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In the state of Queensland, volunteers perform much of the work needed to prevent the extinction of threatened species who are native and unique to this continent. Acting from an understanding of interspecies justice, caring people rescue and rehabilitate hundreds of thousands of wild animals every year. Many of these same people conduct informal environmental education to bring to community attention the problematics of extinction by seeking the material expression of an ethics of conviviality. Using a document case study approach, this paper narrates aspects of the kindship work of a network of carers and educators of flying foxes who undertake informal environmental education as part of their care practices. Volunteering to care and educate for Australian flying mammals is a form of activism in a nation with a mammalian extinction crisis that still fails to meet its obligations under the United Nations Sustainable Development Goal 15. This paper describes how volunteer run informal environmental education in far north Queensland is driven by a strong sense of multispecies care.

As global concerns about climate change deepen, Australian sustainability curriculum plays an increasingly significant role in the way students relate to concepts of home, belonging, and the future. Such futures are imagined in a local context shaped both by ongoing colonial processes and the continued presence of First Peoples, in which invader-settler futurity is the dominant force. As such, a global emphasis on Education for Sustainability raises questions of what types of relationships to place and country are produced through policy and curriculum, and what the implications are for students' investments in the future of place and unceded Country. As a white invader/settler writing from the Country of the Kulin Nations (Melbourne, Australia), in this paper I offer an analysis of UN Education for Sustainability Declarations from the past five decades, alongside Australian national curriculum documents and its translation into state-level curriculum. In doing so, I reveal the ways that sustainability policy and curriculum works to collapse place and Country into the concept of 'environmental resource', largely oriented towards the future of the nation. I argue that in the global policy context, resources are framed to deliver equal distribution "across" nation states, functioning to obscure the operation of patriarchal white sovereignty "within" states such as Australia. I further identify that the ways this problem of resource management is deployed as a virtuous state policy through local curriculum, which functions to solidify invader-settler use of disembodied Indigenous knowledges, to secure futurity.

This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on the value of language skills, it is suggested that language(s) have different kinds of value in multilingual societies. Sociolinguists often emphasize the value languages have to their speakers and highlight the importance of social justice and equality between languages. Language economists argue that proficiencies in languages other than the dominant language are a form of human capital that can have a range of direct or indirect benefits. In language economics this is captured by the concepts of non-market and market value. Based on the example of the situation of languages in Australia, this paper argues that migration-induced multilingualism deserves more substantial support from both perspectives. Employing a theory-generating approach, this paper argues that multilingualism forms an important addition to Australia's human capital. For sustainable development, both on economic and social levels, it appears necessary to maintain and support languages in order to enable the country to cater for present and future linguistic needs. These linguistic needs include job market demands, but extend to other aspects of social participation and cohesion.

Taking the United Nations' Sustainable Development Goal 4 (SDG4 - quality and equity in education and lifelong learning opportunities for all by 2030) as a global education policy, this article investigates the accompanying consensus politics. It shows how political consensus among 193 UNESCO member states over the national implementation of SDG4 indicators was convened into a measurable commitment to the production, utilisation, and sharing of education data, a technical one. It argues that, the Technical Cooperation Group (TCG), a political Initiative from the UNESCO Institute for Statistics (UIS), made instrumental use of indicators (thus data) to formulate and put into practice a global set of policy values dubbed collectively here as experimentality. Experimentality being inherently topological (working in spatiotemporal configurations), these values helped TCG think and act in topologically reflexive ways. That is, they enabled the formulation and putting into practice of spatiotemporal frames critical to bringing the global and the national together into collaborations for SDG4. Advancing the cross-disciplinary notion of experimentality and a topological semiotic approach to policy culture, this paper adds a value-focused perspective to the mobilities research on global education policy. A large corpus of web materials made official by TCG constitutes the empirical basis.

