Engagement with Sustainable Development in Higher Education: Universities as Transformative Spaces for Sustainable Futures

Description

This edited volume analyzes cases of higher education programs engaging with sustainable development. Offering cases from across the globe that focus on the role of universities in promoting societal transformations and building sustainable futures, the volume specifically discusses how higher education institutions can educate for the Sustainable Development Goals (SDGs). As critical spaces for research, development, and innovation, higher education institutions are fundamental change agents for societal transformations. Their role in disseminating sustainability through different paths is undeniable, and it is worth discussing the dimensions that surround the concept of sustainability within universities. Considering the role of policy, curriculum, practice, teaching, research, and development paths in universities, this book looks at the contributions of higher education sector to our vision of sustainable development. This publication offers readers a chance to look at different higher education institutions’ engagement with sustainable development through political, managerial, curricular and practical steps. Preface Acknowledgments Contents List of Figures List of Tables About the Editor and Contributors Editor Contributors Abbreviations 1: Sustainable Development Goals and Universities: Higher Education Engagement Through the Global Master’s in Development Practice Programme 1.1 Introduction 1.2 Conceptual Underpinnings 1.2.1 SDGs and Higher Education 1.3 The Cases 1.3.1 TERI School of Advanced Studies, New Delhi, India 1.3.1.1 Launch of MDP Programme 1.3.1.2 TERI SAS’ Work Across HEI Mandates 1.3.2 La Universidad de los Andes, Bogotá, Colombia 1.3.2.1 Launch of MDP Programme 1.3.2.2 UniAndes’ Work Across HEI Mandates 1.3.3 The University of Ibadan, Nigeria 1.3.3.1 Launch of the MDP Programme 1.3.3.2 UI’s Work Across HEI Mandates 1.4 Discussion 1.5 Conclusion References 2: Engagement with Sustainable Development Goals in Accounting Education: The Case of a Public University in Sri Lanka 2.1 Introduction 2.2 Context 2.2.1 University-Level Accounting Education in Sri Lanka 2.3 The Case 2.4 Incorporation of SDGs into Curriculum of Accounting Programme 2.4.1 Coverage 2.4.1.1 Incorporation of Sustainability under External Reporting Dimension 2.4.1.2 Incorporation of Sustainability under Management Accounting Dimension 2.4.1.3 Incorporation of Sustainability under Governance and Ethics and Research Dimension 2.4.2 Learning Activities 2.4.3 Assessment Activities 2.5 Contribution of Degree Programme to SDGs 2.6 Challenges Encountered 2.6.1 Inadequate Institutional Support 2.6.2 Lack of Awareness and Excessive Workload 2.6.3 Lack of Training and Development Opportunities 2.6.4 Inadequate Financial Assistance 2.6.5 Insufficient Interdisciplinary Focus of the Degree Programme 2.7 Conclusions and the Way Forward References 3: (Un)Sustainable Development in Poland’s Teacher Education Programme: Experiences from a Post-communist Country 3.1 Introduction 3.2 Historical and Contextual Framework 3.3 Methodology 3.4 Results 3.5 Discussion and Conclusion References Untitled 4: Critical Evaluation of Sustainable Development Goals and Circular Economy in (Business) Education: Reflections on a Long-Term Sustainability Strategy of Degrowth 4.1 Introduction 4.2 Inclusive Economic Growth and SDGs: A Cognitive Dissonance? 