Journal articles on the topic 'Sustainable development Study and teaching (Higher) Australia'
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1
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.
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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
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Jiang, 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.
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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
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Sen, 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.
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Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.
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Bobe, 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.
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Purpose – Drawing on the resource-based view (RBV), the purpose of this paper is to develop a framework and instrument to measure the organisational capabilities of university schools/departments. In doing so, this study provides evidence of the way competitive resources are bundled to generate organisational capabilities that give university schools/departments a sustainable competitive advantage. Design/methodology/approach – A questionnaire to measure the resources that contribute to the capabilities of university schools/departments was developed. Constructs were determined, and the questionnaire was refined based on an analysis of responses from 166 Heads of schools/departments across all 39 Australian public universities. Findings – Heads conceive of the development of capabilities within their schools/departments along the core operating functions of research, teaching, and networking. Reliability and supplementary analysis confirm these constructs have strong convergent and discriminant validity as well as internal consistency. Research limitations/implications – The findings confirm that effective management and coordination of research, teaching, and networking with important stakeholders are keys to success. The framework and instrument developed in this paper also provides the opportunity to investigate university performance through the perspective of the RBV, which will enhance the understanding of the determinants of universities’ performance. Practical implications – The framework and questionnaire developed in this study can be utilised by Heads as a diagnostic tool to gain an understanding of their department’s/school’s organisational capabilities in the areas of research, teaching, and networking. Originality/value – This paper is the first study to develop a framework and questionnaire to measure organisational capabilities for university academic schools/departments.
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Wang, 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.
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An investigation of eight university-based Learning and Teaching Centers (LTCs) at Australian top-tier universities could provide benefits for the development of China’s Double First-rate universities. This paper contributes to our understanding of integrated centripetal forces in four ways. Firstly, we describe integrated organizational centripetal force. Then, we examine integrated staff centripetal force, which imply that LTCs regard teacher education as dynamic, sustainable processes providing enriched teaching and professional developmental resources. Next, LTCs facilitate the integrated discipline centripetal force that reveals the required technical guidance and identification of academic leaders. Finally, we realize the integrated centripetal force of the quality of education resulting from the development of high-quality learning environments for student engagement and scientific evaluation, and feedback from lecturers’ teaching. Therefore, the experience from LTCs can promote the organization and construction of Double First-rate universities, letting teachers respond to students’ changing in suitable ways, benefiting academic’s centripetal force of self-improvement, producing the centripetal force that benefits both the teacher and the discipline. Eventually, LTCs could fundamentally integrate all stakeholders’ centripetal forces in promoting first-class disciplines and first-class universities in China’s higher education.
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Stokes, 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.
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Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers.
Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches.
Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and mentorship, following a production company ethos. Students adhere to industry standards for copyright and ethical practice in assessments, while building their professional portfolio and skills for future success.
The combination of digital literacy and authentic assessments motivates students to follow their passions and create digital products they care about. This approach has resulted in outstanding student evaluations and learning outcomes, above average retention, and institutional recognition through a Digital Learning citation. Importantly, this approach supports students to build professional skills and knowledge for emerging industries and future career opportunities.
References
ACEL. (2016). Authentic learning: what, why and how? e-Teaching, 10. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf
Australian Government. (2020). Foundation Skills for Your Future Program: Digital Literacy Skills Framework, Canberra: Commonwealth of Australia.
Australian Technology Network. (2020). ATN joint statement on authentic assessment, Australian Technology Network. https://www.atn.edu.au/news-and-events/latest-news/atn-joint-statement-on-authentic-assessment
CAST. (2011). Universal Design for Learning Guidelines Version 2.0. Massachusetts: Wakefield.
Foundation for Young Australians (2017). The new work smarts. https://www.fya.org.au/report/the-new-work-smarts
Stokes, J. (2017). Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an Australian university enabling program. International Studies in Widening Participation, 4(2), 65–78. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/85/103
Stokes, J. (2021). Those skills to take on the world: developing capitals through university enabling programs. The International Journal of Learning in Higher Education, 28 (2), 133-146. DOI: 10.18848/2327-7955/CGP/v28i02/133-146
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Howlett, 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.
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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
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Liu, 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.
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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquarelli–Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)—allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.
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Tran, 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.
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International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges for host universities. In such a fallout, the connection between university communities and international students is more critical than ever. This connection is vital not only to university’s operations and recovery but more importantly, to international students’ learning and wellbeing. This in turn will have longer term impacts on host countries’ and universities’ sustainable international recruitment and reputation as a study destination. Therefore, it is timely to reflect on how we view and conceptualize the way we engage and work with international students. This article presents a new frame for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections.
Conceptualize Student Connection Through Formal and Informal Curriculum
Dis/connection has been argued to play “an important role in shaping international students’ wellbeing, performance and life trajectories” (Tran & Gomes, 2017, p. 1). Therefore, it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility.
Some of the primary dimensions of international student connection vital to their academic and social experience and wellbeing have been identified as:
• Connection with the content and process of teaching and learning• Bonding between host teachers and international students• Engagement with the university communities• Interaction between domestic and international students and among international peers• Integration into relevant social and professional networks, the host community, and the host society• Connection with family and home communities• Online and digital connection
Based on interviews with around 400 international students, teachers, and international student support staff across different research projects, I identified four main principles underpinning effective engagement and support for international students. Most participants stressed the importance of understanding international students’ study purposes, needs, expectations, and characteristics in the first place in order to meaningfully and productively engage with and cater for this cohort (Tran, 2013). Second, effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations. Third, a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students’ engagement with the classroom community. In this regard, connection is intimately linked to international students being included and valued intellectually and culturally in teaching and learning, and in being treated as partners (Green, 2019; Tran, 2013) rather than ‘others’ in the curriculum. Fourth, to position international students as truly an integral component of campus communities, it is essential to develop explicit approaches to engage them not only academically and interculturally, but also mentally and emotionally, especially during hard-hitting crises in international education such as the 2019–2020 COVID-19 outbreak, the 2003 SARS epidemic, and the 2001 September 11 attacks.