Capital and property have been combined since Karl Marx wrote "Das Kapital" in 1867. Indeed, capitalism and the housing market are interlinked because property is an asset whose indexed value upholds global markets. On the other side of property as real estate is the environmental damage and augmentation of climate change that housing represents - mostly in advanced, technological societies. This paper attends to capital investment in housing as the Capitalocene and subsequently through environmental education according to environmental and social principles (social ecology). This article examines what is offered in the Australian curriculum for pre-tertiary and university students in terms of sustainable housing and uses the latest in sustainable housing research and practice to provide a new, visionary basis for environmental education, that tackles housing through 3D printing. The current Australian curriculum on sustainable housing centers on the "Illawarra Flame" house (University of Wollongong), that presents a retrofitting solution to improve the quality of life of the occupants. Illawarra Flame house is a net-zero, energy-efficient, solar powered house which provides the tenants with thermal comfort. This article expands and updates the data on sustainable housing from the 'Illawarra Flame' house to 3D printing and applies the principles of social ecology to make a link with environmental education that deals with the Capitalocene by offering affordable and sustainable housing.

Sustainability is an important issue that we all face, including higher education students. We assert that the transition into the contemporary higher education context needs educators to plan transition pedagogy that engages students with the world during their studies, instead of solely using curriculum as preparation for the future world of work. To investigate this, we explored how students position themselves in relation to sustainability as part of an assessment task in a first-year university transition course and whether this type of assessment provides opportunities for students to experience subjectification. Drawing on Biesta's ([2022]. "World-Centred Education: A View for the Present." New York: Routledge, Taylor & Francis Group) conception of world-centred education, we applied a novel methodology based on dialogical self theory, developed by Hermans and Bartels ([2021]. "Citizenship Education and the Personalization of Democracy." New York: Routledge, Taylor & Francis Group. https://lccn.loc.gov/2020029653), to analyse the data comprising student reflections on an assessment item oriented toward current sustainability issues. Our findings suggest that when students interact with their peers and encounter challenging content, conflicting internal positions can lead to subjectification and an intention for further action on real-world issues from the commencement of their studies. We propose that the principles of opposition, cooperation and participation provide a practical framework for educators and course designers to purposefully designate space for students to explore positions and practise the generative dialogue needed for thinking and acting in the world as subjects now and in the future. In analysing students' reported experience, our paper contributes to the discussion around implementing world-centred education and provides useful insight into how students engage with sustainability in higher education.

This article strives to open a window on 'eco-humour', an umbrella term for diverse forms of humour targeting ecological and environmental issues. It encourages readers to consider eco-humour as a valuable, pedagogical toolkit for environmental education and communication. To this aim, eco-humour is, first, put into perspective of humour scholarship. In particular, I discuss the critical and corrective potential of humour to address and possibly redress environmental issues. Pedagogical benefits of humour are, then, touched upon to pave the way for a discussion of 'humour-integrated environmental education'. The paper also addresses UNESCO's 2030 roadmap of education for sustainable development and the 'sustainability' component of Australian Curriculum to further justify and contextualise the use of eco-humour. Moreover, several university-based initiatives to integrate echo-humour into environmental education are considered. Likewise, I briefly address 'humour-integrated language learning' as an emerging approach in language education that may offer valuable insights into eco-humour curriculum integration. Finally, the article points out several practical considerations and future directions in humour-integrated environmental education.

Purpose: Universities have recognized their rich endowments in research, academic skills and facilities, as uniquely suited to finding "green" solutions. Moreover, the campus setting itself presents as a microcosm of greater society through which to investigate and test innovations. Thus, the "living lab" was born, a means of coupling sufficient resources and active stakeholders in the pursuit of practical, sustainable solutions. Much of the work to date, however, remains piecemeal, small-scale and disparate. This study aims to propose that the work of such labs must ultimately be directed, coordinated and integrated under a "university sustainability office," if they are to be ultimately effective. Design/methodology/approach: The research approach is twofold. In the first instance, a literature review charting the history and progress of living labs is reported, with emphasis of the university context. Second, a case study appraisal of Deakin University's initiatives in adopting and promoting sustainability through the living lab framework is undertaken. Findings: A main finding of this paper is that current efforts remain piecemeal and peripheral. If the apparent ambiguity regarding commitment is to be overcome, Deakin University should adopt measures as adopted by peer leaders in the field. Specifically, the setting up of a centralizing sustainability function bestowed with the capacity to coordinate university-wide living lab efforts, and at such a scale that substantial benefits transferable to greater society is generated. Originality/value: This paper stands out among previous studies in the field through facilitating a transition to living lab for other universities, where findings facilitate that progress and consider how the lessons learnt might inform the further evolution of university living lab initiatives.

Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.

This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.

This study aims to review the scientific papers on Early Childhood Education for Sustainability (ECEfS) published between 2008 and 2020 and reveal changes in the area. This systematic review was carried out in two stages. In the first stage, a systematic review of papers on ECEfS was conducted according to the specified criteria, and all identified studies were evaluated descriptively. In the second stage, interventional research was evaluated, and their results were reviewed. It was seen that qualitative research methods were mostly preferred in the reviewed studies and most of them were conducted with children. It was determined that the most frequently discussed pillar is environmental. Moreover, the number of interventional research studies is limited. The research findings, it is thought that there is a need for future studies that use interventional, experimental and action research methods, holistically addressing pillars of sustainability

Purpose: This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020. Design/methodology/approach: The bibliometric method has been employed to review prior empirical research on higher education social responsibility topics. Findings: These synthesis results confirmed that USR initiatives as an excellent tool to attain sustainability and enhance university performance worldwide. Universities in developed nations underline paying more attention to the core values in the long-term; meanwhile, their counterparts in transitional countries to pay more attention to short-term activities by focusing on stakeholders. Research limitations/implications: The notable limitation is that in terms of the number of empirical papers employed as the data to analyze in this manuscript. Practical implications: This paper's findings have described the USR implementations and how well to define USR adoption from the empirical studies globally. Thus, it has theoretical implications in enriching the USR knowledge and providing useful guidance for universities, then recommend new research directions in the future for other scholars. Originality/value: This research is an initial attempt to systematize studies on USR implementation in universities between developed countries and developing nations.

Purpose: The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability. Design/methodology/approach: To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes. Findings: Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability. Originality/value: This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders.

Engineering education for sustainable design often focuses on technical solutions with little consideration of social impact. This paper presents a case study of a project-based learning (PBL) studio course engaging engineering students in social and sustainable design practices with external clients in developing economies. The case is a review of how concepts from Socially Responsible Design (SRD), Appropriate Technology (AT) and Human-Centred Design (HCD) integrated into a pedagogical model (Locale) focusing student effort on the socio-cultural, technical, economic and environmental aspects. Drawing on data from ten years of course operation the analysis identifies three distinct variants. Re-examining all 186 design projects using a new metric based on the pedagogical model (Locale) revealed an upward trend in the socio-cultural and economic appropriateness of the solutions without any diminution of technical suitability. Thus, the paper provides a new approach for designing and evaluating PBL courses specifically focused on social and sustainable design.

For children born in the 21st century, the enmeshing of natural and human forces in the survival of the planet requires conceptual and practical innovation. This paper comes from a project funded by the Australian Research Council investigating the integration of literacy and sustainability in early years learning. The methodology employed was 'deep hanging out', the purpose of which is to observe without bias or assumption. This paper focuses on a video from a preschool depicting children playing drums and percussion instruments outside, in the playground. We consider the nature of literacy differently, conceptualizing literacy+sustainability within the context of the more-than-human, intra-active world. In our example, the drumming ebbs and flows in intensity, children come and go, rhythms merge then diverge; a chaos of sound and vibration, a refrain of rhythm, movement and bodies, driven by the excess of the earth's energy and musical force. We see children communicate a sense of the world -- with drums, each other, earth -- sustained by the vitality of place, the materiality of drums and sound, the energy of earth and the movement of bodies. In this example, we extend the conversation around what literacy and sustainability might look like, offering possibilities for producing new knowledge about literacy and new understandings of sustainability.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