4.3 Alternative Vantage Points: Degrowth and Steady-State Economy 4.4 Context 4.4.1 Sustainability Programmes in (Dutch) Education 4.4.2 The Case Studies: Student Assignments 4.5 Discussion and Conclusion 4.5.1 Including Degrowth in Transformative Business Education 4.5.2 Ways Forward 4.5.3 Conclusion Appendix: AICHI Biodiversity Targets References 5: Reforming Religion-Based Higher Education for Sustainable Development: The Case of Islamic Studies International Program at Prince of Songkla University 5.1 Introduction 5.2 Context 5.3 The Case 5.3.1 Curricular Attempts 5.3.1.1 Learning Outcomes and Expected Characteristics of the Graduates 5.3.1.2 New Courses to Promote Sustainable Development 5.3.2 Pedagogical Strategies 5.3.3 Advantages and Barriers 5.4 Conclusion References Untitled 6: Non-hegemonic Views of Sustainability in Science Teacher Education: The Case of a University-School Collaboration in Brazil 6.1 Introduction 6.2 Theoretical Framework 6.2.1 Views on Sustainability 6.2.2 Environmental Citizenship 6.3 Context 6.3.1 Science Teacher Education in Brazil 6.3.2 Education for Sustainability in Pre-service Science Teacher Education Curriculum 6.3.3 The Program for Teaching Scholarships (PIBID/UFRJ) 6.4 The Case 6.4.1 Federal University of Rio de Janeiro 6.4.2 Pre-service Biology Teachers 6.4.3 Municipal Secretary of Education of Rio de Janeiro 6.4.4 Escola Municipal Chile 6.5 Activities 6.5.1 Pre-service Science Teachers’ Training Activities 6.5.2 Diagnosis in the Escola Municipal Chile 6.5.3 Formative Actions with Pre-service Science Teachers 6.6 Insights 6.6.1 Generative Dialogue: Outcomes and Difficulties 6.6.2 Competencies for Teaching SDGs 6.6.2.1 Teaching Science Through Socio-environmental Conflict Situations and Social Injustice to Connect Science and Environmental Content 6.6.2.2 Adhesion to Processes of Identification of Social Transformation in Terms of Individual or Collective Implications 6.6.2.3 Valuing of Aesthetic and Affective Dimensions in the Process of Teacher Education 6.7 Final Considerations and Implications Appendix: Pictures from the Activities References 7: Student Outreach and Engagement for Sustainable Development: North-West University’s Green Team Experience 7.1 Introduction 7.2 Context 7.3 The Case 7.3.1 Initiatives to Promote EESD 7.3.2 Activities and Interventions to Integrate ESD into Qualifications 7.3.3 Student Outreach and Engagement: The NWU Green Team Committee 7.3.3.1 Vision and Mission 7.3.3.2 Attendance 7.3.3.3 Roles and Responsibilities 7.3.3.4 Campaigns and Activities 7.4 Discussion and Conclusion References 8: Higher Education for Sustainable Development in China: Policies, Curriculum, Research, and Outreach Activities, and Campus Practices 8.1 Introduction 8.2 Policies 8.3 Curriculum, Research, and Outreach Activities 8.3.1 Top-Tier University: Seeking Integrated Development 8.3.2 Excellent University: Fostering Sustainability Research 8.3.3 Ordinary University: Solving Practical Green Issues 8.4 Campus Practices 8.4.1 Top-Tier University: Leader of Green Coverage 8.4.2 Excellent University: Champion of Energy Conservation 8.4.3 Ordinary University: Active Participant of Campus Sustainability 8.5 Conclusion References 9: Study Abroad Programs at the Vanguard for Education for Sustainable Development: A Teacher Education Case Study 9.1 Introduction 9.2 Theoretical Framework 9.3 Methodology 9.3.1 Research Position 9.3.2 Context and Procedures 9.3.3 Participants 9.3.4 Data Collection and Analysis 9.4 Findings 9.4.1 Knowledge and Skills 9.4.2 Increased Cultural and Environmental Awareness 9.4.3 Identity Transformations/Shifts 9.4.4 Cultural and Environmental Actions Towards SDGs 9.4.4.1 SDG2: Zero Hunger 9.4.4.2 SDG4: Quality Education 9.4.4.3 SDG13: Climate