Discover Sustainability最新文献

The Land-Sea Interface (LSI) is where land and sea meet, not only in physical terms, but also with regards to a large variety of ecological and societal aspects. The United Nations has proclaimed the period 2021-2030 the Ocean Decade, which entails striving for a sustainable use of the ocean and teaching and learning about ocean related issues. Teaching and learning about the LSI are also tightly connected with several Sustainable Development Goals (Global Goals) such as Life Below Water, Zero Hunger and Sustainable Cities and Communities. Teaching and learning about sustainability lacks a uniform pedagogy, and it is probably wise to maintain that apparently adaptive diversity. In this globally relevant methods overview, we present a wide range of relatively new and/or successful and mostly largely learner-centered methods. We also discuss how effective and popular they are, and give examples on how most of these methods are already used in LSI sustainability teaching. There will probably not be any successful "one size fits all" model developing for LSI teaching and learning, and each module, course and programme will have to develop its own recipe for successful teaching and learning, possibly with support from one or several methods discussed in this paper.

A relatively broad consolidated consensus has emerged among experts regarding the competencies that should be fostered through an education for sustainable development at the higher education level. However, there is little empirical support to aid in answering the question of which competencies should be promoted from the perspective of students and graduates. This was the main purpose for analyzing the corresponding results of the evaluation of the study programs in sustainable development at the University of Bern. In a standardized survey, students (N = 124), graduates (N = 121), and the supervisors of internships (N = 37) were asked, among other questions, how important they consider the fostering of the respective 13 competencies during their studies and for their professional activities. Overall, the results confirm the view of experts: the study programs should be designed for a comprehensive empowerment with respect of responsible and self-motivated participation in meeting the challenges of sustainable development. Even the students are of the opinion that competency-oriented education is important and that not only the acquisition, respectively the imparting of knowledge is relevant. Regarding the estimation of the promotion of competencies in the study program, the three groups agree that the competencies "Interconnected, foresighted, and thinking approaches in system-dynamic contexts" and "Recognizing on one's own perspective on a situation and problem, empathizing with other perspectives, and taking these into account when solving problems" are the most important. For the professional field, the competency "Communicating in a comprehensive and target group-oriented manner" is rated most important by all three groups. However, it must be noted that there are also differences between the varying perspectives of the students, graduates, and internship supervisors. The results indicate opportunities for improvement that can also be considered as recommendations in the further development of inter- and transdisciplinary sustainability-oriented study programs. Furthermore, lecturers should, especially regarding a multidisciplinary team, coordinate and communize the development of competencies across the different educational elements. Students should be well informed regarding how the various educational elements, i.e., teaching/learning arrangements and assessments, are intended to contribute to the overall development of competency. Finally, in order to ensure that lecturers align respective learning outcomes, as well as teaching/learning arrangements and assessments in their educational elements, there will need to be a greater focus on competency development across a program of study.

Electronic waste is the fastest-growing domestic waste stream globally, continuously outstripping projections. With increasing ubiquity of complex computing, many non-renewables are contained in end-of-life electronics, creating a vast urban mine, potentially hazardous, depending on treatment. The aim of this study is to compare how Extended Producer Responsibility (EPR) policy is applied in two case countries, Japan and Canada, the practical implications of EPR policy design on producer operations, and how EPR affects electronic waste management improvements in each case. These cases share international obligations for electronic waste management but employ contrasting EPR policies. These policies are widespread in both cases, yet are not presided over by larger, regional obligations. Therefore, country-level interviews with electronic waste management stakeholders focusing on how EPR regulation affects producer practice were conducted. The physical application of EPR, as seen in Japan, drives design changes by producers intending to simplify downstream treatment, while financial responsibility in Canada, creates greater concern with cost-savings for producers, complicating end-of-life processing. EPR implementation, along with specific geographical factors, also create contrasting resource recovery results between countries. Regulation primarily drives EPR implementation in both countries, which is consistent with the literature. This study presents new drivers and barriers, namely pre-emptive legislation, and no incentive to improve, classifying the Japanese and Canadian systems as suffering from externalities on an insular system, and lack of harmonization, respectively. This research addresses a gap in comparative studies across regions of physical and financial EPR effects on producer practice.

This paper aims to support differentiation between sustainable and unsustainable agricultural production, with a view to enabling a transformative agricultural trade system by incentivizing sustainable agricultural production. We argue that transformative governance of corresponding global trade flows will need to provide support to the weaker participants in production systems, above all small-scale farmers in the global South, in order to support their food security and a path out of poverty as well as global environmental goals. The present article seeks to provide an overview of internationally agreed norms that can serve as basis for differentiation between sustainable and unsustainable agricultural systems. Such common objectives and benchmarks could then be used in multilateral and binational trade agreements. We propose a list of objectives, criteria, and benchmarks that could contribute to formulation of new trade agreements that strengthen producers who are currently marginalized in international trade flows. While acknowledging that sustainability cannot be easily measured and defined for all site-specific conditions, we posit that it is nevertheless possible to identify such common objectives and benchmarks, based on internationally agreed norms.