The Brundtland (1987) report challenged the perception that the environment was somehow separate from humans and the more recent Sustainable Development Goals (SDGs) (UNESCO, 2015) have emphasised the pressing need for sustainable development to meet the needs of current and future generations. As progress towards meeting the SDGs by 2030 was not advancing at the scale required globally (UNESCO, 2020), a 'Decade of Action' was declared in 2019 by the United Nations. Clearly, transformational approaches need to be integrated in all corners of education for the ripples to become the waves needed for global societal change. Strong curricula interventions mirroring a broader view of sustainability are evident in Norway, Sweden, New Zealand and emerging in Japan (Elliott, Ärlemalm-Hagsér & Davis, 2020). Additionally, the Australian school curriculum (ACARA, 2014) has an embedded cross-curricular priority of sustainability, but national early childhood education policies and curricula, including the recently revised Australian National Quality Standard (NQS) (ACECQA, 2018), are less explicit. To address challenges for educators, such as a lack of understanding about the multi-dimensionality of sustainability; the predominance of anthropocentric viewpoints; and, a lack of pedagogical guidance, in this paper we raise awareness of potential connections between policy, pedagogy, and the SDGs. Moreover, we explore connections between the 17 SDGs and the Australian NQS and early childhood education for sustainability (ECEfS) practices.

Skills 4 Kids (S4K) Cafes is a program of intergenerational community skill-sharing events that offers a form of professional learning for early childhood educators to connect with SDG 4 Quality Education. The S4K model is an alternative 'side by side' approach to supporting educators to develop their pedagogical practice in the community, while working alongside children in their care. A mixed methods study was conducted with S4K Cafe participants employing questionnaires, guided conversations and field notes taken by researcher-participants. In this paper, we explore how the program bridged formal and in-formal learning for adults, prioritised community connections and capacity building, and promoted lifelong learning for all participants. We illustrate how participation in S4K Cafes addressed the aims of SDG 4, specifically Target 4.7 and Indicator 4.7.1 (ii) c which broadly relate to the provision of education for sustainable development and quality early childhood education. Findings of the study suggest that the communities-based approach of the S4K Cafes contributed toward SDG 4 aims through supporting lifelong learning for both community members and educators, forming an interactional space for contributing to a shared culture (Target 4.7), and contributing to educators' practice development (Indicator 4.7.1 (ii) c). The Cafes were found to challenge conceptions of how learning occurs by bringing community members of all ages and backgrounds (professional and non-professional) to participate and learn together. They also challenged epistemological assumptions regarding who can teach and what constitutes sustainability. Through reconstituting whose knowledge was valued, the Cafes formed their own culture, where all were recognised as contributors.

Purpose: Sustainability is understood as a complex and integrating area, involving the most diverse areas and fields of knowledge. Because of the innumerable socio-environmental challenges in the current scenario, a sustainable development that finds the necessary changes and advances for communities, industry and the various stakeholders involved is required. In this process of promoting sustainable development, universities stand out for being institutions capable of taking an analytical and questioning look at the directions of the society in which they are inserted and not just helping them to pursue them, serving as a model and living laboratory for the implementation of greener practices in cities. One of the actions that contributes to the consolidation process of a more sustainable university and the development of the green campus is the use of green marketing, understood as a set of all the practices that involve conventional marketing, focused on the search to reduce the negative impact or promote positive effects on the relationship between the institution and the environment. This paper aims, based on the balanced scorecard (BSC), to propose a strategic management tool as support for green marketing strategies, thus promoting, more quickly, the promotion of sustainable development in higher education institutions (HEIs). Design/methodology/approach: Four universities were chosen, from the literature, in terms of best practices for sustainable development, where the main dimensions used by green marketing were mapped. Based on them, the BSC structure was adapted to enhance its strategies. Findings: To achieve the objective of this work, this paper proposed an adaptation of the original BSC for better management of green marketing strategies for universities, based on four dimensions--community members, university members, product and strategy. Originality/value: The main contribution of this paper is to propose a BSC as a strategic management system focused on the green marketing of universities to accelerate the promotion of sustainable development in HEIs.

