Academic literature on the topic 'Sustainable development Study and teaching (Higher) Australia'
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Journal articles on the topic "Sustainable development Study and teaching (Higher) Australia"
Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.
Full textJiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.
Full textSen, Gaurangi, Hing-Wah Chau, Muhammad Atiq Ur Rehman Tariq, Nitin Muttil, and Anne W. M. Ng. "Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review." Sustainability 14, no. 1 (December 26, 2021): 222. http://dx.doi.org/10.3390/su14010222.
Full textBobe, Belete J., and Ralph Kober. "Measuring organisational capabilities in the higher education sector." Education + Training 57, no. 3 (April 13, 2015): 322–42. http://dx.doi.org/10.1108/et-09-2013-0114.
Full textWang, Liangliang, Mingfang Fan, and Feng Zhang. "Integrated Centripetal Forces: A Study on the Benefits that Australian Learning and Teaching Centers (LTCs) will Contribute to the Development of Double First-rate Universities in China." Asian Social Science 13, no. 9 (August 24, 2017): 1. http://dx.doi.org/10.5539/ass.v13n9p1.
Full textStokes, Jennifer, and John Pike. "Future ready? Engaging learners and building transferable skills through authentic assessment and digital literacy." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 13, 2022): 46–47. http://dx.doi.org/10.24135/pjtel.v4i1.139.
Full textHowlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.
Full textLiu, Zhimin, Goodluck Jacob Moshi, and Cynthia Mwonya Awuor. "Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR." Sustainability 11, no. 10 (May 14, 2019): 2745. http://dx.doi.org/10.3390/su11102745.
Full textTran, Ly Thi. "Teaching and Engaging International Students." Journal of International Students 10, no. 3 (August 15, 2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
Full textKononenko, Lesia, Olha Chumachenko, Iryna Sysolina, Nataliia Sysolina, and Serhii Kononenko. "OPTIMIZATION OF METHODS OF TEACHING HIGHER EDUCATION IN HIGHER EDUCATION." Sworld-Us Conference proceedings, usc11-01 (July 30, 2019): 69–72. http://dx.doi.org/10.30888/2709-2267.2022-11-01-017.
Full textDissertations / Theses on the topic "Sustainable development Study and teaching (Higher) Australia"
Shieh, Li-Ting. "A learning project : the development of sustainable support in the use of instructional technology." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118288.
Full textWhite, Miki Machell. "Analysis and Development of Post Secondary Curriculum on Sustainability." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2488/.
Full textNjeri, Millicent. "Students' Perceptions on the Curriculum and their Intentions to Work in the Sustainable Industry." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157530/.
Full textPuhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
Full textDube, Carolina. "Implementing education for sustainable development : the role of geography in South African secondary schools." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71683.
Full textIncludes bibliography
ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS.
AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.
Sherren, Katherine Dove (Kate), and katesherren@yahoo com au. "Sustainability Bound? A study of interdisciplinarity and values in universities." The Australian National University. Centre for Resource and Environmental Studies, 2008. http://thesis.anu.edu.au./public/adt-ANU20080507.100919.
Full textGyan, Cecilia Adwoa. "A comparative analysis of environmental policies of South African universities." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008067.
Full textMeyer, Verena 1965. "The ecological footprint as an environmental education tool for knowledge, attitude and behaviour changes towards sustainable living: a case study." Diss., 2004. http://hdl.handle.net/10500/2248.
Full textEducational Studies
M.Ed.(Environmental Education)
Sherren, Katherine Dove (Kate). "Sustainability Bound? A study of interdisciplinarity and values in universities." Phd thesis, 2008. http://hdl.handle.net/1885/48190.
Full textBooks on the topic "Sustainable development Study and teaching (Higher) Australia"
Mlinar, Anton. Trajnost in univerza: Možnost, retorika, resničnost. Koper: Univerzitetna založba Annales, 2011.
Find full textWarren, Jones. Research and development in colleges of advanced education in Australia. Hawthorn, Vic: Australian Council for Educational Research, 1987.
Find full textRobertson, Margaret. Schooling for sustainable development: A focus on Australia, New Zealand, and the Oceanic Region. Dordrecht: Springer, 2012.
Find full textZhang, Felicia. Sustainable language support practices in science education: Technologies and solutions. Hershey: Information Science Reference, 2011.
Find full textMoore, Euna A. A review of tertiary level courses in Barbados relevant to sustainable development in the Caribbean. [Mona, Jamaica]: University of the West Indies, Centre for Environment and Development, 1994.
Find full textRíos, Rafael Pérez. Estudio sobre el desarrollo sustentable en las instituciones de educación superior de Sonora. Hermosillo [México]: Universidad de Sonora, 1999.
Find full textInka, Bormann, Haan Gerhard de 1951-, and Germany. Bundesministerium für Bildung und Forschung., eds. Kompetenzen der Bildung für nachhaltige Entwicklung: Operationalisierung, Messung, Rahmenbedingungen, Befunde. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008.