Productive Connectedness
The lack of engagement between international and domestic students is often identified as a primary area for improvement for universities that host international students, especially in Anglophone countries (Leask, 2009). While international education is supposed to strengthen people-to-people connections and enrich human interactions, ironically it is this lack of connection with the local community, including local students, that international students feel most dissatisfied about in their international education experience. To support and optimize the learning and wellbeing of international students, productive connectedness is essential. Productive connectedness is not simply providing the mere conditions for interaction between domestic and international peers (Tran & Pham, 2016). These conditions alone cannot ensure meaningful and real connectedness but can just lead to artificial or surface engagement between international students and the host communities. Productive connectedness is centered around creating real opportunities for international and local students to not only increase their mutual understandings, but importantly also to reciprocally learn from the encounter of differences and share, negotiate, and contribute to building knowledge, cultural experiences, and skills on a more equal basis. In this regard, productive connectedness is integral to optimizing teaching and learning for international students.
Teaching and Learning for International Students
Over the past 15 years, I and my colleagues have undertaken various research on conceptualizing the teaching and learning process for international students, an evolving and dynamic field of scholarship (Tran, 2011; Tran, 2013a, 2013b; Tran & Nguyen, 2015; Tran & Gomes, 2017; Tran & Pham, 2016). Figure 1 summarizes the six interrelated dimensions of teaching and learning for international students emerging from our research: connecting, accommodating, reciprocating, integrating, “relationalizing,” and empathy.
Connecting
It is critical in effective teaching and learning for international students that conditions are provided to engage them intellectually, culturally, socially, and affectively. Curriculum, pedagogies, and assessment activities should aim at supporting international students to make transnational knowledge, skills, experience, and culture, as well as people-to-people connections (Tran, 2013).
Accommodating
Effective teaching and learning for international students cannot be achieved without an effort to understand their purposes to undertake international education, their cultural and educational backgrounds, their characteristics, their identities, and their aspirations. Good teaching and learning practices in international education are often built on educators’ capacities to tailor their curriculum and pedagogies to cater to international students based on an understanding of their study purposes, backgrounds, and identities.
Reciprocating
Reciprocal learning and teaching is integral to international education (Tran, 2011). It is centered around positioning international students as co-constructors of knowledge and educators as reciprocal co-learners (Tran, 2013b). It refers to extending beyond mutual understanding and respect for diversity, to validate and reciprocally learn from diverse resources, experiences, and encounters of differences that international classrooms can offer. This is vital to making international students feel included and valued as an integral part of the curriculum and the university community.
Integrating
Integrating refers to the purposeful incorporation of international examples, case studies, materials, and perspectives into the curriculum. Strategies to diversify the teaching and learning content and pedagogies are closely connected with de- Westernizing the curriculum and moving away from Euro-centric content (Tran, 2013a). Integrating contributes to enriching students’ global awareness, world mindfulness, and intercultural competence, which are central to internationalizing student experience and outcomes.
“Relationalizing”
“Relationalizing” is crucial in assisting domestic and international students to develop open-minded and ethno-relative perspectives. Engaging students in a comparing–contrasting and reflexive process about professional practices, prior experiences, and cultural norms in different countries represents a critical step in assisting them to develop multiple frames of reference and build capacities to relationally learn from richly varied perspectives and experiences that an international classroom can offer.
Empathy
International students’ sense of belonging to the classroom and university community significantly depends on the empathy local teachers and students display toward them. Teachers can develop activities that enable students to develop an understanding and empathy toward what it feels like to be an international student in an unfamiliar academic and social environment, studying in a language that is not their mother tongue. One of the teacher-participants in our research shared an activity she used to help all students develop empathy:I asked for volunteers, I’d speak to them in English and they had to answer in their language. The group had to try and figure out from their body language and tone of voice what they were actually saying to me...But what I try and make them understand that part of the reason we’re doing that, not in English, is because it’s like excluding the local students and it’s making them look like foreigners and to understand the challenge.
Conclusion
Effective practices in engaging, teaching, and learning for international students enrich the international classroom community and optimize learning for all, including international and domestic students and teachers themselves (Carroll & Ryan, 2007; Tran, 2013b; Tran & Le, 2018). Good pedagogical practices in teaching and learning for international students depend on teachers’ commitment to step outside of their comfort zone and take on a new learning curve (Tran, 2013). It is, however, vital that internationalizing teaching and learning and building intercultural interactions among students from diverse backgrounds and—in particular between international and domestic students—should be prioritized at both program and course development levels, making them explicit in course objectives and assessments (Tran & Pham, 2016). It is crucial to have a coherent whole-institution approach toward a purposeful, transformative, and empathetic internationalization of teaching and learning content, pedagogies, and assessment, one that is supported by the broader institution’s core goals about internationalizing the student experience and graduate outcomes. An internationalized program of learning for international and domestic students alike should prioritize enhancing their abilities to learn from global encounters, abilities to connect and empathize, skills to navigate intercultural relationships, and skills to capitalize on opportunities and also to deal with pressures and challenges. Importantly, the teaching and learning for international students needs to be built on an approach emphasizing people-to-people empathy and people-to-people connections.
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Kononenko, 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.
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In the work the transformation of the educational environment with the purpose of realization of the concept of sustainable development is considered. Advantages and disadvantages of distance form of study are given. It is noted that the teacher gives the
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Lai, Yi-Chen, and Li-Hsun Peng. "Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education." Sustainability 12, no. 1 (December 18, 2019): 28. http://dx.doi.org/10.3390/su12010028.
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Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring “high-quality sustainable teaching”, this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student’s independent learning ability, the teacher intrigues student’s interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student’s competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.
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Awuzie, Bankole, and Fidelis Emuze. "Promoting sustainable development implementation in higher education." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1176–90. http://dx.doi.org/10.1108/ijshe-09-2016-0167.
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Purpose This study aims to review the zeal exhibited by universities in South Africa towards aligning institutional mandates of teaching, learning, research and community engagement to the sustainable development (SD) agenda. The implementation of the SD agenda across higher education institutions (HEIs) continues to draw attention from the wider society. This is because HEIs are increasingly being looked up to for leadership in this regard. However, although several studies are quick to identify various factors which have driven the adoption of sustainable practices in HEIs, the paucity of studies seeking to identify the drivers for SD implementation remains glaring. This is particularly so in developing countries like South Africa. Design/methodology/approach To confirm the exploratory data from desktop study on public university engagement with sustainability in South Africa, a single case study was conducted in the Central University of Technology (CUT). The single case study design adopted semi-structured interviews and document reviews as data collection techniques. Purposive snowballing sampling technique was strictly adhered to in the selection of interviewees. Interviewees were selected on the basis of their roles in the implementation of the CUT’s sustainability agenda. Findings Data emanating from these interviews were analysed thematically using qualitative content analysis. Although a plethora of drivers were identified, there appeared to be a consensus between most of the interviewees that the quest for cost reduction remained the most significant driver for the viable implementation of the sustainability agenda at CUT. Research limitations/implications It is expected that findings from this study would provide a platform for the development of effective implementation strategies in South African HEIs. Also, the findings contribute to filing the extant gap observed concerning implementation and drivers for engendering SD implementation in HEIs in sub-Saharan Africa (SSA) region. Practical implications By highlighting the drivers for SD implementation, this study contributes to the development of a more receptive social ontology among various stakeholders in an HEI towards the agenda, particularly within the SSA context where there is low level of awareness and buy-in by these stakeholders. Originality/value This study makes an original contribution to the research base of SD in HEIs and implementation.