Action 9.4.4.4 SDG15: Life on Land 9.4.5 Summary 9.5 Discussion 9.5.1 Limitations 9.6 Implications, Future Directions, and Conclusion References 10: Engaging Students of Business Management to Face Collective Social Dilemmas: Contribution of Sociology of Emotions 10.1 Introduction 10.2 Theoretical Framework: Sociocultural Approach of Emotions 10.2.1 Emotions and Critical Social Transformative Learning Theory 10.3 Methodology 10.4 Findings 10.4.1 Emotional Experiences of Professors: Role of Empathy 10.4.2 Professors’ Community Outreach Projects 10.4.3 Knowledge Acquisition In/Through COPs to Face Collective Dilemmas 10.5 Discussion 10.5.1 Theoretical Implications 10.5.2 Practical Implications 10.5.2.1 Teaching Activities 10.5.2.2 Student Development 10.5.2.3 Higher Education Institutions 10.6 Conclusion References 11: Engaging Students in Global Endeavours Through Partnerships Promoting Sustainable Development Goals: The Case of a Small Liberal Art College 11.1 Introduction 11.1.1 Systems Thinking 11.2 Context of the Partnership 11.2.1 Global Sustainable Aid Project (GSAP) 11.2.2 Providence College and the S-LAB 11.2.3 Country Collaborators 11.3 Lessons Learned from the Partnership 11.3.1 Literacy 11.3.2 Technology in Education 11.3.3 Quality Education 11.4 Facilities and Interventions in Ghana 11.4.1 Lab in a Box Portal 11.4.2 Books and Computers 11.4.3 Birim North District 11.5 Recommendations and Conclusion References 12: Teacher Competencies and Readiness for Education for Sustainable Development: A Case from Teacher Education in Turkey 12.1 Introduction 12.1.1 Background 12.2 Literature Review 12.2.1 Perspectives on ESD 12.2.2 Teacher Competencies for ESD 12.2.3 Research on Teacher Education and ESD 12.3 Method 12.3.1 Participants 12.3.2 Data Collection Tool 12.3.3 Limitations 12.4 Findings 12.4.1 Perceived Level of Competency for ESD 12.4.1.1 Perceived Level of Competency in Emotions 12.4.1.2 Perceived Level of Competency in Values and Ethics 12.4.1.3 Perceived Level of Competency in Systems-Thinking 12.4.1.4 Perceived Level of Competency in Knowledge 12.4.2 Perceived Level of Competencies by Development Level of Living Place 12.5 Discussion and Conclusion 12.5.1 Perceived Level of Competencies in ESD 12.5.2 Perceived Level of Competencies by Development Level of Living Place 12.5.3 Implications for Practice References 13: Embracing the Global South: Educators’ Understanding on the Role of Global Citizenship Education in Brazil, South Africa, and Ghana 13.1 Introduction 13.2 Theoretical Framework: Critical Pedagogy and Social Justice 13.3 Methodology 13.4 Findings 13.4.1 Theme I: GCE to Promote Students’ Critical Understanding of Society 13.4.2 Theme II: GCE to Stimulate Culturally Relevant Experiences to Students 13.4.3 Theme III: GCE to Cultivate Students’ Personal Agency 13.5 Discussion: Proposing a Critical Pedagogical Framework for GCE in the Global South 13.6 Conclusion References 14: A Proposal to Assess Civic Capacities in Higher Education: A Case from the Western Balkans – North Macedonia 14.1 Introduction 14.2 Background 14.2.1 Civic and Democratic Ideals and University Education 14.2.2 Universities’ Potential as Sites for Civic Spirit 14.3 Our Approach and Context 14.3.1 A New Civic Empowerment Approach for Higher Education 14.3.2 The Case of North Macedonia 14.4 Our Method 14.4.1 Assessing the Campus Climate for Civic Empowerment and Democratic Engagement 14.4.2 Instrumentation 14.4.3 Administration 14.4.4 Bridging Assessment with University Capacity Building 14.4.5 Measuring Campus Climate 14.4.6 Linking Data to Campus Reform 14.5 Conclusion References Index