Journal articles: 'Sustainability Education (SE)'

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Chalmers, Lex. "Sustainability education." New Zealand Geographer 63, no. 3 (December 2007): 225. http://dx.doi.org/10.1111/j.1745-7939.2007.00121.x.

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Abraham, Martin. "Sustainability education." Environmental Progress 24, no. 4 (2005): 343–44. http://dx.doi.org/10.1002/ep.10116.

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FOBELOVÁ, Daniela. "EDUCATION FOR SUSTAINABILITY – OUR COMMON FUTURE." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 122 (2018): 37–42. http://dx.doi.org/10.29119/1641-3466.2018.122.4.

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Richardson, Megan. "Education for Sustainability." Learning and Teaching 9, no. 1 (September 1, 2020): 5–23. http://dx.doi.org/10.7459/lt/9.1.02.

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This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is critical to encourage and support teachers in implementing meaningful and transformative EfS practices into their teaching It is widely recognised that establishing a democratic classroom environment and taking a student-centred constructivist approach to teaching and learning strategies, including the cooperative learning, questioning, discussion and an inquiry-based learning model, are the best suited processes and pedagogical practices for EfS.

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Baillie, Caroline, and Victoria Remenda. "Education for Sustainability." Journal of Biobased Materials and Bioenergy 1, no. 1 (April 1, 2007): 163–70. http://dx.doi.org/10.1166/jbmb.2007.1990.

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Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 students and one within a second-year geological engineering program of 35 students. In the first-year course, the sustainability component is situated within a course on 'Professional Skills,' which is taught in an innovative week-long intensive module. Students in this course have difficulties with the teaching and learning approach as much as with the subject matter. In the second-year course the main focus is on sustainability and the environment, taught using enquiry-based learning, a similar, interactive, innovative approach. In this course students respond much better to the concepts and appear to enhance or transform their perspectives. Students may be considered to pass through a 'threshold.' We examine the factors which seem to prevent students from passing through the threshold and consider possible strategies for aiding the pathway.

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Buchan, Graeme D., Ian F. Spellerberg, and Winfried E. H. Blum. "Education for sustainability." International Journal of Sustainability in Higher Education 8, no. 1 (January 16, 2007): 4–15. http://dx.doi.org/10.1108/14676370710717553.

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PurposeTo describe the development and structure of a new Master's‐level subject entitled “Aspects of sustainability: an international perspective” as a potential model, adoptable by other tertiary‐level educators.Design/methodology/approachThis paper describes the evolution and re‐shaping of a subject designed for postgraduate students from diverse programmes (from science‐based to sociology‐based). It was re‐designed in 2004, in part to support the co‐introduction by Lincoln University of two new, globally innovative Masters degrees, but also as a contribution to the Decade of Education for Sustainable Development (DESD, 2005‐2014). The two new degrees are taught and awarded jointly by Lincoln University and a partner European University, and thus are based on unique Northern‐Southern hemisphere linkages. We describe the subject content (including its major assignment), and its evaluations by students.FindingsA successful subject has been developed, but it required a step change in its structure in order to (a) retain connectedness and common themes across its wide‐ranging topics, and (b) meet the expectations and aspirations of multi‐disciplinary, multi‐national classes.Practical implicationsThis paper details the key ingredients of a subject designed to prepare postgraduate students for careers involving sustainability at international or regional level. The subject's structure is a potential model for adoption in other tertiary programmes.Originality/valueThe subject's structure is highly appropriate for a multi‐disciplinary, multi‐national student group, and demonstrates one university's efforts to contribute to DESD. The format of the main assignment is offered as a model for adoption by others engaged in education for sustainability.

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Rozman, Tomislav, and Mateja Frangež Rozman. "Education for Sustainability." International Journal of Smart Education and Urban Society 11, no. 1 (January 2020): 41–63. http://dx.doi.org/10.4018/ijseus.2020010104.

