commenced with the Industrial Revolution with the intent of improving the standard of living and thus quality of life. Higher education is necessarily part of this requirement and has been enacted by Universities that provide graduate whom typically become active and responsible citizens often internationally and usually supported by Government. To an extent, Universities control education, research, and training and thus provide a pivotal role in the dissemination of any concept. In this chapter, we examine the concept of sustainability and, based on an analysis, demonstrate the historical significance of sustainability and outline the significant contribution made by Universities with regard to the elucidation of sustainability. Indeed, it is our perception that Universities should use the concepts of both sustainable development and sustainability to reinforce their mission and improve the quality of the learning process. Although the University is seen as the most traditional of all institutions, it has of late become the major instrument of change in social, economic, and political systems, by adopting a new educational paradigm based on multidisciplinary education concerning environmental issues, stressing the values of equity, justice, cultural, and environmental sustainability, and viewing the learning process itself as lifelong.
2014
Ecological footprint analysis has been used worldwide in a variety of organizations (enterprise, public authorities, non-governmental organizations, (higher) educational institutions) and at different levels (personal level, (parts of) organizations, cities, regions, countries). Universities also calculated their ecological footprints, for various reasons: e.g. to answer the societal appeal to integrate sustainability into their core business, to perform a sustainability assessment of their operations, to use as an educational tool with students, to use for policy development. In general, performing an ecological footprint analysis is a way for higher education to ‘practice what they preach’, to monitor sustainability performance and raise awareness among the university's community. This article focuses on the calculation of the ecological footprint and discusses the possibilities to use this tool for campus operations, educational purposes and policy development.
Frontiers in Education, 2022
Frontiers in Education 01 frontiersin.org Moreno Pires et al. 10.3389/feduc.2022.639793 and structure, and the learning outcomes and competencies students are expected to gain, (2) review the outcomes of its first pilot teaching in four European HEI, and (3) shed light on how this Module contributes to the development of competences and pedagogical approaches for achieving the Sustainable Development Goals (SDGs). Our findings show that 90% of the students were "satisfied" or "very satisfied" with the Module, rating the Ecological Footprint as the most useful teaching tool among those included in the Module. In addition, they appreciated the interactive nature of the proposed teaching. Feedback obtained from students during the pilot teaching contributed to shaping the Module's final structure and content. The Module-an important interactive sustainability pedagogical tool-is now ready for use with students in different disciplines, thus contributing to progress toward the UN 2030 Agenda, particularly SDG 4, SDG 11, SDG 12, and SDG 13.
Integrating environmental sustainability into universities
Higher Education, 2014
Universities play a fundamental role in addressing global environmental challenges as their education, research and community involvement can produce long-lasting environmental effects and societal change. By demonstrating best practice in their operations, research and teaching, universities have both multiple and multiplier effects on society. For universities to comprehensively address sustainability, a 'learning for sustainability' approach needs to be embedded across every aspect of institutional operations in a synergistic way. Using semistructured interviews, this research explored the factors that influence the integration of sustainability into the operations, teaching and research activities of universities in Australia and England. The research found that individuals, committed to the goal of a more sustainable world, play a vital role in the success of integrating environmental sustainability into universities. The factors critical to enabling universities to undertake the transformational changes necessary to embed environmental sustainability into all university areas included: a strong policy environment, resourcing of strategies, and encouragement of leaders and environmental sustainability advocates. Educating and building the awareness of university staff of the importance of environmental sustainability to future generations was key to a successful strategy.