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Nölting, Benjamin, Heike Molitor, Julian Reimann, Jan-Hendrik Skroblin, and Nadine Dembski. "Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation." Sustainability 12, no. 7 (April 7, 2020): 2925. http://dx.doi.org/10.3390/su12072925.
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Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.
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Vasconcelos, Clara, Joana Silva, Cristina S. C. Calheiros, Grzegorz Mikusiński, Katarzyna Iwińska, Ioanna G. Skaltsa, and Katarzyna Krakowska. "Teaching Sustainable Development Goals to University Students: A Cross-Country Case-Based Study." Sustainability 14, no. 3 (January 29, 2022): 1593. http://dx.doi.org/10.3390/su14031593.
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With the purpose of analysing if case-based teaching methodology could improve higher education students’ knowledge about sustainable development, a quasi-experimental study was conducted in an international project (PASSION—Partnership for Sustainable Development and Social Innovation) and in five countries (Greece, Poland, Portugal and Sweden). Cases were interdisciplinary and focused on sustainable development goals aligned with common worldwide dilemmas like, for example, food consumption, organic farm or nature protection. Our sample consisted of 104 university students aged between 18 and 58 years, where 53% were female. Standardized pre- and post-tests were administered, and a significant improvement in sustainable development knowledge was observed considering three main questions in the pooled dataset (t103 = −7.324; p = 0.000). Regarding the four cases applications where results were more significant, an in-depth analysis was conducted, allowing the project team to better understand participants answers to multiple-choice and open questions which are analysed and discussed individually. Our results demonstrate that the case-based teaching improved the knowledge of sustainable development goals, which is expected to induce positive changes in pro-environmental behaviours. We also point out the potential of case-based teaching applied in a cross-country manner. The scheme is particularly valuable in dealing with complex sustainability dilemmas that show better their global perspectives.
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Daniela, Linda, Anna Visvizi, Calixto Gutiérrez-Braojos, and Miltiadis Lytras. "Sustainable Higher Education and Technology-Enhanced Learning (TEL)." Sustainability 10, no. 11 (October 25, 2018): 3883. http://dx.doi.org/10.3390/su10113883.
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The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.
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Bekteshi, Edita, and Brikena Xhaferi. "Learning about Sustainable Development Goals through English Language Teaching." Research in Social Sciences and Technology 5, no. 3 (November 1, 2020): 78–94. http://dx.doi.org/10.46303/ressat.05.03.4.
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The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers, in order to become skilled and knowledgeable and then introduce these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the “3 Ps”: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students’ responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all “3 Ps” are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and well-being, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo’s future teachers are more concerned about issues related to social issues—“P-People”—followed by goals related to “P-Profit,” while goals related to “P-Planet,” the environment, are left behind. Future teachers’ knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the application of SDG topics in English language classes can infuse the SD concepts.
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Jodoin, Joshua John. "Promoting language education for sustainable development: a program effects case study in Japanese higher education." International Journal of Sustainability in Higher Education 21, no. 4 (May 14, 2020): 779–98. http://dx.doi.org/10.1108/ijshe-09-2019-0258.
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Purpose The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.
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Haroon, Bibi, N. B. Jumani, and Kehkashan Arouj. "Learning to Teach in Higher Education for Sustainable Professional Development." Review of Economics and Development Studies 6, no. 1 (March 31, 2020): 33–41. http://dx.doi.org/10.47067/reads.v6i1.182.
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The role of teacher in higher education is very complex. It is recognized that academicians have a greater responsibility to pursue excellence in several directions including leadership, academic management, teaching skills, pursuing scholarships, research and knowledge exchange, supervision, and many more to maintain their professional status. Academic practice is a term to encompass all these sides. The main objective of the study is to take the views of the teachers about the participation in different learning opportunities and to see their effect for sustainable professional development of university teachers. All the teachers of public sector universities in Islamabad and Rawalpindi encompass the population of the study. Using purposive sampling technique, data was collected through questionnaires. Chi-square test through SPSS was applied to analyze the data. Data was presented in the form of tables, percentage with graphs and the results were interpreted accordingly.
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Mathew, Supriya, Benxiang Zeng, Kerstin K. Zander, and Ranjay K. Singh. "Exploring agricultural development and climate adaptation in northern Australia under climatic risks." Rangeland Journal 40, no. 4 (2018): 353. http://dx.doi.org/10.1071/rj18011.
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The agriculture sector in northern Australia is vulnerable to the impacts of climate change and climate variability. Climate change risks for future agricultural development include higher atmospheric temperature, increased rainfall variability and an increase in the frequency and severity of extreme weather events such as floods, droughts, heatwaves and fires. An uncertain future climate can affect agricultural production, efficient resource use and sustainable livelihoods. A balance needs to be achieved between resource use and livelihood security for sustainable agricultural development amid stressors such as climate change. This paper examines sustainable agricultural development in northern Australia using the environmental livelihood framework, a new approach that explores the relationships between water, energy and food resources and the livelihoods they sustain. The study shows that developments in the renewable energy sector, water infrastructure sector and advances in research and development for climate resilient infrastructure and climate resilient species are likely to improve agricultural production in northern Australia. Measures to attract and retain agricultural workforce is also key to maintaining a sustainable agricultural workforce in northern Australia. Adequate monitoring and evaluation of agricultural investments is important as future climatic impacts remain uncertain.
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Bagur-Femenías, Llorenç, Marian Buil-Fabrega, and Juan Pedro Aznar. "Teaching digital natives to acquire competences for sustainable development." International Journal of Sustainability in Higher Education 21, no. 6 (July 13, 2020): 1053–69. http://dx.doi.org/10.1108/ijshe-09-2019-0284.
