1,276
Views
2
CrossRef citations to date
0
Altmetric
Integrative sustainability education: emerging concepts and approaches

Reaching the Rest: Embedding Sustainability in Undergraduate Student Learning

, , &
Pages 171-187 | Received 25 Jan 2022, Accepted 20 Sep 2022, Published online: 25 Oct 2022

References

  • Bianchi G; Joint Research Centre (JRC). 2020. Sustainability competences: a systematic literature review. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC123624
  • Brugmann R, Côté N, Postma N, Shaw EA, Pal D, Robinson JB. 2019. Expanding student engagement in sustainability: using SDG- and CEL-focused inventories to transform curriculum at the University of Toronto. Sustainability. 11(2):530. doi:10.3390/su11020530
  • Brundiers K, Barth M, Cebrián G, Cohen M, Diaz L, Doucette-Remington S, Dripps W, Habron G, Harré N, Jarchow M, et al. 2020. Key competencies in sustainability in higher education - toward an agreed-upon reference framework. Sustain Sci. doi:10.1007/s11625-020-00838-2
  • Brundiers K, Wiek A. 2013. Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability. 5(4):1725–1746. doi:10.3390/su5041725
  • Brundiers K, Wiek A, Redman C. 2010. Real-world learning opportunities in sustainability: from classroom into the real world. Int J Sustain High Educ. 11(4):308–324. doi:10.1108/14676371011077540
  • Cayuela A, Robinson JB, Campbell A, Coops N, Munro A. 2013. Integration of operational and academic efforts in sustainability at the University of British Columbia. In: Azeiteiro UM, Caeiro S, Filho WL, Jabbour C, editors. Sustainability assessment tools in higher education institutions. Cham: Springer. doi:10.1007/978-3-319-02375-5_13
  • CECCS. (2017). Annual Report 2017. President’s Advisory Committee on the Environment, Climate Change, and Sustainability (CECCS). https://live-presidents-office.pantheonsite.io/wp-content/uploads/2021/12/2017-ECCS-annual_report-1.pdf
  • Chaleta E, Saraiva M, Leal F, Fialho I, Borralho A. 2021. Higher education and Sustainable Development Goals (SDG)—potential contribution of the undergraduate courses of the school of social sciences of the University of Évora. Sustainability. 13(4):1828. doi:10.3390/su13041828
  • Chang Y, Lien H. 2020. Mapping course sustainability by embedding the SDGS inventory into the university curriculum: a case study from National University of Kaohsiung in Taiwan. Sustainability. 12(10):4274. doi:10.3390/su12104274
  • Chankseliani M, McCowan T. 2021. Higher education and the sustainable development goals. High Educ. 81(1):1–8. doi:10.1007/s10734-020-00652-w1
  • Díaz-Iso A, Eizaguirre A, García-Olalla A. 2019. Extracurricular activities in higher education and the promotion of reflective learning for sustainability. Sustainability. 11(17):4521. doi:10.3390/su11174521
  • Evans TL. 2019. Competencies and pedagogies for sustainability education: a roadmap for sustainability studies program development in colleges and universities. Sustainability. 11(19):5526. doi:10.3390/su11195526
  • Holmberg J. 2014. Transformative learning and leadership for a sustainable future: challenge lab at chalmers university of technology. In: Corcoran PB, Hollingshead BP, editors. Intergenerational learning and transformative leadership for sustainable futures. Wageningen Academic Publishers. doi:10.3920/978-90-8686-802-5_4
  • Jarchow ME, Formisano P, Nordyke S, Sayre M. 2017. Measuring longitudinal student performance on student learning outcomes in sustainability education. Int J Sustain High Educ. doi:10.1108/IJSHE-11-2016-0200
  • Kishita Y, Uwasu M, Hara K, Kuroda M, Takeda H, Umeda Y, Shimoda Y. 2018. Toward designing sustainability education programs: a survey of master’s programs through semi-structured interviews. Sustain Sci. 13(4):953–972. doi:10.1007/s11625-018-0546-5
  • Klein JT. 1990. Interdisciplinarity: history, theory, and practice. Wayne State University Press.
  • Leal Filho W, Raath S, Lazzarini B, Vargas VR, de Souza L, Anholon R, Quelhas OL, Haddad R, Klavins M, Orlovic VL. 2018. The role of transformation in learning and education for sustainability. J Clean Prod. 199:286–295. doi:10.1016/j.jclepro.2018.07.017
  • Leal Filho W, Shiel C, Paço A, Mifsud M, Veiga Ávila L, Londero Brandli L, Molthan-Hill P, Pace P, Azeiteiro UM, Ruiz Vargas V, et al. 2019. Sustainable development goals and sustainability teaching at universities: falling behind or getting ahead of the pack? J Clean Prod. 232:285–294. doi:10.1016/j.jclepro.2019.05.309
  • Marcus J, Coops NC, Ellis S, Robinson J. 2015. Embedding sustainability learning pathways across the university. Curr Opin Environ Sustain. 16:7–13. doi:10.1016/j.cosust.2015.07.012
