Search

The urgent need to implement agricultural systems that provide greater sustainability and resilience to the challenges of the climate change process has meant that alternative paradigms for agri-food systems and agriculture have become more relevant in recent times. In this study, we present the building process and consolidation of an agro-ecological project (Extiercol) in a rural area of southern Spain, with a prolonged depopulation process and close connections to nearby urban areas. Through participatory action research, the specific objectives of this study are (1) to describe the agroecological collective process from its creation by a youth association to its establishment as a viable agricultural project; (2) to identify the drivers for the development of this type of transition process towards agricultural sustainability and (3) to analyse urban-rural alliances in the establishment of agroecological projects. Finally, the replicability of this project was assessed, with a special focus on the main barriers to be addressed in order to implement this agricultural system such as difficult to land access or a negative perception of sustainable management by farmers. Through this study we have shown how the connection between the food production area and nearby urban areas can be achieved through an agroecological project. [ABSTRACT FROM AUTHOR]

In 2015, the United Nations (UN) established 17 Sustainable Development Goals (SDGs) to combat poverty, inequality, and climate change. Recently, integrating these goals into higher education curricula has emerged as essential for fostering positive environmental and civic engagement. Challenges persist, particularly the prioritization of social and economic concerns over eco-centered principles and ecopedagogy. Education must emphasize the politics of environmental issues, advocating sustainable practices that benefit both humans and nonhuman species. This article proposes ten simple rules for incorporating the SDGs into undergraduate courses in ecology, evolution, and environmental science. We conducted a literature review, analyzing 940 publications from 2014 to 2024 using ISI Web of Science and Google Scholar. We focused on fields like Green Sustainable Science and Technology and Environmental Education to identify the best practices for integrating SDGs. Our findings link pedagogical successes to the SDGs, facilitating effective educational strategies. For practical sustainability education, students must grasp the interplay between the environment and societal elements such as diversity, justice, and resilience. Connecting course topics to the SDGs offers a powerful framework for teaching undergraduates about complex environmental challenges. Our research highlights a novel approach to embedding SDGs in environmental education, promoting critical thinking and literacy across various settings. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA. Design/methodology/approach: Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data. Findings: Results related to arts and design faculty's perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty's attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses. Research limitations/implications: This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias. Practical implications: The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum. Social implications: Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators' perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone. Originality/value: This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum. [ABSTRACT FROM AUTHOR]

Household food consumption is a major driver of environmental impacts globally. Promoting sustainable consumption practices is crucial for addressing the challenges of resource depletion, food waste, and climate change. This study investigates the role of media literacy in fostering sustainable consumption awareness and behavior. A total of 432 Iranian consumers participated in the study by completing an online structured questionnaire. The data was analyzed using partial least squares structural equation modeling (PLS-SEM), revealing that the different aspects of media literacy, including usage, accessibility, content generation, and critical understanding, accounted for 93% of the variance in sustainable consumption awareness. Additionally, these factors explained 51% of the variance in sustainable consumption intention. The combined influences of sustainable consumption awareness and intention accounted for 87% of the variance in sustainable consumption behavior. To promote sustainable consumption, it is recommended to establish dedicated networks and channels that focus on delivering sustainable and healthy consumption content. Furthermore, organizing programs featuring environmental experts and interactive platforms, such as question-and-answer panels, can enhance critical understanding among media-literate audiences and contribute to the adoption of more sustainable consumption practices. [ABSTRACT FROM AUTHOR]

Rural fires have been a constant concern, with most being associated with land abandonment. However, some fires occur due to negligent attitudes towards fire, which is often used to remove agroforestry leftovers. In addition to the fire risk, this burning also represents a waste of the energy present in this residual biomass. Both rural fires and energy waste affect the three dimensions of sustainability. The ideal solution seems to be to use this biomass, avoiding the need for burning and recovering the energy potential. However, this process is strongly affected by logistical costs, making this recovery unfeasible. In this context, this study aims to propose an optimization model for this chain, focusing on the three dimensions of sustainability. The results of the present study comprise a summary of the current state of the art in supply-chain optimization, as well as a disruptive mathematical model to optimize the residual biomass supply chain. To achieve this objective, a literature review was carried out in the first phase, incorporating the specificities of the context under study to arrive at the final model. To conclude, this study provides a review covering several metaheuristics, including ant colony optimization, genetic algorithms, particle swarm optimization, and simulated annealing, which can be used in this context, adding another valuable input to the final discussion. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Design/methodology/approach: Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. Findings: It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Research limitations/implications: Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. Practical implications: The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. Social implications: This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. Originality/value: This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to propose an integrated model involving concepts of sustainability and social innovation (SI) in higher education institutions (HEIs). Design/methodology/approach: Based on a literature review, the authors were able to systematize sustainability and SI knowledge, in an integrated manner. Hence, the authors sought to develop a theoretical model that would integrate categories, indicators and sub-indicators, to review initiatives in HEIs in the sustainability and SI domains. The results indicated four major categories: mission, vision and values; curriculum; campus; and healthy environment. The integrated model was applied and validated in a Brazilian educational group, using the main corporate reports as data sources. Findings: For the educational group analyzed in this study, the themes of sustainability and SI are explicitly and implicitly expressed in the mission, vision and values category. In the curriculum category, these themes are presented through the contents of cross-disciplines in all undergraduate courses, and also through outreach activities, integrating sustainability and SI in a theoretical and/or practical way. Regarding the campus category, the mention is explicit and the HEI works with initiatives aimed at achieving a "green" campus. In the healthy environment category, the educational group studied gives priority to the establishment of a safe and healthy work environment, focusing on labor rights and relations with society. Originality/value: This work contributes to the advancement of research on the promotion of sustainability and SI in HEIs, proposing an innovative integrated model of analysis for the topics covered. [ABSTRACT FROM AUTHOR]