Preparing school teachers goes beyond equipping them with instrumental knowledge of curriculum, pedagogy, and experiences of how this can be enacted in practice. They must be prepared to understand and encompass compelling social issues of justice, equity, and sustainability. To do this they need to understand pressing environmental issues as a forerunner to incorporate sustainability into their teaching. This paper uses survey data from a sample of 136 Australian pre-service teachers to gauge their knowledge and beliefs about sustainability, as well as their level of concern and their inclination to teach about it. The results show sound levels of knowledge of the biophysical environment, knowledge about the consequences of unsustainable practices and the effects of energy use and its contribution as one cause of climate change. Some also hold misconceptions about the causes of climate change. Most prospective teachers are ready to take action to protect earth systems through personal actions, and teaching and advocating within their school community, and less likely to undertake political activities beyond the school. Results from this sample are used to set out a challenge to use the concept of powerful knowledge in tandem with everyday knowledge to improve sustainability instruction in teachers' preparation programs to capitalise on their potential to contribute to Education for Sustainable Development.

This paper provides an analysis of the literature on transnational education to identify the key challenges and success factors for the sustainable operation of transnational higher education (TNE) programmes as perceived by key stakeholders. Probing the stakeholders' perspectives and applying a systematic approach, this study analyses 227 English-written articles retrieved from the Web of Science database published from 2000 to 2021. Key challenges identified include difficulties in managing the TNE programmes, ensuring quality assurance, adapting the curricula to the local contexts, accommodating offshore students' learning styles, creating studying environments for TNE students equivalent to those in the home institutions, ensuring preparedness of the academic staff, and facilitating the knowledge transfer in the host countries. The analysis also highlights six factors for the sustainable development of TNE programmes, including the effectiveness of the operations, the internationalization of the curricula, the transnational experience of the students, the development of the transnational staff, the existence of a proper regulatory framework in the host countries, and the development of a global systematic data collection for quality assurance. In addition, the evidence collected suggests that while the transition from domestic into a foreign programme can be rewarding, it demands appropriate planning and implementation.

This paper draws on interview data to explore Australian, Canadian and Scottish teacher educators' conceptions of sustainability education (SE) within initial teacher education (ITE). Findings were generated across three themes: teacher educators' (i) conceptions of SE and SE in ITE, (ii) curriculum and pedagogical practices, and (iii) barriers, challenges and opportunities to engaging with SE. Analysis revealed inconsistency amongst teacher educators' conceptualizations of SE, and significant barriers and challenges when offering SE within ITE programs. Related opportunities highlighted destabilizing established norms within ITE programs and encouraging future thinking about the wider purposes and processes of education with preservice teachers.

In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a quantitative survey with a series of Likert Scale questions and were asked to list "5 words" when they think of sustainability. Analysis reveals that ITES have generally limited to moderate understandings of sustainability and education for sustainability, but lesser understandings of the Sustainability CCP and the 9 organising ideas. Understandings of sustainability were dominated by an environmental focus. We conclude this paper with a discussion of the implications of narrow environmental understandings of sustainability. We explore factors that limit and enable teacher educators to embed sustainability education more explicitly. We note the importance role teacher educators play in supporting ITES to better understand sustainability.

Purpose: The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours. Design/methodology/approach: A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study. A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media. Findings Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter. Research limitations/implications: The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university. Practical implications: Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value: This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published.

While active citizenship education programs are assumed to have positive benefits for the active citizenship practice of participants (UNESCO, 2009, p. 4), there is actually little evidence that programs do (de Weerd, Gemmeke, Rigter & van Riji, 2005, p. vii). This paper discusses a research project that aimed to determine and increase the impact of an active citizenship education program that incorporates education for sustainability principles. The inquiry's findings showed that while the program developed in graduates the active citizenship characteristics desired by Australian governments, graduates encountered significant systemic blocking factors related to power relations when they attempted to put what they had learned during the program into practice. The findings also highlighted the risk of the program producing a cohort of 'expert citizens'. To address these findings and improve the interactions and working relationships between program graduates, paid community workers and other community members, a new program has been developed that is informed by complexity and adult education planning theory. This new program recognises active citizenship as a 'wicked' problem, takes a systemic innovation approach, incorporates a participatory budgeting process, and supports participants to pass on their skills and knowledge to other community members.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

