International Journal of Sustainability in Higher Education最新文献

Purpose

In a context of growing concern about the environmental and social crisis, education for sustainability has emerged as a key educational approach to address these challenges. University education plays a crucial role in training professionals who are aware of and committed to sustainability. This study aims to examine the impact of the socio-professional characteristics of university professors on the awareness and implementation of sustainability in teaching and research.

Design/methodology/approach

This study uses the academics’ statements through a survey to describe the degree of awareness and implementation of sustainability at the University of the Basque Country (UPV/EHU) and evaluates the influence that certain socio-professional variables can have on their commitment to sustainability. For this purpose, the paper proposes the use of descriptive and inferential statistical techniques.

Findings

The research reveals that UPV/EHU is in the first phases of implementation of sustainability, indicating a low overall implementation. Therefore, it is proposed to promote internal awareness about sustainability, promote teacher training, integrate sustainability competencies in academic programs and promote research in areas with less scientific production related to sustainability, with emphasis on interdisciplinary collaboration and gender equality to achieve greater integration of sustainability in the university. In the case of the UPV/EHU, the sustainable development champions fulfill the profile of a female professor, with full-time dedication and whose disciplinary area is a minority.

Research limitations/implications

This research has an individual framework and a static nature, and the results should be interpreted only in their context. Future research should have a national framework, a longitudinal nature and a broader range of university institutional agents. Another limitation of this methodology is the question coding process (Likert scales), which opens a wide range of subjectivity for the researcher.

Originality/value

To the best of the authors’ knowledge, this is the first study that measures the degree of implementation of sustainability at the UPV/EHU with the aim of specifying its efforts in the implementation and promotion of sustainability.

Purpose

The purpose of this study is to explore the incorporation of the sustainable development goals (SDGs) at the National University of Moreno (Universidad Nacional de Moreno, UNM, in Spanish), focusing on teaching and research activities, encountering difficulties from primary and secondary information sources, to integrate the SDGs, and contribute with actions for their incorporation into teaching and learning processes and research, in a newly established university.

Design/methodology/approach

To describe the implementation of the SDGs, an empirical study was conducted using a mixed methodology for data collection. Data collected from the survey were combined with information from the UNM project database for the period 2017–2022. Non-parametric methods were used to analyse both sets of data.

Findings

This study provides an initial overview of SDG implementation at UNM, allowing the identification of constraints and challenges to scale up contributions to the SDGs at UNM, as well as the generation of relevant action lines in the interaction with university's authorities.

Research limitations/implications

Conducting studies through questionnaires has limitations, similar to other cases analysed. To increase the validity of the data, prior consultations were carried out. In addition, the database of research projects was used to identify the application of the SDGs in research. However, an approximation of the current situation could be obtained.

Practical implications

Particular importance was given to the challenges encountered during the data analysis phase in relation to capacity building needs. This enabled a set of actions to be defined to bring the SDGs closer to the UNM.

Originality/value

Although the paper used methodologies already proposed by other authors, such as survey collection, its value lies in demonstrating the possibility of using them to analyse whether the SDGs are integrated into teaching and research activities in a recently founded university, where the SDGs are integrated into its principles. The analysis also complements the survey results with information from project databases, which has not yet been analysed in the literature. Based on the results, activities are designed so that the SDGs could begin to guide teaching and research activities.

Purpose

The higher education sector plays an important role in a nation’s implementation of pro-environmental regulations. Environmental initiatives should be the focal point of a university's mission, and they are expected to be present in everyday academic life on campus. This study aims to propose the extended model of the theory of planned behavior (TPB) to understand the psychological aspects that may enhance the likelihood of university students engaging in environmentally friendly behavior.

Design/methodology/approach

This study used a quantitative approach involving a national sample of university student participants (N = 1,608) from various regions across Indonesia. The battery included extended TPB dimension measures (attitudes, norms, behavior control, environmental concern and habits on pro-environmental behavior intention) that were administered in the Indonesian language.

Findings

The structural equation modeling analysis revealed that the proposed extended TPB model met fit model indices and significantly predicted participants’ pro-environmental intentions.

Research limitations/implications

This theoretical model has the potential to assist relevant stakeholders and higher education institutions in the development of evidence-based pro-environmental policies and interventions to promote sustainable student behavior.

Originality/value

This study presents a novel approach to understanding the effect of the extended TPB model on participants’ ecological intentions in the Indonesian university setting. This study was among the first to propose a sustainable behavior intention model based on the TPB theory within the Indonesian context. The current findings challenged the established TPB framework and offered fresh insights into the behavioral-psychological interplay within university environmental contexts.

Purpose

This study aims to ascertain the impact education for sustainable development (ESD) on knowledge, attitude and behavior among senior (last year undergraduate) Indian students.