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The purpose of this article is to analyse and interpret the current state of the Education for Sustainable Development in Slovenia, EU. The primary goal is to select the best learning methods for the upcoming international training programme, developed within the EU co-funded project (Erasmus+ KA2) The article presents the analysis of the state on the Slovenian education market with a focus on adult education and lifelong learning target groups. The results show that traditional training methods are still most widely used; newer learning methods (gamification, online, mobile learning, storytelling) are rarely used. The results of the interviews (preliminary study) show that entrepreneurs, which were included in the research, missed the sustainability topics in their educational path. Lastly, examples of the learning methods used by the case-study educational company are shown. The article is usable for organizations, which are preparing new online training programmes about sustainability topics.

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Gough. "Education after sustainability." Global Discourse 7, no. 1 (January 2, 2017): 131–45. http://dx.doi.org/10.1080/23269995.2017.1300435.

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Gould, Bill. "Education for sustainability." Applied Geography 17, no. 3 (July 1997): 247. http://dx.doi.org/10.1016/s0143-6228(97)87225-6.

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Wamsler, Christine. "Education for sustainability." International Journal of Sustainability in Higher Education 21, no. 1 (January 6, 2020): 112–30. http://dx.doi.org/10.1108/ijshe-04-2019-0152.

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Purpose Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge. Design/methodology/approach This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils. Findings The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice. Originality/value It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.

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Foster, John. "Education as Sustainability." Environmental Education Research 7, no. 2 (May 2001): 153–65. http://dx.doi.org/10.1080/13504620120043162.

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Glavič, Peter. "Sustainability engineering education." Clean Technologies and Environmental Policy 8, no. 1 (February 2006): 24–30. http://dx.doi.org/10.1007/s10098-005-0025-4.

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Pacis, Margarita, and Robert VanWynsberghe. "Key sustainability competencies for education for sustainability." International Journal of Sustainability in Higher Education 21, no. 3 (February 18, 2020): 575–92. http://dx.doi.org/10.1108/ijshe-12-2018-0234.

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Purpose The purpose of this paper is to posit that a key sustainability tool can help provide a needed guide for the many forms of new curricula for academic, public and professional learning communities. The authors demonstrate that key sustainability competency (KSC) research can highlight and provide an array of learning outcomes that can be back cast to co-design flexible, detailed curriculum, pedagogy, practice and assessment structures. They also briefly outline the connection of KSC to education for sustainability (EfS) to provide the educational basis for designing and facilitating classrooms that contribute directly to the sustainability movement. Design/methodology/approach This paper is a review of literature with a specific focus on Glasser's (2018b) promising use of the tree as an analogy and metaphor for KSCs. Findings Some, for example, Glasser and Hirsh (2016) claim significant progress in identifying a KSC framework (Wiek et al., 2011) However, the authors raise concerns about the impasse that the literature has demonstrated because these stand in the way of the co-creation of sustainable societies by adjusting how we learn and interact with the world. The authors argue that we must realize and disrupt the destructive actions that form their usual approach and replace them with sustainable habits (Glasser, 2018a), and this requires the emergence of a new class of sustainability practitioners with the skills, attitudes and dispositions that are consistent with being wise, future-oriented, interdisciplinary and global decision-makers (Biasutti, 2015; Biasutti and Frate, 2016; Corney and Reid, 2007; McNaughton, 2012; Scoullos, 2013). Research limitations/implications Using Glasser’s metaphor, the authors assert a process through which the future sustainability practitioner might shift their values and understanding such that their habits and norms shift to create a new, sustainable way of being. The practitioner might demonstrate the competencies of implementing transformative change, modelling sustainable behaviour and wise decision-making. The competency of “empathy, mindfulness and social learning” implies critical reflection on one’s actions in comparison to their social context. Thus, reflection at this stage (tree branches and fruits) could create transformation that shifts one’s values and commitments (tree roots); the cyclical process could potentially begin again. Practical implications An adaptive and flexible framework of KSC could provide learning benefits by building the capacity for learners to think critically and tackle complex sustainability problems in novel ways (Brown, 2017; Glasser and Hirsh, 2016; Sterling et al., 2017; United Nations Educational, Scientific and Cultural Organization (UNESCO) 2017; Vare and Scott, 2007). Innovation and knowledge generation are possible since the KSC could teach “students how to think, rather than what to think, while letting [them] apply this thinking to real-world sustainability problems” (Wiek and Kay, 2015, p. 29). Through the KSC, people could also learn how to transform knowledge into action in their communities (Sterling et al., 2017, p. 160) and create real-world change. This is important, since unsustainable habits that comprise the “business-as-usual” case must be replaced with life-affirming actions and facilitate a new way of being in the world. After all, “[g]ood ideas with no ideas on how to implement them are wasted ideas” (Scott, 2013, p. 275). Social implications The authors have asserted that the implementation of the KSC could have social benefits because its associated pedagogies aim to actively involve learners in transforming society. The sequence sees the individuals’ reflecting upon and evaluating one’s growth vis-à-vis KSC and promotes the development of learning and other habits that betters ones’ competencies (Rieckmann, 2012). Such reflection and empathy are more likely to be inherent to people who contribute to their own learning about the need to be truly compassionate for each other and the planet (Glasser and Hirsh, 2016). In achieving this level of empathy, it is a relatively simple matter then to understand that technology and policy alone are not adequately able to facilitate large-scale and positive change; unsustainability is a problem created by human action and therefore must be counteracted with theories of and solutions to unsustainable behaviours. Integrating a responsive KSC tool into higher education could help build the capacities, capabilities, competencies and eventually mastery and habits of mind and body that give rise to sustainable well-being societies. Originality/value The authors summarize and critique the KSC literature with an eye to creating a flexible and adaptive tool for individuals to chart their own path towards being a sustainability practitioner. The conceptual work herein is the first of its kind, and it will assist program who wish to accentuate contextual factors and individual learning objectives into their design.