This paper seeks to develop a case for (re)thinking education and sustainability with specific reference to rural Australia. It proposes a critical view of rural-regional sustainability, taking into account notions of bioregionality and ecosocial change. Two key points are made. One is the assertion that rural education as such is better reformulated as education for rural-regional sustainability. The other is the introduction of a reconceptualised view of public education, as explicitly embracing formal, informal and non-formal sectors, and considering schools therefore within a larger, more comprehensive view of educational practice addressed to the task of educating the public. Education thus understood is a crucial resource for developing informed, active citizenship and community regeneration in the Anthropocene age. [The paper is rewritten from an earlier one originally presented at the annual conference of the American Educational Research Association (AERA) in 2010.]

Purpose: The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach: A preliminary global exploration of universities' SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs -- identified through global university rankings and analysis of all 42 Australian universities -- 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings: Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications: The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value: To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

Purpose: In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach: The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings: It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value: Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

While it is well understood there is an urgent need to address global environmental problems, there is less understanding around how these problems can be addressed. At each level of government, policy is initiated as a response to a perceived problem. However, research has shown governmental policies are overly generalised which creates a universal approach, with little regard for contextual difference. This paper seeks to push back against unspoken assumptions surrounding Education for Sustainability (EfS) policy processes from development to implementation, showing that context is important in the interpretation of policy. Through a mixed method survey, the findings illustrate how EfS policies are often overloaded with infrastructure rather than educational benefits, minimising the policy objectives for sustainability as a cross-curricular priority. Three key points are raised to advocate for a new 'systems thinking' approach to policy implementation, with ramifications proposed to enable a more effective enactment of Education for Sustainability into curriculum.

Within Australia, globalization, contentious connections with Asia, and an increasing concern with sustainable development and intercultural education have created a new educational framework and curricula. The Australian Curriculum is the tangible, multidimensional, and pedagogic catalyst to deliver capable, creative, culturally aware, future-focused, and critical education to all young people across the nation. Within this context, Geography as unique discipline has been introduced from foundational years to the end of compulsory schooling. Australian teachers have responded to the implementation of this new curriculum with fear, reticence, resistance, brave enthusiasm, and pedagogic creativity. This paper analyzes these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context, and potential impact on learning.

Purpose: The purpose of this paper is to evaluate the extent to which universities' strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/Methodology/Approach: This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University's Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at the institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data. Findings: Despite the University having clear strategic aims and initiatives on the incorporation of sustainability within the curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum, it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students' authentic learning experience. A good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure that there is a balance between sustainability and value for money. Originality/ Value: This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management.

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.

This paper shares a health and wellbeing partnership, modelling implementation of physical education (PE) advocated by the United Nations (UN). The Sustainable Development Goals (SDGs) exemplifies global efforts towards equality, specifically Goal 3 and 4 address health and wellbeing. The purpose of this paper is to provide insights into cross sector "partnerships", identified as essential for the implementation of the SDGs. This is significant as the UN acknowledge a present gap of information on partnerships in action and a need for reporting from the ground level. The project "Best Start: A community collaborative approach to lifelong health and wellness", began as a partnership between a university and nearby schools and quickly grew to involve Australian Registered Training Organisations, the local health industry, Education departments and sport governing bodies. The collaborations involved pre-service teachers teaching Health and PE lessons to children in a disadvantaged socio-economic area, creating valuable learning experiences for stakeholders. Local and global communities were involved in research and reform. The project creatively optimised resources available through state, Australian and international connections. International partnerships enabled identification of unique contextual opportunities. Programme planning was strengthened with data gathered from an England and Wales Ofsted awarded Primary Physical Education course. Various methods, including: semi-structured interviews, reflective journal, observations, document analysis, and Student Evaluation of Teaching Units (SETU) were adopted. SETU is valid and reliable data collected by the university for the purposes of research. The findings support that partnerships enable SDG implementation and the research paper offers direction for localisation.