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Purpose The purpose of this research is to analyse how to adapt teaching and learning methodologies to new generations of digital natives to promote their commitment to sustainable development. The research explores the existence of a relationship between digital natives’ characteristics, individual dynamic capabilities and their commitment to innovation and therefore to sustainability. Design/methodology/approach A structural equation model is used to test the proposed hypothesis by a survey conducted with 532 digital-native higher education students. Findings The results show the existence of a significant relationship between digital natives’ competences, individual dynamic capabilities and a better approach to managing situations with regard to relationships with key stakeholders and the fostering of innovation and commitment to the social and environmental issues demanded by society. Research limitations/implications The limitations of this study are that it is based on a sample from a specific Spanish university that cannot be representative of all digital natives from all universities and different cultural contexts. The variables measuring the characteristics of digital natives have only recently been used in the academic literature. Practical implications The research proposes including individual dynamic capabilities and innovation courses in sustainable development education to accelerate the implementation of sustainable development goals. These research findings can be used as insights into the development of university programmes and courses. Originality/value This research is one of the first attempts at understanding how to promote education for sustainable development among digital natives and at identifying them as future change makers for sustainable development.
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Guo, Fengtao, Yushan Duan, Shanbo He, Qi Zhang, Qiangqiang Xu, and Sheng Miao. "An Empirical Study of Situational Teaching: Agricultural Location in High School Geography." Sustainability 14, no. 14 (July 15, 2022): 8676. http://dx.doi.org/10.3390/su14148676.
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In China’s most recent round of curriculum reform, the “one situation to the end” (OSTE) situational teaching method has been successfully introduced in geography classes to improve students’ ability to solve problems in real-life situations. Taking an agricultural location course as an example, this study analyzes the implementation of situational teaching and discusses the effect of the OSTE method on the topic of sustainable development in the teaching of geography. Using a quasi-experimental design and by distributing a questionnaire to teachers in a Chinese high school, the following findings were obtained: (1) almost all teachers use some form of situational teaching, and the OSTE method has been widely used; (2) OSTE contributes to students’ awareness of sustainable and circular development, but it is not associated with an improvement in geographical skills; and (3) students are mostly interested in the promotion of higher-order thinking, a positive emotional experience, active learning, and the acquisition of systematic knowledge instead of fragmented knowledge. In short, OSTE is an efficient teaching method for geography classes, especially given how it fosters students’ sustainable development ideas. We suggest enriching the understanding of OSTE through teaching-training, jointly developed situations using students’ existing experiences, and well-designed question chains with more opportunities for interaction.
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Albareda-Tiana, Silvia, Salvador Vidal-Raméntol, and Mónica Fernández-Morilla. "Implementing the sustainable development goals at University level." International Journal of Sustainability in Higher Education 19, no. 3 (March 5, 2018): 473–97. http://dx.doi.org/10.1108/ijshe-05-2017-0069.
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Purpose The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum. Design/methodology/approach To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti. Findings Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC. Research limitations/implications The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied. Practical implications Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD. Originality/value This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.
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Chen, Tong. "Study on the Improvement Path of Teaching Ability of Higher Vocational Teachers under the Perspective of Promoting Teaching through Competition." International Journal of Education and Humanities 5, no. 1 (October 11, 2022): 108–11. http://dx.doi.org/10.54097/ijeh.v5i1.1949.
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At present, the teaching ability level of senior vocational teachers varies. The National Vocational College Teaching Ability Competition is the most authoritative and comprehensive event in higher vocational, which is generally concerned by all higher vocational institutions and recognized by the majority of higher vocational teachers. The article explores the significance of improving the teaching ability of higher vocational teachers from the perspective of promoting teaching with competitions, analyzes the influencing factors of improving the teaching ability of higher vocational teachers at the level of individual teachers and schools, and points out the path of improving the teaching ability of teachers in higher vocational institutions in the perspective of promoting teaching with competitions, which helps the sustainable development of teaching ability of higher vocational teachers.
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Chen, Tzer-Long, Tsung-Chih Hsiao, Tsan-Ching Kang, Ting-Yuan Wu, and Chih-Cheng Chen. "Learning Programming Language in Higher Education for Sustainable Development: Point-Earning Bidding Method." Sustainability 12, no. 11 (June 1, 2020): 4489. http://dx.doi.org/10.3390/su12114489.
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Promoting learning passion for students in higher education is a vital and challenging issue. Due to the swift changes in society and technology development, many convenient and interesting technologies increasingly interfere with students’ learning performances and reduce students’ motivation for attending classes. For example, mobile games and social networking have led students to lose their passion for learning. MAPS (Mind Mapping, Asking Questions, Presentation, Scaffolding Instruction) is a flipped teaching model which has been proved as an effective approach to increasing students’ reflective learning, allowing students to devote to self-learning and recovering their passion for learning. Thus, this study employed a MAPS teaching strategy that adopts a point-earning approach to encourage students to learn from peer feedback while the teacher can understand students’ learning from the process. When the class is over, students can exchange the points for other rewards through a bidding mechanism which encourages students to regain passion for learning. The concept of Scaffolding Instruction points out that allowing students to sense positive peer pressure, which is caused by their peers’ improvements, and the atmosphere where their peers are studying hard can enhance their learning motivation and reflection. The empirical results of this study found that peer assessment and feedback can improve the learning effectiveness of students with poor performance.
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Peng, Fanke, Benjamin Altieri, Todd Hutchinson, Anthony J. Harris, and Daniel McLean. "Design for Social Innovation: A Systemic Design Approach in Creative Higher Education toward Sustainability." Sustainability 14, no. 13 (July 1, 2022): 8075. http://dx.doi.org/10.3390/su14138075.
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The role and responsibilities of our creative Higher Education are evolving in our ever-changing society. Systemic design thinking equips our design students with the means to promote sustainable development objectives via engagement, community building and discourse. This study reflects on interdisciplinary resource recovery projects for the City of Adelaide (CoA) during a final-year systemic design course in the Product Design programme at the University of South Australia. Since 2015, the core design team has collaborated with external partners outside of HE sectors, including NGOs, local councils, the Australian Capital Territory (ACT) government and the South Australia (SA) government, to promote social innovation towards sustainability. Systemic design is one of the core courses of the Bachelor of Design, Product Design programme within the faculty of Creative, University of South Australia. In this course, system thinking combined with project-based learning (PBL) was adapted and illustrated to demonstrate good systemic design practice for social innovation. This study was focussed on how we can collaborate on a variety of interdisciplinary projects to contribute to the realisation of the United Nations’ (UN) Sustainable Development Goals (SDGs) from a human-centred systemic design perspective.
