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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 51569

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Special Issue Editors

Dr. Maki Ikegami

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Guest Editor

Town Gown Preparatory Office, Hiroshima University, Hiroshima 739-8511, Japan
Interests: Education; Sustainable Campus; Higher Education Institutions

Mr. Iain Patton

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Co-Guest Editor

Chief Executive, EAUC The alliance for Sustainability Leadership in Education, University of Gloucestershire, The Park, Cheltenham, GL50 2RH, UK
Interests: Higher education and sustainability

Special Issue Information

Dear colleagues,

This is a call for a Special Issue addressing the role of higher education institutions in sustainability.

Higher education institutions and their campuses are transforming to become important places of leadership, research and the realisation of a sustainable society. Diverse learning programs in sustainability consolidate the knowledge of faculty members, the ideas and demands of students, and the needs of stakeholders to provide solutions for society beyond educational purposes. The transformation of higher education institutions from ivory towers to societal change is essential for our sustainable future.

The development of a systematic approach to sustainability research and curricula, environmental management, sustainability promotion on campus, social engagement at regional, national and global levels, is nowadays commonly recognized as a social and ecological responsibility of higher education institutions. A higher education institution taking this responsibility is currently referred to as a concept termed the “sustainable university” or “sustainable campus” (campus sustainability).

Research articles, reviews, communications and concept papers pertaining to “sustainable universities” or “sustainable campuses” (campus sustainability) will be included in this Special Issue. We welcome submissions based on diverse case studies at any scale: on campus, multi-institutional, regional, national, international, etc.

Examples of topics are:

Philosophy and implementation of campus sustainability
University sustainability strategy
Social engagement and value of a higher education institution
Partnership between a higher education institution and other sectors
Sustainability research and curriculum development
Student engagement for campus sustainability
Student co-creation of a sustainable university
Environmentally efficient operations
Role and value of a university within a society
Campus planning for sustainability
Function of a university campus as an experimental model
Climate targeting, mitigation and adaptation
Sustainability auditing and reporting

Dr. Maki Ikegami
Mr. Iain Patton
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Published Papers (11 papers)

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Research

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24 pages, 10001 KiB

Open AccessArticle

Towards Carbon Neutrality in Higher Education Institutions: Case of Two Private Universities in Colombia

by Ana M. Osorio, Luisa F. Úsuga, Rafael E. Vásquez, César Nieto-Londoño, Maria E. Rinaudo, José A. Martínez and Walter Leal Filho

Sustainability 2022, 14(3), 1774; https://doi.org/10.3390/su14031774 - 4 Feb 2022

Cited by 20 | Viewed by 6048

Abstract

This paper addresses the path followed by two private higher education institutions (HEI) in Colombia towards achieving carbon neutrality. The methodology followed by these universities to achieve a carbon-neutral certification, based on the Greenhouse Gas (GHG) Protocol, is first described. The process of developing the GHG inventory, projected towards the carbon neutrality of these organisations while using the standard ISO 14064:2006, involved a series of steps that were consolidated in three phases: (i) definition of the scope, collection of data and emissions quantification; (ii) analysis of results and mitigation actions; and (iii) verification and compensation strategies. Results for the HEIs are shown in terms of the organisational context, carbon footprint measurement, reduction, verification, and compensation. The case is presented for Universidad Pontificia Bolivariana, a multi-campus university that became the first carbon-neutral university in Latin America in 2017, and Universidad Ean, a single-campus university that became the second carbon-neutral university in Colombia in 2021, as verified by the Colombian Institute of Technical Standards and Certification (ICONTEC). This work shows that universities can play a key role in regional and global agendas with their contribution through the incorporation of sustainability strategies, since HEIs can not only achieve carbon neutrality, but they can help other organisations by delivering graduates who are aware of sustainability and provide specific training towards building a sustainability culture, which is needed for regenerative development. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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21 pages, 1764 KiB

Open AccessArticle

Teaching Digital Sustainability in Higher Education from a Transdisciplinary Perspective

by Thomas J. Lampoltshammer, Valerie Albrecht and Corinna Raith

Sustainability 2021, 13(21), 12039; https://doi.org/10.3390/su132112039 - 31 Oct 2021