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Scheunpflug, Annette, and Barbara Asbrand. "Global education and education for sustainability." Environmental Education Research 12, no. 1 (February 2006): 33–46. http://dx.doi.org/10.1080/13504620500526446.

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Wood, Brian. "Sustainability of Construction Education." Construction Economics and Building 1, no. 1 (September 1, 2011): 106–12. http://dx.doi.org/10.5130/ajceb.v1i1.2284.

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Construction management is changing and so is education. Sustainability is asignificant global issue. This paper examines the sustainability of current forms andcontent of construction education and suggests that there may be a link betweenmedium and message.

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Dyball, Maria Cadiz, and Ian Thomson. "Sustainability and Accounting Education." Accounting Education 22, no. 4 (August 2013): 303–7. http://dx.doi.org/10.1080/09639284.2013.817787.

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Matias, Maria Auxiliadora de Freitas Bastos, Fúlvia Carolina Alves Correa, Maria da Rosa Capri, and Estaner Claro Romão. "SUSTAINABILITY IN ELEMENTARY EDUCATION." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 258–73. http://dx.doi.org/10.31686/ijier.vol8.iss4.2287.

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This work reports a didactic experience through the assumptions of Project-Based Learning, Interdisciplinarity and Significant Learning in the teaching-learning process in years initials of Elementary School, using the Design Science Reseach methodology. The study contextualizes the reflection about the necessary promotion of sustainable actions with the intention of mitigating environmental impacts. The general aim is to associate the concerns related to the Environment with the construction of events (Science Fair) and promote the integration between the curricular components and the school community. The analysis of the data showed that the student has a greater participation and involvement in daily activities when he builds his own knowledge. It can be concluded that the results obtained in this work prove the effectiveness of the adopted methodologies, which consequently contributed to the achievement of the proposed aims.

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Wals, Arjen E. J., and Bob Jickling. "“Sustainability” in higher education." International Journal of Sustainability in Higher Education 3, no. 3 (September 2002): 221–32. http://dx.doi.org/10.1108/14676370210434688.

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Mann, Samuel. "Computing education for sustainability." Interactions 23, no. 6 (October 26, 2016): 44–47. http://dx.doi.org/10.1145/3001912.

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Eboli, Marisa, and Sergio Mancini. "Corporate education for sustainability." International Journal of Environment and Sustainable Development 11, no. 4 (2012): 339. http://dx.doi.org/10.1504/ijesd.2012.050827.