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Hales, Rob, and Giang Phi. "Curriculum Audits and Implications for Sustainable Development Goals Integration in Business Schools." Journal of Business Ethics Education 18 (2021): 25–46. http://dx.doi.org/10.5840/jbee2021183.
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This paper investigates the alignment of business school curriculums with the Sustainable Development Goals, utilising a case study of Griffith Business School, Australia. The study utilises an audit of keywords to map content and concepts associated with the goals, targets and indicators of SDGs. The audit results revealed that although there was already considerable uptake of key SDGs concepts throughout the undergraduate programs, in particular Goal 16 (Peace, justice and strong institutions), there were some gaps. Feedback from teaching staff on the results was combined with existing literature and industry/government approaches to offer considerations for future curriculum development that seeks to better integrate SDGs and sustainability. This work contributes to ongoing discussions about sustainability curriculum development and links previous research with the emerging SDG agenda in business schools. The practical nature of this research lends to direct transfer of method to other business schools who are wishing to map and develop their curriculum in relation to the SDGs.
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Nundulall, Reetha, and Nirmala Dorasamy. "Mentorship and Sustainable Research Output." Industry and Higher Education 26, no. 2 (April 2012): 127–37. http://dx.doi.org/10.5367/ihe.2012.0087.
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Higher education institutions (HEIs) in South Africa are facing challenges arising as a result of the shift from traditional teaching activities to a combination of research and teaching. Increasing emphasis on research, an integral part of this transformation of higher education, has required HEIs to develop and implement capacity development strategies to enable those new to research to engage in research output; and mentorship is a strategy that is enjoying increasing popularity. This article explores the challenges faced in the implementation of a formal research mentorship programme (REMP), using the University of Johannesburg as a case study. A quantitative approach was adopted to obtain the perceptions of academic staff of REMP as a strategy for building research capacity. The findings reveal that whilst the REMP is strongly favoured by academics as a means of guiding novice researchers, key factors need to be addressed to ensure its success. This article examines the challenges for both mentors and mentees and suggests actions to help mentorship programmes make sustainable contributions to the development of research capacity.
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Masalova, Yuliya. "Sustainable education in Russia." E3S Web of Conferences 208 (2020): 09032. http://dx.doi.org/10.1051/e3sconf/202020809032.
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In the modern world, many countries recognize that education should act in the interests and for the benefit of the ideas of sustainable development. At the same time, sustainable development itself becomes an integral element of quality education and its key factor. In Russia, the “national strategy of education for sustainable development” has been formed, which provides for a reorientation from ensuring that students have certain knowledge to the ability to analyse real problems and find possible solutions for them. At the same time, the traditional approach to teaching based on the study of specific subjects remains, but it is important to ensure that each student is able to carry out an interdisciplinary analysis of real-life situations. Currently, a project on “Key areas of development of Russian education for achieving the goals and objectives of sustainable development in the education system” until 2035 has been developed and published, which contains indicators that allow us to assess the achievement of the goals set out in it. However, this document hardly presents the level of higher professional education and its contribution to sustainable development. The article will examine the role of Russian higher education in the concept of sustainable development.
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Pu, Ruihui, Danai Tanamee, and Songyu Jiang. "Digitalization and higher education for sustainable development in the context of the Covid-19 pandemic: A content analysis approach." Problems and Perspectives in Management 20, no. 1 (January 11, 2022): 27–40. http://dx.doi.org/10.21511/ppm.20(1).2022.03.
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Higher education for sustainable development (HESD) in the Covid-19 pandemic faces different challenges. Empirically few studies to date have introduced much on the digitalization of higher education for sustainable development. This study aims to explore and explain the digitalization of HESD from different attitudes and to build linkages of the digitalization in HESD. Furthermore, the study makes content analysis where 1,200 tweets on digitalization in higher education for sustainable development are collected from Twitter, and 19 documents have further categorized information data via NVivo. In addition, 22 students and 9 instructors were invited for a semi-structured interview to further supplement this study and confirm its findings. This study finds that attitudes towards digitalization in the study area can be divided into three correlated attitude layers. Teaching attitudes and educational attitudes are the first level, and the second level is the digital platform attitude, technology use attitude, and resource attitude. Furthermore, network attitude, service attitude, and development attitude are the third level. Thus, through the analysis, this study suggests higher education institutions should make improvements in digitalized teaching, education quality via innovation, technological development, resources use, and development via creating a better digital platform or environment is essential for genuinely promoting the HESD.
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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.
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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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Yoo, Sung-Sang, and Minjeong Jeon. "New Wine Needs to Be Put Into New Bottles: Legitimating Education for Sustainability in South Korea's Higher Education Institutions." Journal of Teacher Education for Sustainability 24, no. 2 (December 1, 2022): 129–46. http://dx.doi.org/10.2478/jtes-2022-0021.
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Abstract The aim of the paper is to critically examine the practices of teaching and learning for the Sustainable Development Goals (SDGs) in the context of higher education institutions (HEIs) in South Korea (Korea). With the use of a case study, this paper offers a close examination of the practices carried out at Seoul National University and Kyung Hee University in Korea, focusing on how the SDGs are embedded in teaching and learning for sustainable development and identifying barriers and challenges in the process. A few specific initiatives and curriculum developments to meet the SDGs have been identified, but their rhetorical visions and practices of teaching and learning contradict, resulting in little actual transformation. This study reveals the gap between the rhetoric and the reality of teaching and learning for the SDGs from the perspective of transformative learning and offers policy suggestions to provide a well-rooted practice of educating the SDGs in Korean HEIs.
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Tierney, Aisling, Hannah Tweddell, and Chris Willmore. "Measuring education for sustainable development." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 507–22. http://dx.doi.org/10.1108/ijshe-07-2013-0083.