The question of how to embed transformative change through the implementation of sustainability principles in our education systems has become increasingly important as complex situations, like pandemics and climate change, challenge societies. Education underpinned by a sustainability paradigm requires students to develop the ability to think critically about the nature of knowledge and about the ways in which knowledge is produced and validated. Educating for these skills will require shifts in educational practice, pedagogy and new approaches to learning and teaching. As the relationship between education and sustainability has matured, there has been increasing debate around whether capability or competence frameworks best underlie the type of education we seek to embed in sustainability professionals. Within an Australian context there is a philosophical difference between these two terms and an understanding of how this relates to different typologies of sustainability and education; Education about Sustainable Development, Education for Sustainable Development or Sustainability as Education (Sustainability Education) and this has yet to be fully explored. This is increasingly important as higher education is under pressure to be efficient producers of work-ready graduates. This paper provides an overview of the context of capability and competencies in the Australian higher education context and the associated implications for education, and sustainability education. It compares a competence approach with that of a capability approach and then situates this debate within the evolution of sustainability and education. Finally, it addresses some key consequences of the contemporary approaches to sustainability and education and emphasises the role of the capability approach.

Purpose: The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts -- Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach: A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings: The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications: Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value: Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.

In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience. The Australian Government's Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging. This paper describes the first three years of SANTPEN's journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.

Given the political, societal, scientific and geographical changes emerging in our twenty-first century world, we need to apply refreshed innovative processes in universal education. By applying such processes for universally refreshed quality of life norms, this paper applies the results of my Philosophy of Education thesis to today's conditions, to the identifiable needs of present generations who face a future different from all that has gone before, to a world built on the interplay of tradition and innovation addressing specific new challenges of Sustainability and Securitability. Innovative thinking skills built on independent decision-making expertise is the key to a world that looks forward with confidence, resilience, responsibility and maturity through a process that is inclusive of all new knowledge of an expanding world that needs particular care on a grand scale.

Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durable enough to be recognisable and to maintain consistency across them. Boundary objects thus allow the sharing of ways of knowing or practice across various social boundaries. This paper outlines how participatory curriculum development processes can enable sustainability to be embedded in a business school curriculum. Distinct phases of the process were marked by different ways of knowing, as disciplinary-specific academics developed and embedded sustainability into and across curricula. Boundary objects were both outcomes and productive facilitators of this process. They acted as catalysts and attracted ongoing processes of dialogue, debate and meaning-making between these academics. The institutional context provided enabling conditions to legitimize outcomes from the participatory process. The process may be replicable in other business schools by the use of boundary objects.

This paper adds to the body of evidence demonstrating the efficacy of action learning to achieve measurable progress toward sustainability goals. It supports prior assertions that action and reflection develop the conditions of "awareness," "agency" and "association" required to develop the circular economy. The early outcomes of a Business Resource Efficiency Program delivered in Tasmania, Australia, are presented and prompt us to revisit the true place of Questioning in Revans' Learning Equation. The findings add new insights to observations on the capabilities required for radical innovation to meet the challenges of disruptive times, and compel us to question the legitimacy of higher education as the solution to the really big problems of our age.

Building on a methodology of Cooperative Inquiry, the outcomes of five interconnected place-based learning projects from Australia are synthesised and elaborated in this paper. The methodology can facilitate the everyday living and sharing of an Earth-based consciousness: one that enriches Transformative Sustainability Education (TSE) through recognising meanings and stories in landscape, and celebrates Indigenous ways of knowing, being and doing. Indigenous-led environmental education is shown to link with one of the longest continuous environmental education systems in the world and it is contended that because of its ongoing history, environmental education carries a cultural obligation. In Australia, every landscape is Indigenous and storied, and all Australians have an inherent right to learn that joy in place, along with the responsibility to care for it. Teaching and learning a relationship with place as family, is one way that environmental education can lead that campaign. This place-based methodology is a lifetime commitment involving everyday actions for change, a whole-of-education dedication.