Cited by 9 | Viewed by 3444

Abstract

Sustainability is gaining importance in society, government, and the economy, particularly during today’s rapidly changing environment, due to digitalization and digital transformation. Awareness, as well as systematic and critical thinking, are crucial to address the great societal challenges postulated within the SDGs, and thus should be reflected in contemporary education. Consequently, higher educational institutions face a high level of responsibility to prepare their students properly. Postgraduate programmes for professional training, in particular, have great potential, as the in-depth work experience of students can be leveraged to engage with them as co-leaders towards sustainable solutions in the digital age, from a transdisciplinary perspective. Thus, this paper introduces a teaching framework for digital sustainability in higher education under the light of transdisciplinarity. The framework and its inherent methods are discussed, followed by an exploratory analysis, covering the experiences of over 100 students over the course of two years in a postgraduate master’s programme. We present the results of the students’ learning and ideation process towards digital products/services to tackle challenges within the SDGs. In addition, we provide a critical reflection of prerequisites for teaching the framework, challenges experienced during teaching, and potential solutions, as well as ideas towards the future expansion of the framework. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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17 pages, 13069 KiB

Open AccessArticle

The Perceived Importance and Intended Purchasing Patterns of Sustainable Foods in Australian University Students

by Katherine Kent, Denis Visentin, Corey Peterson, Carmen Primo, Catherine Elliott, Margaret Otlowski and Sandra Murray

Sustainability 2021, 13(21), 11928; https://doi.org/10.3390/su132111928 - 28 Oct 2021

Cited by 3 | Viewed by 3219

Abstract

Although there has been considerable research on consumers’ opinions about sustainable foods and purchasing behaviors, the experience of university students remains unclear. This study aims to characterize university students’ perceptions of the importance of sustainable foods and determine the relationship between perceptions and the frequency of purchasing sustainable foods. In a non-random sample of university students, a cross-sectional, online survey determined students’ perceptions of the importance of locally grown food and sustainable foods, and the self-reported frequency of purchasing sustainable foods. Multivariate binary logistic regression was conducted. Survey respondents (n = 1858; 71% female; 80% domestic enrolled; 43% aged 18–24 y; 38% food insecure) perceived locally grown food (77%) and sustainable food (84%) as important, and 68% reported buying sustainable foods frequently. Students who purchased sustainable foods frequently were more likely to be female, older and food insecure, and also were significantly more likely to perceive sustainable foods as important (OR: 7.317; 95%-CI: 5.538–9.667; SE: 0.142; p < 0.001). Our results demonstrate that university students perceive sustainable foods as important and a relationship between perceptions and actions for purchasing sustainable foods is evident. Our results should inform the development of strategies within universities aligned with the United Nations Sustainable Development Goals, including improving access to locally grown and sustainable foods on campus to reflect student preferences, particularly for food insecure students. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

13 pages, 287 KiB

Open AccessArticle

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

by Juan Tomás Asenjo, Elsa Santaolalla and Belén Urosa

Sustainability 2021, 13(20), 11445; https://doi.org/10.3390/su132011445 - 16 Oct 2021

Cited by 6 | Viewed by 2640

Abstract

This research arises from the university’s need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students’ using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers’ socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

34 pages, 723 KiB

Open AccessArticle

A Comparative Analysis of the Use of the Concept of Sustainability in the Romanian Top Universities’ Strategic Plans

by Claudia E. Stoian, Simona Șimon and Vasile Gherheș

Sustainability 2021, 13(19), 10642; https://doi.org/10.3390/su131910642 - 25 Sep 2021

Cited by 8 | Viewed by 2693

Abstract

As the effects of climate change on today’s society make the headlines across the globe, urging all stakeholders to join forces to act and to create a sustainable world, universities have started engaging in the process of building a sustainable future for the generations to come. The sustainable university has thus emerged, a pro-active and collaborative university that performs in several domains. Since the university’s strategic plan is an instance of official and public communication on the future institutional development, its investigation reveals the university’s position towards sustainability. This study highlights the explicit use of the concept of sustainability in the strategic plans for 2020–2024 of the twelve Romanian top universities and points to the sustainable domains associated with it. Moreover, to determine the direction towards which the Romanian top universities are heading, in terms of sustainability, the article draws a comparison with previous research conducted on the strategic plans for 2016–2020. The main conclusion reached is that although there is an increasing tendency to use the concept in the latest strategic plans, building sustainable universities in Romania is still a goal to be achieved in the future. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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20 pages, 15405 KiB

Open AccessArticle

The Global Knowledge Value Chain on Sustainability: Addressing Fragmentations through International Academic Partnerships

by Bettina Schorr, Marianne Braig, Barbara Fritz and Brigitta Schütt

Sustainability 2021, 13(17), 9930; https://doi.org/10.3390/su13179930 - 3 Sep 2021