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Purpose – The purpose of this paper is to explore how education for sustainable development (ESD) was measured in the taught curriculum at the University of Bristol (UoB), providing comparison to other methods of measurement and how measurements were used to engage academics in considering the visibility of the penetration of sustainable development into their teaching. Design/methodology/approach – The process of designing a quantitative and comparative method of reviewing ESD utilising a reflective process at the UoB is considered, which can be applied by other institutions. The UoB decided on an in-house method of assessment using the Unit and Programme Catalogue, a list of all taught units. Initially this revealed that some information relating to ESD was not clearly articulated. A school ESD review refined the data along with the release of key information set data, a nationally published data set which identifies mandatory, typical and optional diets taken by students on programmes. Findings – Text-based methods of assessing ESD penetration into programmes of study have limited use as direct measures of sustainability visibility in programmes, but can be improved by using interpretative methodologies. The combination of quantitative and qualitative methodologies can produce data, which is a useful catalyst for academic reflection. Most importantly, it provides a tool for engagement while also enabling the targeting of resources and support. The UoB has avoided the pitfalls of manipulatable text count methods, and shown that comparative methods can be combined effectively with real engagement with academics and students for a measurement method that showcases good practice. Originality/value – Increasingly, universities and the higher education sector more widely are looking to embed ESD. To assess progress, systems of measurement and monitoring are required. This case study shares a replicable methodology combining quantitative and qualitative methods developed at the UoB which has been used by academics as a reflective tool to change their practice.
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Finnveden, Göran, Eva Friman, Anna Mogren, Henrietta Palmer, Per Sund, Göran Carstedt, Sofia Lundberg, Barbro Robertsson, Håkan Rodhe, and Linn Svärd. "Evaluation of integration of sustainable development in higher education in Sweden." International Journal of Sustainability in Higher Education 21, no. 4 (April 17, 2020): 685–98. http://dx.doi.org/10.1108/ijshe-09-2019-0287.
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Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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Zhang, Min, and Zhiyun Huang. "Crowdsourcing Used in Higher Education: An Empirical Study on a Sustainable Translation Teaching Mode Based on Crowdsourced Translation." Sustainability 14, no. 6 (March 8, 2022): 3140. http://dx.doi.org/10.3390/su14063140.
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The language service industry needs more qualified translators. The training of qualified translators needs innovation of translation teaching mode. The combination of crowdsourcing and translation teaching can realize the innovation of translation teaching mode. This study developed an empirical study in which such quantitative and qualitative methods are conducted as classroom observation, case analysis, translation quality analysis, questionnaire survey, and email interviews. Participants in the study included university students registered in the English and Translation degrees in Chinese universities. Statistical analyses were carried out with IBM Statistical Package for Social Sciences (IBM SPSS 26). Validation of the survey instruments, descriptive statistics, and group comparisons were all accomplished. The results demonstrate that the integration of crowdsourcing with translation teaching worked well. The mode has positive significance for exploring learner autonomy, stimulating students’ motivation, improving students’ translation ability, and training qualified translators. The mode is of sustainable value, with the development of AI-driven machine translation technology, and the innovation of translation teaching mode is significant for professional translator training. This mode of translation teaching based on crowdsourcing has a certain reference value for the cultivation of high-quality language service talents and the construction of a new mode of personnel training in the language service industry.
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Kassymova, Gulzhaina, Rinad Kosherbayev, Mariyam Arpentieva, Olzhas Kenzhaliyev, and Aigerim Kosherbayeva. "E-learning in higher education and social development." SHS Web of Conferences 98 (2021): 05007. http://dx.doi.org/10.1051/shsconf/20219805007.
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The paper deals with digital education. Currently, digital education is getting popular, particularly in current pandemic event COVID 19 which has been emerged in China recently. Authors discussed online education issues. Authors reviewed different literature on e-learning and online education worldwide, as well as highlighted the online problems emerged in different countries. Now, when in many countries distance learning is actively imposed on people who do not have not only teaching aids and methodological competence for digital learning, when some people do not even have access to digital devices, there are no conditions for learning outside the classroom and there are many other problems, the problem digital inequality becomes its one channel for increasing general social inequality. Our research, which contributes to the study of current and likely future problems of digital education, its role and interaction with other spheres of society, including science and industry, is a contribution to solving the problem of social well-being, including sustainable development. Sustainable development is a controversial concept that combines two leading lines: the line of harmonization of the development of society in all its separate spheres and the harmonization of relations between spheres, and the line of achievements, evolution of each of the spheres and relations of spheres.
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Hammoud, Jamil, and Mohamed Tarabay. "Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon." European Journal of Sustainable Development 8, no. 2 (June 1, 2019): 379. http://dx.doi.org/10.14207/ejsd.2019.v8n2p379.
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Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems. Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012). We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon. The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model. The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD
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Kanapathy, Suganty, Khai Ern Lee, Mazlin Mokhtar, Sharifah Zarina Syed Zakaria, and Subarna Sivapalan. "A framework for integrating sustainable development concepts into the chemistry curriculum towards achieving education for sustainable development in Malaysia." International Journal of Sustainability in Higher Education 22, no. 6 (June 16, 2021): 1421–49. http://dx.doi.org/10.1108/ijshe-07-2020-0241.
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Purpose In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach. Design/methodology/approach This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software. Findings The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders’ engagement. The proposed framework was formulated by considering these aspects. Originality/value The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching.
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Straková, Zuzana, and Ivana Cimermanová. "Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability." Sustainability 10, no. 10 (September 20, 2018): 3366. http://dx.doi.org/10.3390/su10103366.
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Education for sustainable development has been addressed by professionals, authorities, and a number of research studies in the last decades, and yet the results are not clearly visible. Teachers as agents of a new mindset do not seem to understand the ways of approaching raising awareness of the issues of global challenges. This study investigated the possibility of raising the extent of applying critical thinking to the problem-solving issues of a group of student teachers in their initial training. The sample consisted of 48 student teachers. Both qualitative and quantitative methods were used: namely, a questionnaire, content analysis, and focus group interviews. An archive of the students’ materials was also used for content analysis. In the data analysis, inter-rater reliability, as well as parametric (t-test) and non-parametric tests (Mann–Whitney U test) were applied. The results of the study provide evidence of the positive impact of the use of case studies in teaching pre-service teachers on the development of their critical thinking skills. It can be concluded that it should not be taken for granted that teachers automatically know how to develop the competencies that are necessary for sustainable development (SD). Instead, teacher education institutions need to incorporate thorough training that focusses on education for sustainable development (ESD) into the entire teacher programme in order to make sure that the teachers leave their initial training well prepared for guaranteeing Sustainable Development Goals (SDGs).