This paper addresses the challenge of meeting increasing energy needs by assessing the potential of bioenergy as a sustainable resource option in South Central Texas. Available agricultural crop residues suitable for bioenergy production are evaluated from the 21 counties in South Central Texas Regional Water Planning Area (Region L). The residues produced and available for bioenergy are quantified according to the production areas for each field crop and tree area. Residue-to-product ratios of field crops are determined according to crop type and production quantity. Biomass potential of trees is calculated based on tree density and biomass production per tree. The results demonstrate that the potential productions of utilizable agricultural wastes are in the range of 898.7 t kt–1421.39 kt for Region L. The average annual energy potential is estimated at 19.27 PJ, and ranges between 14.36 and 24.18 PJ. The average potential biomass-based electricity production could compensate significant amount of coal-based electricity generated in the Texas and when agricultural wastes are available. [ABSTRACT FROM AUTHOR]

Olive orchards cover over 10 million hectares worldwide, with production techniques undergoing significant changes in the past three decades. The traditional rainfed approach, involving minimal inputs, has given way to irrigated super-intensive systems with higher planting density, increased productivity, a greater use of fertilizers and phytopharmaceuticals, and total mechanization. Its impact on soil chemical properties remains a topic of great debate, and no definitive consensus has been reached. Our main objective was to examine the different effects of traditional olive orchards and super-intensive orchards on soil chemistry over a decade. We collected and analyzed 1500 soil samples from an irrigation perimeter in southern Portugal in 2003 and 2013. Our findings indicate that, compared to traditional olive orchards, super-intensive ones show, in a decade, a significant decrease in soil organic matter (less 22.8%—p < 0.001), namely due to the increase in mineralization caused by an increase in soil moisture content as a result of irrigation practice, and an increase in sodization (more 33.8% of Ext Na—p < 0.001) highlighting the importance of monitoring this factor for soil fertility. In comparison to other irrigated crops in the region, super-intensive olive orchards promote a significant soil acidification (from 7.12 to 6.58), whereas the pH values of the other crops increase significantly (3.3%, 13.5%, and 3.0% more in corn, tomato, and cereals, respectively). Mainly because of the decrease in organic matter levels with soil acidification and soil sodization, we can underline that hedgerow olive orchards can affect soil characteristics negatively when compared with traditional ones, and it is necessary to adopt urgent measures to counter this fact, namely sustainable agriculture practices. [ABSTRACT FROM AUTHOR]

Purpose: One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses. Design/methodology/approach: More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research. Findings: Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North. Research limitations/implications: Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions. Originality/value: Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield's limited diversity is important to highlight and address moving forward. [ABSTRACT FROM AUTHOR]

This study reports on the use of augmented reality (AR) within the context of sustainable engineering design education. The objective of this study is to understand students' collaboration and negotiation practices in a sustainable engineering design context using AR. The technology used in this study includes MERGE Cube (a physical cube that acts as a digital canvas for AR) and CoSpaces Edu (an online platform for students to build 3D creations and animate them with code). There have been 48 instances of student participation from upper elementary to middle school in four iterations of this study since February 2022. The research was conducted based on a design-based research methodology, and the data was collected through qualitative methods and analyzed using the intra-action analysis method. This study's outcome revealed that interactions among participant dyads and with the technology shed light on distinct dynamics within collaborative sustainability-oriented learning and design processes. These diverse interactions collectively emphasize the multifaceted nature of collaborative design, where individual experiences, communication styles, and technological proficiency all play integral roles in shaping the collaborative process. In addition, the results of our research showed that the complexities inherent in negotiating ownership and collaboration dynamics are influenced by individual attitudes, timing of involvement, and previous experiences. Given the importance of collaboration in achieving sustainability-oriented goals, these findings are relevant to the field of sustainable engineering education, especially when working with younger children. [ABSTRACT FROM AUTHOR]