  • Miller TR, Muñoz-Erickson TA, Redman CL. 2011. Transforming knowledge for sustainability: towards more adaptive and engaged academic institutions. Int J Sustain High Educ. 12(2):177–192. doi:10.1108/14676371111118228
  • Miñano Rubio R, Uribe D, Moreno-Romero A, Yáñez S. 2019. Embedding sustainability competences into engineering education. the case of informatics engineering and industrial engineering degree programs at Spanish universities. Sustainability. 11(20):5832. doi:10.3390/su11205832
  • Mintz K, Tal T. 2014. Sustainability in higher education courses: multiple learning outcomes. Stud Educ Evaluation. 41:113–123. doi:10.1016/j.stueduc.2013.11.003
  • Pompeii B, Chiu Y, Neill D, Braun D, Fiegel G, Oulton R, Ragsdale J, Singh K. 2019. Identifying and overcoming barriers to integrating sustainability across the curriculum at a teaching-oriented university. Sustainability. 11(9):2652. doi:10.3390/su11092652
  • Robinson J, Cole RJ. 2015. Theoretical Underpinnings of regenerative sustainability. Build Res Inf. 43(2):133–143. doi:10.1080/09613218.2014.979082
  • Roy SG, de Souza SP, McGreavy B, Gottschalk Druschke C, Hart DD, Gardner K. 2020. Evaluating core competencies and learning outcomes for training the next generation of sustainability researchers. Sustain Sci. 15(2):619–631. doi:10.1007/s11625-019-00707-7
  • Sachs JD, Schmidt-Traub G, Mazzucato M, Messner D, Nakicenovic N, Rockström J. 2019. Six transformations to achieve the sustainable development goals. Nat Sustain. 2(9):805–814. doi:10.1038/s41893-019-0352-9
  • Sanchez-Carrillo JC, Cadarso MA, Tobarra MA. 2021. Embracing higher education leadership in sustainability: a systematic review. J Clean Prod. 298:126675. doi:10.1016/j.jclepro.2021.126675
  • Schrand T, Benton-Short L, Biggs L, Bryson M, Habron G. 2013. Teaching Sustainability 101: how do we structure an introductory course? Sustainability. 6(4):207–210. doi:10.1089/sus.2013.9853
  • SDSN. 2020. Accelerating education for the SDGs in universities: a guide for universities, colleges, and tertiary and higher education institutions. New York: Sustainable Development Solutions Network (SDSN).
  • Sherren K (2006). Silos, students and centralising forces: the institutional climate affecting innovations for sustainability in the tertiary sector. AARE Conference. Adelaide, Australia.
  • Shriberg M, Schwimmer S, MacDonald L. 2013. University of Michigan’s sustainability scholars program: empowering leaders. Sustainability. 6(5). doi:10.1089/sus.2013.9842
  • Singer-Brodowski M, Wanner M, Schneidewind U. 2018. Real-world laboratories as an institutionalisation of the new social contract between science and society. Padmanabhan M, editor. Transdisciplinary Research and Sustainability. Routledge.
  • Sipos Y, Battisti B, Grimm K. 2008. Achieving transformative sustainability learning: engaging head, hands and heart. Int J Sustain High Educ. 9(1):68–86. doi:10.1108/14676370810842193
  • Sisto R, Sica E, Cappelletti GM. 2020. Drafting the Strategy for Sustainability in Universities: a Backcasting Approach. Sustainability. 12(10):4288. doi:10.3390/su12104288
  • UNESCO. 2017. Education for sustainable development goals: learning objectives. Paris, France: United Nations Educational, Scientific and Cultural Organization (UNESCO).
  • Wiek A, Kay B. 2015. Learning while transforming: solution-oriented learning for urban sustainability in Phoenix, Arizona. Curr Opin Environ Sustain. 16:29–36. doi:10.1016/j.cosust.2015.07.001
  • Wiek A, Withycombe L, Redman CL. 2011. Key competencies in sustainability: a reference framework for academic program development. Sustain Sci. 6(2):203–218. doi:10.1007/s11625-011-0132-6
  • Wiek A, Xiong A, Brundiers K, van der Leeuw S. 2014. Integrating problem- and project-based learning into sustainability programs. Int J Sustain High Educ. 15(4):431–449. doi:10.1108/IJSHE-02-2013-0013
  • Willats J, Erlandsson L, Molthan-Hill P, Dharmasasmita A, Simmons E. 2018. A university wide approach to embedding the sustainable development goals in the curriculum—a case study from the Nottingham Trent University’s Green Academy. In: Leal Filho W, editor. Implementing Sustainability in the Curriculum of Universities. World Sustainability Series. Cham: Springer. doi:10.1007/978-3-319-70281-0_5
  • Wright MF, Cain KD, Monsour FA. 2015. Beyond sustainability: a context for transformative curriculum development. J Teach Educ. 8(2).
  • Zamora-Polo F, Sánchez-Martín J. 2019. Teaching for a better world. sustainability and sustainable development goals in the construction of a change-maker university. Sustainability. 11(15):4224. doi:10.3390/su11154224