Cited by 1 | Viewed by 2740

Abstract

While research on universities’ role in sustainability transitions has flourished in recent years, explorations into the potential of academic internationalization for the promotion of sustainability transitions are still rare. This article aims at contributing to this incipient literature by emphasizing an underexplored property of international academic networks and transnational academic cooperation: their potential to break disciplinary and geographical barriers in the global debates on how transitions towards sustainability can be achieved. When realizing this potential, international partnerships are able to provide more comprehensive knowledge to inform sustainability transitions while shaping sustainability transitions in various places at the same time. This article pursues three objectives: First, it introduces the concept of the “global knowledge value chain on sustainability” and explores its value as a heuristic to understand global knowledge production relevant for sustainability transitions. Furthermore, it identifies two fragmentations in this chain resulting from global inequalities and specific dynamics within the global science community. Second, it confirms empirically the fragmentations of this global knowledge value chain on sustainability. Third, it provides good practice ideas on how international academic partnerships can overcome these fragmentations by drawing on the authors’ experience with the international partnership “trAndeS—Postgraduate Program on Social Inequalities and Sustainable Development in the Andean Region” carried out by the Institute of Latin American Studies of Freie Universität Berlin and the Department of Social Sciences of the Pontificia Universidad Católica del Peru (PUCP). Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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15 pages, 4309 KiB

Open AccessArticle

On the Celebration of the International Day of Women and Girls in Science: Assessment of the Factors Mediating Women’s Empowerment in Scientific Research in Saudi Arabia

by Saud E. Al shammary, Rafat Zrieq, Usama M. Ibrahem, Ahmed B. Altamimi and Hanan M. Diab

Sustainability 2021, 13(4), 2385; https://doi.org/10.3390/su13042385 - 23 Feb 2021

Cited by 5 | Viewed by 2372

Abstract

We present this study as a contribution to celebrate “the International Day of Women and Girls in Science”. Women’s empowerment in scientific research is a crucial issue in the United Nations “2030 Agenda for Sustainable Development”. This study aimed to investigate the obstacles facing women researchers in scientific research in Saudi Arabia. A cross-sectional survey was used to assess women researchers’ perceptions towards the roles of universities, donors and women researchers. Descriptive statistics, correlation and regression analysis were used for data analysis. Findings showed that the overall assessment of women’s empowerment in scientific research is moderate and faces a mixture of obstacles mainly due to dissatisfaction with the role of donors. Moreover, the role of universities has not yet reached a satisfactory level, while the role of women researchers was satisfactory. The results demonstrated that the role of the university enhances the role of the donor institutions, while the role of researchers has a significant positive influence on the role of the university. No significant association between the role of the researchers and donors was achieved. In conclusion, despite the great achievement by women researchers in empowering themselves as scientific researchers, they still need more support from the university and donors. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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17 pages, 294 KiB

Open AccessArticle

Communication of Socially-Responsible Activities by Higher Education Institutions

by Libena Tetrevova, Jan Vavra and Simona Munzarova

Sustainability 2021, 13(2), 483; https://doi.org/10.3390/su13020483 - 6 Jan 2021

Cited by 15 | Viewed by 3883

Abstract

Higher education institutions play a fundamental role in the scientific, economic, social, and cultural development of each and every society. In view of new challenges such as the COVID-19 pandemic, the importance of their social responsibility and ability to effectively communicate the socially–responsible activities which are performed is growing. The aim of this article is to analyze and evaluate the scope and structure of socially-responsible activities communicated on the websites of public higher education institutions operating in a small post-communist country where education plays a traditional role—the Czech Republic, and to formulate recommendations for improvement of the level of communication of social responsibility by higher education institutions. Primary data was obtained using latent analysis of the content of the websites of all public higher education institutions operating in the Czech Republic. The CE3SPA method was applied. The survey which was performed shows that the level of communication of social responsibility by higher education institutions in the Czech Republic is low. Activities in the field of economic and social responsibility are communicated in the greatest scope. On the contrary, activities in the field of environmental responsibility are communicated the least. Public higher education institutions in the Czech Republic should therefore apply the measures proposed in the article, these also being transferrable to practice in other countries. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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17 pages, 559 KiB

Open AccessArticle

Sustainable Development Goals (SDGs): Assessing the Contribution of Higher Education Programmes

by Vasiliki Kioupi and Nikolaos Voulvoulis

Sustainability 2020, 12(17), 6701; https://doi.org/10.3390/su12176701 - 19 Aug 2020