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Martin, Ken, Denise Summers, and Harriet Sjerps‐Jones. "Sustainability and teacher education." Journal of Further and Higher Education 31, no. 4 (November 2007): 351–62. http://dx.doi.org/10.1080/03098770701625738.

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Bebbington, Jan. "Engagement, education and sustainability." Accounting, Auditing & Accountability Journal 10, no. 3 (August 1997): 365–81. http://dx.doi.org/10.1108/09513579710178115.

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Mann, Samuel, Lesley Smith, and Logan Muller. "Computing education for sustainability." ACM SIGCSE Bulletin 40, no. 4 (November 30, 2008): 183–93. http://dx.doi.org/10.1145/1473195.1473241.

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Cohen, Steven. "Real-World Sustainability Education." Sustainability: The Journal of Record 3, no. 4 (August 2010): 193–94. http://dx.doi.org/10.1089/sus.2010.9766.

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Wright, Tarah. "Higher Education for Sustainability." Journal of Education for Sustainable Development 1, no. 1 (March 2007): 101–6. http://dx.doi.org/10.1177/097340820700100117.

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Dernbach, John C. "Legal Education for Sustainability." Journal of Education for Sustainable Development 5, no. 2 (September 2011): 225–32. http://dx.doi.org/10.1177/097340821100500212.

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Brown, Giles H. "Sustainability in higher education." Perspectives: Policy and Practice in Higher Education 14, no. 4 (October 2010): 103–4. http://dx.doi.org/10.1080/13603108.2010.522888.

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Fisher, P. Brian, and Erin McAdams. "Gaps in sustainability education." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 407–23. http://dx.doi.org/10.1108/ijshe-08-2013-0106.

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Purpose – This paper aims to examine how both the amount and type of coursework impact students’ conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students’ environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize “sustainability”. Design/methodology/approach – Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students’ conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation). Findings – The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students’ perceptions. Originality/value – This study expands on previous research by examining the influence of the number and type of academic coursework on students’ conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students’ continued perceptions of sustainability, academic programming of sustainability and the practice of it.

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Felgueiras, Manuel C., João S. Rocha, and Nídia Caetano. "Engineering education towards sustainability." Energy Procedia 136 (October 2017): 414–17. http://dx.doi.org/10.1016/j.egypro.2017.10.266.

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Wang, Yuhong. "Sustainability in Construction Education." Journal of Professional Issues in Engineering Education and Practice 135, no. 1 (January 2009): 21–30. http://dx.doi.org/10.1061/(asce)1052-3928(2009)135:1(21).

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Reza, Mohammad Imam Hasan. "Sustainability in Higher Education." SAGE Open 6, no. 3 (August 26, 2016): 215824401666589. http://dx.doi.org/10.1177/2158244016665890.

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Ferkany, Matt. "Legitimizing education in sustainability." Theory and Research in Education 16, no. 1 (March 2018): 99–103. http://dx.doi.org/10.1177/1477878517727933a.

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Morris, Libby V. "Higher Education and Sustainability." Innovative Higher Education 32, no. 4 (September 28, 2007): 179–80. http://dx.doi.org/10.1007/s10755-007-9056-6.

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Fergus, Jeffrey W., Christopher Twigge-Molecey, and James Mcguffin-Cawley. "Sustainability in Materials Education." JOM 65, no. 8 (June 6, 2013): 935–38. http://dx.doi.org/10.1007/s11837-013-0644-x.

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Al Kharusi, Sami, and Sree Rama Murthy Y. "Financial sustainability of private higher education institutions: the case of publicly traded educational institutions." Investment Management and Financial Innovations 14, no. 3 (October 5, 2017): 25–38. http://dx.doi.org/10.21511/imfi.14(3).2017.03.