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Jia, Qian, Ying Wang, and Li Fengting. "Establishing transdisciplinary minor programme as a way to embed sustainable development into higher education system." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 157–69. http://dx.doi.org/10.1108/ijshe-05-2018-0095.
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Purpose The purpose of this paper is to provide a case study of the establishment and development of a minor program in Sustainable Development in Tongji University, China, and how it contributes to embedding sustainable development into higher education system as an alternative platform for researchers and students to involve in a transdisciplinary teaching and learning process. Design/methodology/approach This case reviews the institutional setting and the different studying models and requirements for postgraduates and undergraduates. Postgraduate students have to take four core courses, select one module with four themed courses (4 + 4 fixed) and complete a transdisciplinary essay, and undergraduates can choose any three courses in all modules apart from the four core courses (4 + 3 open), with a transdisciplinary group project. Findings The development of the minor program reveals the popularity and decline of different modules, because of the popularity of the schools and institutes behind them, the university legacy and the media influence. The program design spurs transdisciplinary thinking on sustainable development but brings about challenges including time conflict with students’ major study. In conclusion, this program explores alternative education practices in embedding sustainable development in education system, contributing to and reflect on Education for Sustainable Development and the education reform in China. Originality/value The case presents a unique way of implementing Education for Sustainable Development in higher education system, in which minor education stands between formal and informal curriculum to tackle the barriers in undertaking sustainable development initiatives in curricula, through nurturing the culture and providing organizational support.
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Manfredi, Louise R., Meriel Stokoe, Rebecca Kelly, and Seyeon Lee. "Teaching Sustainable Responsibility through Informal Undergraduate Design Education." Sustainability 13, no. 15 (July 27, 2021): 8378. http://dx.doi.org/10.3390/su13158378.
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Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.
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Chen, Meiai, Tingting Pei, Eila Jeronen, Zhihui Wang, and Lihua Xu. "Teaching and Learning Methods for Promoting Sustainability in Tourism Education." Sustainability 14, no. 21 (November 6, 2022): 14592. http://dx.doi.org/10.3390/su142114592.
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Teaching and learning methods play an important role in promoting sustainability in tourism education. However, previous studies mainly focus on sustainability in tourism. This qualitative survey provides an overview of how sustainable development and tourism education are taught and learned in higher education institutions. It aims to support the selection of teaching and learning approaches and methods for educating sustainability-driven tourism at universities. The materials were selected based on keywords in tourism education. The study describes 32 articles published in peer-reviewed scientific journals from 2000 to 2022. The content of the articles was analyzed in detail using qualitative content analysis. Collaborative and interdisciplinary learning and case study teaching, alongside problem-based learning and experiential learning (outdoor learning), were utilized in 10 and 6 articles, respectively. Developing collaborative and interdisciplinary learning skills, developing systems thinking skills, developing experiential learning skills, and developing techniques for increasing environmental awareness were the key points of teaching and learning methods to promote sustainability in tourism education. Behavioral Change Wheel (BCW) in tourism should be implemented in school education to reach sustainable development goals and to support sustainable development.
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Yılmaz Fındık, Leyla, İlknur Bayram, and Özlem Canaran. "Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context." International Journal of Sustainability in Higher Education 22, no. 2 (January 7, 2021): 423–56. http://dx.doi.org/10.1108/ijshe-06-2020-0202.
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Purpose The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings. Design/methodology/approach The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers. Findings The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice. Research limitations/implications This research is based on the experience of one Turkish university with limited quantitative and qualitative data. Practical implications Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT. Originality/value To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.
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Santos-Villalba, María Jesús, Juan José Leiva Olivencia, Magdalena Ramos Navas-Parejo, and María Dolores Benítez-Márquez. "Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study." Sustainability 12, no. 20 (October 15, 2020): 8513. http://dx.doi.org/10.3390/su12208513.
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Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate.
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Mahmud, Siti Nur Diyana. "Engaging head, heart and hands: Holistic learning approach for education for sustainable development." International Journal of Learning and Teaching 9, no. 2 (August 2, 2017): 298–304. http://dx.doi.org/10.18844/ijlt.v9i2.2039.
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Abstract
Sustainable development requires simultaneous and balanced progress in four dimensions i.e; social, economic, ecological and political, those are totally interdependent. Sustainability issues often regarded as complex and difficult to be understood through single discipline. Therefore education for sustainability learning requires integration of various teaching and learning approaches. With this concern in mind, the purpose of this paper is to discuss the holistic learning approach which engaging the head, heart and hands, for Education for Sustainable Development in one higher education institutions in Malaysia. By using the multiple case study design, three sustainability related courses which are from various disciplines was selected as cases. The findings from the semi-structured interview with the lecturers, focus group with students, class observations and course outline analysis showed the unifying framework of head, heart and hands learning and teaching approach. This unifying learning approaches that engage and develops the ‘whole person’: affective, cognitive and practical dimensions and abilities, and in relation to ‘real-world’ issues and concerns, seems provide better opportunity for learning for education for sustainability.
Keywords: Education for sustainable development, higher education, transformative learning, systemic learning.
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Wright, Catherine, Lacey J. Ritter, and Caroline Wisse Gonzales. "Cultivating a Collaborative Culture for Ensuring Sustainable Development Goals in Higher Education: An Integrative Case Study." Sustainability 14, no. 3 (January 24, 2022): 1273. http://dx.doi.org/10.3390/su14031273.
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Higher education institutions (HEIs) are not insulated from the challenges facing the planet and have been tasked as key stakeholders in sustainable development (SD). The preliminary data presented in this paper demonstrate that, over the last five decades, there has been a shift toward the categories of SD work that necessitate a collaborative culture that is not traditionally inherent in HEIs. It is offered that when HEIs align their institutional capacities with worldwide efforts to achieve sustainable development goals (SDGs) by 2030 and foster an intentionally collaborative culture, they will become better equipped to face their own unique challenges: becoming “changemaker” universities; collaborating with each other in the knowledge economy; placing students at the center of the teaching and learning process; and fulfilling their “third mission” to partner with external stakeholders and society. This paper will outline the conceptual frameworks used to direct the construction of Wingate University’s Collaborative for the Common Good (CCG). The preliminary data from this case study at Wingate University show promise; tracked impact reports show that an intentionally collaborative infrastructure that is designed to contribute to achieving SDGs provided a unique opportunity for this university to meet the needs of the campus and community despite their many social, economic, and cultural challenges that were exacerbated by COVID-19.