Cited by 81 | Viewed by 10201

Abstract

Universities are engines of societal transformation and can nurture future citizens and navigate them towards sustainability through their educational programmes. Here, we developed an assessment framework for educational institutions to evaluate the contribution of their educational programmes to sustainability by reviewing the alignment of their intended learning outcomes to the enabling conditions for a vision of sustainability based on the Sustainable Development Goals (SDGs). The tool is based on a systemic grouping of the SDGs into eight sustainability attributes, namely, Safe Operating Space, Just Operating Space, Resilient Sustainable Behaviours, Alternative Economic Models, Health and Wellbeing, Collaboration, Diversity and Inclusion, and Transparency and Governance, and uses a word code developed specifically for each sustainability attribute to assess the coverage of the SDGs in master’s programmes’ learning outcomes. The tool uses multi-criteria analysis to compare and rank programmes according to the alignment of their learning outcomes to the sustainability attributes and their contribution to sustainability. It was first tested using data from a University’s eighteen master’s programmes on a range of subjects and subsequently applied to compare forty UK and European master’s programmes focusing on environment and sustainability. Findings demonstrate that even environmental programmes face some important gaps related to health, wellbeing, diversity, inclusion, and collaboration, amongst others, and reinforce the need for all universities to understand the contribution of their programmes to sustainability. The application of the tool can generate empirical evidence on the effectiveness of university programmes and establish a strong argument regarding the potential of education as a tool for achieving the SDGs. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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Review

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16 pages, 2015 KiB

Open AccessReview

Carbon Management in UK Higher Education Institutions: An Overview

by Ebiyon Idundun, Andrew S. Hursthouse and Iain McLellan

Sustainability 2021, 13(19), 10896; https://doi.org/10.3390/su131910896 - 30 Sep 2021

Cited by 7 | Viewed by 3941

Abstract

The paper presents a review of carbon management in relation to UK Higher Education Institutions (HEIs), forms part of a wider study on the ongoing reliance on fossil fuels in Scotland’s public sector with a focus on Universities and Local Government Authorities. It compares the CF (carbon footprint), emission sources, and the fossil fuel contribution to the CFs reported in 3 identified articles relating specifically to the estimation of CF for HEIs. The consumption of fossil fuels results in human induced climate change however, fossil fuels boosted the industrialization process and remains the dominant source of global energy consumption. Action in tackling climate change has led to organizations coming under increasing pressures to monitor and report their CFs. HEIs have a key role to play in reducing its reliance on fossil fuels and reducing GHG (greenhouse gas) emissions through delivery of scientific research and innovative carbon management solutions, increase in its uptake of renewable energy technologies, educating and training future leaders, and raising public awareness, in contribution to a sustainable society. This paper highlights the need for a shift of focus to reducing fossil fuel reliance in response to climate change and demonstrates how HEIs can impact GHG reductions. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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27 pages, 7636 KiB

Open AccessReview

The Role of Higher Education Institutions in the Implementation of Circular Economy in Latin America

by Daniel A. Salas, Paulina Criollo and Angel D. Ramirez

Sustainability 2021, 13(17), 9805; https://doi.org/10.3390/su13179805 - 31 Aug 2021

Cited by 28 | Viewed by 7960

Abstract

Circular economy (CE) describes a sustainable alternative approach to the current linear economy system. It is a growing topic among scholars, practitioners, and decisionmakers; it encompasses several concepts related to sustainability and requires the synergy of multiple actors for success, including higher education institutions (HEIs) as one of the most relevant ones. Current CE is based mostly on experiences in Global North developed countries, where the concept has gained great attention and has already influenced policies and strategies. However, CE in Latin American countries (LA countries) have not yet received such attention. Thus, some “unique problems” may remain unattended, and efforts to attain a CE are more likely to fail. Likewise, the study shows how the role of HEIs in CE in LA countries has not yet been fully explored, as the literature on this topic is scarce. This paper aims to address the main research question: what is the role of HEIs in the transition to a CE in Latin American countries? For this, a two-fold methodology was performed: (i) a systematic review which allows understanding of the trends of CE research in LA and the extent of the HEIs involvement; and (ii) a narrative review, which provides insights into the state of the art of CE research (gaps, drivers, and barriers) in LA countries and how this relates to HEIs. This approach drew implications for the role of HEIs in the implementation of CE in LA countries. HEIs are key actors in this transition, contributing in several ways to the CE by collaborating with industry, assisting policy makers, building human and intellectual capital, supporting community engagement projects, influencing campus culture, linking with international CE networks, and promoting an inclusive CE discourse. This research contributes to the CE body of knowledge from a Latin-American Global South perspective by discussing the factors that aim to define the role of HEIs in the CE transition in LA countries. Full article

(This article belongs to the Special Issue The Role of Higher Education Institutions for Sustainability)

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