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Public and private education can unlock different doors and help to flood the country with a rising power, sunlight and sustainable development. Hence, this paper argued that there is a need to sustain both public and private higher education. Financial difficulties restrict private higher education from balancing their budget and maintain a balance between a quality education and maximization of shareholders wealth. This paper outlines and analyzes a critical business model for higher education institutions, Dhofar University and Majan College, both of which are publicly traded in Muscat Securities Market. Both the educational institutions are critically examined from profitability, liquidity, long term solvency and asset management perspective using appropriate financial ratios. Five year forecasts of financial statements up to 2021 are estimated to evaluate the financial stability of the two educational institutions. The paper uses Monte Carlo simulation technique to examine the issue of financial sustainability. Overall the finding shows positive financial results for Majan College compared to Dhofar University. The key take away from the analysis is that educational institutions should be funded primarily by equity and not by debt to survive, sustain and provide high quality education.

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Laine, Marja. "Culture in Sustainability – Defining Cultural Sustainability in Education." Discourse and Communication for Sustainable Education 7, no. 2 (December 1, 2016): 52–67. http://dx.doi.org/10.1515/dcse-2016-0016.

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Abstract The definition of cultural sustainability in education is explored in this article by looking into conceptions of cultural sustainability collected through expert queries and focus group engagement. These conceptions are compared with the scientific and especially pedagogical discourse on the matter as well as Soini and Birkeland’s theory of story lines of cultural sustainability and Barth’s theory of micro-, median- and macro-levels of culture. The analysis shows that the viewpoint of education brings a new dimension to the discussion on cultural sustainability. It specifically broadens the “culture in” definition from the perspectives of supporting children’s and youth’s identity process and micro-level encounters. From a theoretical point of view, the study therefore adds depth to the examination of cultural sustainability.

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Missingham, Bruce, and Brian S. McIntosh. "Water Education for Sustainability in Higher Education." Journal of Contemporary Water Research & Education 150, no. 1 (March 2013): 1–5. http://dx.doi.org/10.1111/j.1936-704x.2013.03144.x.

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Karlina, Rina, and Mayla Khoiriyah. "Sustainability of Education Process in Higher Education." AKRUAL: Jurnal Akuntansi 13, no. 1 (September 30, 2021): 56–68. http://dx.doi.org/10.26740/jaj.v13n1.p56-68.

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The purpose of this study is to analyzed tensions faced by higher education in integrating sustainability into their curriculum, practices and policies during COVID-19 outbreak especially in accounting education. As we know, higher education has an important role in implementing economic, social, and environmental dimensions simultanously. During this pandemic, higher education gets greater tensions in integrating sustainability. This research used qualitative descriptive approach and single case study with several unit of analysis. This research begins with a study of sustainability integration that has been internalized in institutions, analyzing tensions faced by higher education and strategies to mitigate these tensions. We used Riau University and Polythecnic of State Finance STAN as our samples. We found that sustainability integration through curriculum, practices and policies in higher education is not fully implemented. Furthermore, while implementing sustainability higher education faces some tensions at level, change and context dimensions according to framework developed by Hahn et al, (2014). During this COVID-19 pandemic, Higher Education faces greater tensions to integrate sustainability into their curriculum, practices and policies. To mitigate those tensions, they can utilize acceptance and resolution strategies according to their respective needs and consequences

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Temple, Paul. "Sustainability." Perspectives: Policy and Practice in Higher Education 14, no. 4 (October 2010): 105–7. http://dx.doi.org/10.1080/13603108.2010.502742.

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Akinsemolu, Adenike A., and Foluke V. Arijeniwa. "Current Trends in Sustainability Education and the Future of Sustainability Education in Nigeria." Journal of Sustainable Development Law and Policy (The) 12, no. 2 (December 13, 2021): 421–41. http://dx.doi.org/10.4314/jsdlp.v12i2.11.

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This article examines the current trends in sustainability education and the future of sustainability education in Nigeria. It contends that development and environment are intertwined and thus should be systematically embedded into educational activities to yield environmentally responsible and accountable policies and citizens in the quest for sustainable development. The significant roles of Environmental Education (EE) as a tool for propagating United Nations sustainable development goals (SDGs) have been identified within Nigeria's national guidelines and policy visions. While there is this recognition, implementing and delivering EE programs remains significantly affected by various practical implementation challenges. Despite various studies documenting the value of EE for the achievement of the SDGs, challenges related to governance and laws limiting the roll-out of these programs in Nigeria continue to pose implementation challenges. Thus, this article seeks to look at the various institutional and legal challenges arising with the implementation of these programs within Nigeria and how to practically address them. The main challenges identified in this study are inadequate funding, capacity gaps, insufficient facilities, inadequate infrastructure, and the lack of EE in national strategies and plans. Recommendations for addressing these challenges are provided, along with conclusions on the future outlook.