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CHAIKOVSKA, HANNA. "FORMATION OF ESD COMPETENCIES IN TEACHERS OF PRIMARY CLASSES IN THE PROCESS OF PROFESSIONAL TRAINING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 72–80. http://dx.doi.org/10.25128/2415-3605.22.1.9.
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The paper reveals the problem of integration of education for sustainable development (hereinafter – ESD) in the process of professional training of future primary school teachers. The questionnaire explores the key competencies of sustainable development in future primary school teachers, including systematic thinking, prognostic, law competence, competence of teamwork, critical thinking, self-awareness, integrated problem solving. The indicators of the competencies for future primary education specialists have been determined by the authors of the research.
The experimental survey included the empirical study of the level of development of competencies in the field of ESD according to the established indicators and evaluation of the overall level of their formation. The comparative analysis of the levels of the key competencies in students of the first and the fourth year of study in the specialty of “Primary Education” in order to establish the role of university education in the investigated process. The study analyses the changes achieved in teaching of sustainable development competencies in higher education. The results demonstrated slight improvement in level of formation of sustainable development competencies in students of the final year of the bachelor’s degree in primary education, however, these changes are insignificant. The findings of the research proved that bachelor’s graduates, unlike freshmen, have higher level of skills of application of ideas of sustainable development in future professional activities (they are acquainted with methods of integration of sustainable development into primary school subjects, know how to develop educational projects on sustainable development, understand and integrate ethical principles of sustainability in professional and personal activities). However, the level of formation of systematic thinking and prognostic competence in freshmen is higher than in fourth-year students. Besides, the obtained results of the study report about considerably low level of development of skills to realise educational projects on sustainable development: only 28 % of the first-year students and 36.4 % of the fourth-year respondents gave affirmative answers.
We revealed a positive dynamic in students’ awareness of the necessity in taking their own responsibility for sustainable development. After all, overcoming poverty, inequality, achieving peace and justice, protection of human rights and saving the planet require the generation of individual responsibility, as the agents of change, which is the pre-condition of collective progress towards the goals of sustainable development. The study found an improvement in the competencies of sustainable development in graduates of the bachelor’s degree program “Primary Education” in contrast to the first-year students. Applicants for higher education have some knowledge and orientation in the field of sustainable development, an idea of individual responsibilities for sustainability. However, according to the majority of indicators, only a small proportion of respondents (less than half) have the required level of sustainable development competencies.
We believe that the educational program for the training of future primary school professionals and the technology of teaching higher education need to be improved. Therefore, we see the prospect of further research in the study of opportunities to improve the educational and professional program “Primary Education” in the direction of complementing its components with ideas of sustainable development, as well as the formation of skills to develop and implement educational projects in future specialists of primary education.
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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, et al. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study." Open Education Studies 4, no. 1 (January 1, 2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.
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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.
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Al Sheikh, Hanan Muneer. "Achieving sustainability in the philosophy of art teaching and learning." Cypriot Journal of Educational Sciences 17, no. 11 (November 30, 2022): 4100–4113. http://dx.doi.org/10.18844/cjes.v17i11.8057.
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The significant development in the diversity of knowledge sources is an essential starting point for the development of teaching and learning methods in the higher education sector. Necessarily, this rapid development requires the development of planning and operational education strategies to provide learners with mechanisms and tools of thinking that enable them to follow the processes of research, analysis, criticism, evaluation and communication in a way that helps them to sustain their knowledge. This study adopted the selective and analytical approaches of ideas and theories of philosophy and pedagogy, aiming to induce results and recommendations for the development of teaching and learning processes. Specifically, in the field of philosophy of art, using the phenomenological approach emphasises the active and structured human presence. Thus, three main pillars were identified: obtaining knowledge; the will to knowledge – learner; and knowledge management – teacher. The study concluded with several methods and techniques that related to the processes of teaching, guidance and evaluation of the philosophy of art in the higher education sector. Keywords: Applied art, higher education, philosophy of art, teaching methods, learning methods, sustainable learning.
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Fuertes-Camacho, M., Mariona Graell-Martín, Mariana Fuentes-Loss, and M. Balaguer-Fàbregas. "Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy." Sustainability 11, no. 3 (February 1, 2019): 767. http://dx.doi.org/10.3390/su11030767.
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Higher levels of material well-being lead almost inevitably to giving priority to individualism and personal advancement, often at the expense of civic conscience. A proposal for integrating sustainability into the curriculum is presented in the third year of the degree in Early Childhood Education at the Universitat Internacional de Catalunya (UIC). Projects on sustainable food are planned and elaborated to this aim. This study seeks to apply a global and systemic approach to solving socio-environmental problems and to check whether education for sustainable development (ESD) helps to develop and encourage actions that promote sustainable development. Quantitative research was conducted using a pre-test/post-test quasi experimental design separated by a period of didactic training in the project method. The results presented in this article show the students’ sustainability competencies (SC) improve after working on didactic proposals in a global manner. It is concluded that elaborating competencies in education for sustainable development enables an integrated approach of knowledge, procedures, attitudes and values in teaching through promoting the project method in multidisciplinary and transdisciplinary teams, which enhances future teachers’ sustainability competencies.
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Nomor, Elizabeth, Rafiqul Islam, Mohammad A. Alim, and Ataur Rahman. "Production of Fresh Water by a Solar Still: An Experimental Case Study in Australia." Water 13, no. 23 (November 30, 2021): 3373. http://dx.doi.org/10.3390/w13233373.
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There is a scarcity of fresh water in many rural communities where solar stills can be used to produce drinking water at a minimal cost. These stills use solar energy, which is a sustainable form of energy, and hence this can contribute towards achievement of United Nations (UN) Sustainable Development Goals (SDG). This study aims to develop empirical models of a solar stills based on experimental data obtained at Werrington South, New South Wales, Australia. Two solar stills were used in the experiment, a conventional design (Con-Still) and a con-still modified with adding extra thermal mass inside the still (mod-still). Regression analysis was adopted to develop prediction equations using Pi (productivity in L/m2/day) as the response variable and ambient temperature (Ta), sky temperature (Ts19), global radiation (Gh), and wind velocity (W) as the predictor variables. The mean and median productivity values of the mod-still were found to be 17%, and 22% higher than that those for the con-still. The proposed mod-still can be further improved and used in rural areas to produce fresh water from sea water and other forms of contaminated water.