Find full textHigher education for sustainability: Cases, challenges, and opportunities from across the curriculum. New York, NY: Routledge, 2012.
Find full text1961-, Putman Andrea, ed. Boldly sustainable: Hope and opportunity for higher education in the age of climate change. Washington, D.C: National Association of College and University Business Officers, 2009.
Find full textCatholic University of Eastern Africa. Centre for Social Justice and Ethics and International Conference on African Universities: Educating for Peace (2009 : Nairobi, Kenya), eds. African universities: Educating for peace : proceedings of an international conference held at the Catholic University of Eastern Africa, Nairobi-Kenya, 13th-15th May 2009. Nairobi, Kenya: CUEA Press, 2011.
Find full textBook chapters on the topic "Sustainable development Study and teaching (Higher) Australia"
Macgregor, Colin J. "Urban Sustainability Profiling: A Case Study from Far North Queensland, Australia." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 457–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47877-7_31.
Full textMartinez-Gutierrez, Rodolfo, Maria Marcela Solis-Quinteros, Maria Esther Ibarra-Estrada, and Angel Ernesto Jimenez-Bernardino. "Observatory of Sustainable Development in Postgraduate Study Programs in Baja California." In Sustainable Development. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104641.
Full textMelles, Gavin. "Integrating Sustainable Development into the Postgraduate Curriculum in the UK: A Mixed Method Study." In Innovations in Higher Education Teaching and Learning, 123–40. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000019012.
Full textLonie, Jean P., Mark A. Brennan, and Theodore R. Alter. "Perceived Public Value, Community Building, and Sustainable Leadership Development in Agriculture: A Case Study of Capacity Building through the Nuffield International Farming Scholars Program." In Innovations in Higher Education Teaching and Learning, 83–99. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000022006.
Full textLópez, Martha Elena Núñez, Robert Huddleston, and Roberto Pablo Martínez Lozano. "Integrating Sustainable Development into the Curriculum: A Case Study on the Developing of Sustainability Competencies in Industrial Design Students at a Bachelor Level in Mexico." In Innovations in Higher Education Teaching and Learning, 57–71. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000018022.
Full textBarrientos-Báez, Almudena, Eduardo Parra-López, and José Alberto Martínez-González. "Inclusivity in Higher Tourism Studies." In Handbook of Research on the Role of Tourism in Achieving Sustainable Development Goals, 300–312. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5691-7.ch018.
Full textWillems, Julie, Cathy Haigh, Marianne Tare, Margaret Simmons, David Reser, Adelle McArdle, and Shane Bullock. "Toward Sustainable Teaching: Staff Perceptions of the Delivery of a Rural Medical Program during the COVID-19 Pandemic." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109417.
Full textQuintal, Vanessa Ann, Tekle Shanka, and Pattamaporn Chuanuwatanakul. "Mediating Effects of Study Outcomes on Student Experience and Loyalty." In Marketing Strategies for Higher Education Institutions, 61–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch006.
Full textHunt, Lynne, and Michael Sankey. "Getting the Context Right for Quality Teaching and Learning." In Cases on Quality Teaching Practices in Higher Education, 261–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch016.
Full textLefoe, Geraldine, and Dominique Parrish. "Changing Culture." In Cases on Quality Teaching Practices in Higher Education, 239–60. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch015.
Full textConference papers on the topic "Sustainable development Study and teaching (Higher) Australia"
Petrović, Nataša, Jelena Andreja Radaković, Mateja Živadinović, Jasna Petković, and Kristina Stanojević. "Case Study Teaching Method in Effective Higher Environmental Education for Sustainable Development Goals." In 37. mednarodna konferenca o razvoju organizacijskih znanosti, Portorož, Slovenija/ 37th International Conference on Organizational Science Development, Portorož, Slovenia. Univerzitetna založba Univerze v Mariboru / University of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-146-9.66.
Full textBeutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
Full textAssif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.
Full textChonteva, Zhaneta, and Kate Trajkova. "Lesson Study: Contemporary Motivating Tool for Active and Reflective Learning Approach." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.271.
Full textCardoso, Alexandra, and Clara Vasconcelos. "HIGHER EDUCATION STUDENTS’ KNOWLEDGE AND OPINION ABOUT GEOETHICS AND SUSTAINABLE DEVELOPMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end109.
Full textZeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.
Full textPailman, Whitney, and Jiska De Groot. "Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12977.
Full textMatušek, Vladimír, Dana Országhová, Mária Farkašová, and Radomíra Hornyák Gregáňová. "Digital Methods of Education and the Level of Students’ Knowledge in Mathematics." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.s.p.2021.129.
Full textNuñez, ME, MX Rodriguez-Paz, and RPM Lozano. "EVALUATING THE DEVELOPMENT OF SUSTAINABILITY COMPETENCIES AND KNOWLEDGE IN THE ARCHITECTURE AND DESIGN STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7125.
Full textIftode, Dumitrita. "Sustainability Enhancement Through Information Technology in Higher Education." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/30.
Full textReports on the topic "Sustainable development Study and teaching (Higher) Australia"
Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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