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Roberts, Philip, and Natalie Downes. "Conflicting messages: sustainability and education for rural-regional sustainability." Rural Society 25, no. 1 (January 2, 2016): 15–36. http://dx.doi.org/10.1080/10371656.2016.1150196.

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Sulkowski, Adam J., Wojciech Kowalczyk, Bruce L. Ahrendsen, Robert Kowalski, and Edward Majewski. "Enhancing sustainability education through experiential learning of sustainability reporting." International Journal of Sustainability in Higher Education 21, no. 6 (August 24, 2020): 1233–47. http://dx.doi.org/10.1108/ijshe-06-2019-0185.

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Purpose While progress has been made in the realm of teaching about sustainability to business students, integrating sustainability into experiential learning with a systemic mindset has been identified by leading scholars as an area for improvement. The purpose of this paper is to describe a pilot project in which students prepared a sustainability report for a client company and to answer the question of whether the experiment yielded the anticipated benefits. Design/methodology/approach The paper presents an initiative that was part of an MBA course delivered at the Warsaw University of Life Sciences in Poland by an international team of professors. The multinational group of students was confronted with the task of preparing an integrated sustainability report for a large corporation. Findings The initiative creates opportunities for both students and commercial organizations to understand large business commercial activities from a sustainability perspective. This paper identifies the next steps for others to build upon. Originality/value The paper explains the experiential learning opportunity that was created, describes how students rose to meet the challenge, discusses the benefits that accrued to students, professors and a commercial organization and shares some guidance for those seeking to emulate this practice.

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Browne, Katherine. "Michigan Sustainability Cases: An International Platform for Sustainability Education." Proceedings of the African Futures Conference 1, no. 1 (June 2016): 276. http://dx.doi.org/10.1002/j.2573-508x.2016.tb00077.x.

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Wang, Wen-Sheng, and Gregory S. Ching. "Developing Sustainability Indicators for Higher Education Institutions in Taiwan." International Journal of Information and Education Technology 5, no. 12 (2015): 905–9. http://dx.doi.org/10.7763/ijiet.2015.v5.635.

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Jeronen, Eila, Irmeli Palmberg, and Eija Yli-Panula. "Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review." Education Sciences 7, no. 1 (December 22, 2016): 1. http://dx.doi.org/10.3390/educsci7010001.

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Raufflet, Emmanuel. "Integrating Sustainability in Management Education." Humanities 2, no. 4 (October 14, 2013): 439–48. http://dx.doi.org/10.3390/h2040439.

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Schiano-Phan, Rosa, and Joana Carla Soares Gonçalves. "Sustainability in Architectural Education—Editorial." Sustainability 14, no. 17 (August 26, 2022): 10640. http://dx.doi.org/10.3390/su141710640.

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In the context of the 2018 resurgence of the global movement of Climate Action, architects around the world have taken responsibility for taking actions against climate change and for adhering to the United Nations Sustainable Development Goals (SDGs) in both practice and education [...]

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McGregor, Sue. "Alternative Communications about Sustainability Education." Sustainability 5, no. 8 (August 19, 2013): 3562–80. http://dx.doi.org/10.3390/su5083562.

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Shek Daud, Nur Shazlin, and Alba Saenz de Villaverde Cortabarria. "Integrating sustainability in medical education." Future Healthcare Journal 7, no. 3 (October 2020): e34.2-e35. http://dx.doi.org/10.7861/fhj.let-7-3-5.

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Clark, Timothy S. "Management Education for Global Sustainability,." Academy of Management Learning & Education 9, no. 3 (September 1, 2010): 552–53. http://dx.doi.org/10.5465/amle.2010.53791835.

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Journal articles on the topic 'Sustainability Education (SE)'

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