Design/methodology/approach

This study is a cross-sectional causal investigation with descriptive design using survey method. It uses the knowledge, attitude and behaviors toward the sustainable development scales of the International Institute of Sustainable Development (IISD) for data collection and partial least-square structural equation modelling for empirically testing the proposed research model.

Findings

The study results establish the importance of sustainability education on knowledge, attitude and behavior. The impact of knowledge on behavior is direct and partially mediated through the attitudinal pathway – indicating central and peripheral routes sustainability related information processing and attitude formation. The results also indicate poor knowledge of the impact of socio-cultural issues on sustainability.

Research limitations/implications

The study results will help assess the impact current ESD initiatives in India and redesign the ESD curriculum in line with ESD for 2030 initiatives to facilitate the achievement of UN’s sustainable development goals by 2030. This study is limited to senior students and offers scope for extension to other groups.

Social implications

The study results can help redesign the sustainability curriculum at the school and undergraduate levels in the country in line with ESD for 2023 objectives. The results indicate an urgent need to include the impact of sociocultural issues on sustainability to sensitize Indian students towards the same.

Originality/value

This study contributes to the sustainability education literature by assessing the impact of sustainability curricula on sustainability knowledge, attitude and behavior among Indian senior students – hitherto uninvestigated. It also will help in the informed redesign/ improvement of ESD curriculum under the ESD for 2030 initiatives.

Purpose

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

Design/methodology/approach

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

Findings

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

Originality/value

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

Purpose

This study aims to explore employee green behavior in higher education institution (HEI) laboratories in the Kingdom of Bahrain.

Design/methodology/approach

A qualitative approach was used to explore the green behavior experiences of individuals working in HEI laboratories. In-depth interviews were conducted with nine participants selected via purposive sampling. Thematic analysis was performed on the collected data using ATLAS.ti 9 software.

Findings

The analysis of the collected data identified five themes related to the green behavior in HEI laboratories. These themes, ranked in descending order of frequency, are conserving, avoiding harm, transforming, influencing others and taking initiative. The conserving theme accounted for one-third of the subcodes, as did the avoiding harm theme. The final one-third of subcodes was distributed among the remaining three themes.

Research limitations/implications

This study conducted virtual interviews and coincidentally interviewed only female participants. The findings contribute to the existing literature on the themes of green behavior among laboratory staff in HEIs and provide valuable insights for university managers and sustainability coordinators in shaping policies to promote environmentally friendly practices and address negative practices.

Originality/value

Despite existing studies on environmental practices in various workplace settings, the exploration of green behavior in HEI laboratories in the Kingdom of Bahrain from the employee perspective remains limited. This study presents a significant opportunity for researchers to explore sustainability in HEI laboratories and for policymakers to develop corresponding strategies.

Purpose

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

Design/methodology/approach

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

Findings

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

Research limitations/implications

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

Practical implications

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

Social implications

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

Originality/value

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.

Purpose

This study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students.

Design/methodology/approach

Using qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding.

Findings

The informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals’ disciplinary tendencies.

Research limitations/implications

Factors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation.

Practical implications

The Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning.

Social implications

Demonstrates effective SDG integration into higher education.

Originality/value

This study spotlights interdisciplinary learning within an unconventional context – urbanism – bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs.

Purpose

This study aims to investigate the determinants influencing green mindfulness among university students in Malaysia within the context of the Malaysia 2030 Agenda, focusing on Sustainable Development Goal 17 attainment.

Design/methodology/approach

The research uses a quantitative approach with a sample of 203 young adults. It explores the factors of goal difficulty, knowledge and awareness, spirituality, values and perceived university environmental responsibility (PUER), using a novel theoretical framework termed universal identity theory (IT).

Findings

Values, knowledge and awareness and PUER significantly contribute to green mindfulness, whereas spirituality and goal difficulty did not exhibit a substantial relationship to green mindfulness.

Research limitations/implications

Limited representation of diverse age groups and the potential influence of seniority on spirituality. Future research should expand the framework to include green behavior and performance, increase the sample size and consider a broader age demographic.

Practical implications

Universities play a crucial role in promoting green mindfulness through the establishment of rules, regulations, environmental initiatives, incentive systems and the introduction of a green mindfulness course. Clear communication channels and top-down approaches are recommended.

Social implications

This research contributes to understanding the mechanisms that induce green mindfulness among university students in Malaysia, aligning with national and global sustainability goals.

Originality/value

The universal IT provides a comprehensive understanding of how personal, social and community-based identities collectively influence green mindfulness. This theoretical perspective contributes to the environmental psychology and sustainability studies field, offering a culturally sensitive approach.

Purpose

The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs.

Design/methodology/approach

Models, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation.

Findings

Finally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability.

Originality/value

Despite the emphasis on SDGs in the present scenario, the “Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020” does not include or mention SDGs as a key aspect (Architecture, 2020).