In the context of the global climate change debate, the integration of Education for Sustainable Development (ESD) in higher education institutions (HEIs) has been identified as one of the top priorities. This paper presents the CoDesignS ESD Framework (hereafter "Framework") focused on HEIs, though the Framework is applicable to other types of educational institutions. The Framework introduces transformative pedagogies and teaching methods that extend beyond typical ESD competencies, encompassing cognitive, socio-emotional, and behavioral domains for a holistic design and delivery. It was evaluated using a focus group and interviews among sustainability practitioners and academics, learning and curriculum designers, students, and government officials involved in ESD. The evaluation demonstrates key stakeholders' engagement with the Framework and appreciation of its potential to integrate sustainability into university curricula across different disciplines. The findings suggest that the Framework is easy to use, making sustainability explicit in the curriculum and actively developing the competencies students require to bring about change beyond the classroom. The feedback received has helped the further development of the Framework, including the CoDesignS ESD Toolkit Planner and Dashboard, which provide a more effective way of integrating the learning design and ESD components embedded as part of the CoDesignS ESD pillars. [ABSTRACT FROM AUTHOR]

Youth participation and activism are considered key factors in making the world a fairer, more inclusive, and sustainable place. In line with this idea, in this work, we aim to understand how young people who actively participate in social organizations perceive the characteristics that define young 'mindchangers.' By this concept, we refer to a young citizen who is committed to social justice and willing to change society's mindsets and catalyse active participation among their peers. In our research design, we adopted a quantitative methodological approach using a survey procedure. The results reveal a high level of agreement on the traits that define a Mindchanger. We conclude by emphasizing that the characteristics to which young respondents attribute the highest importance, such as 'promoter of change', 'open-minded', 'interest in global issues', 'open to international solidarity' and 'empathy', appear to have the greatest influence on the likelihood of becoming a Mindchanger. [ABSTRACT FROM AUTHOR]

The aim of this paper is to enhance comprehension of the integration of technology knowledge into higher education curricula by analyzing existing literature on technology knowledge in higher education curricula, research patterns, and future research possibilities. A total of 306 participants responded to an online questionnaire after an extensive examination of relevant academic research literature. Convenient sampling and snowball sampling were employed to gather data, and PLS/SEM version 4.0 was used to systematically analyze the results. The study discovered a significant connection between the inclusion of technology knowledge in higher education institutions' (HEIs') curriculum and sustainable development. However, the obstacles to integrating technology knowledge into higher education curricula had little effect on sustainable development. This study serves as a reference point for policymakers in Saudi Arabian HEIs in developing an appropriate curriculum that promotes technology integration among university students and improves university performance. [ABSTRACT FROM AUTHOR]

The history of past civilisations in southern Africa from AD 700 to AD 1450 has engendered unresolved debates on the social complexities and ultimate decline of these powerful states. The purpose of this paper is to examine the history of the Mapungubwe and Great Zimbabwe state systems in southern Africa through an environmental perspective by taking into consideration human responses to persistent droughts and dry spells. The theories underpinning this study are derived from contemporary societal responses to similar environmental hardships in the Bikita and Chivi districts of southern Zimbabwe. Using rainfall data, and interviews with chiefs, villagers, farmers and experts, this study notes that the occurrence of droughts and dry-spell experiences interfere with sociopolitical organisation. The concepts of sustainability, resilience and transformation are used to explain what could have transpired in societies in southern Africa in the second millennium AD in the face of persistent droughts and dry spells. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Healthy or good quality soils are essential for ecosystems to remain intact or recover from disturbances. Soil quality is soil- and site-specific and can vary according to controlling factors, such as inherent soil properties. The research proposal was conducted in 2015-2016 to study soil physio-chemical properties across seven elevations and the River Swat catchment area between Barikot and Topsin in Swat-district, Pakistan. The sampling date was March 11-12, 2016, to better evaluate soil classification. Soil samples were collected and analyzed for their physicochemical properties, including surface, sub-soil, and sub-strata. The data showed that silt content decreased, and clay content increased with altitude, while sand content showed inconsistent variation. Bulk density, lime content, electric conductivity, and pH decreased, while concentrations of nitrogen (N), phosphorus (P) and potassium (K), and micro-nutrients increased. Soil organic matter (SOM) content significantly increased (P<0.05) as the altitude increased. Soil samples were non-saline (EC<4 dSm-1) and slightly calcareous (lime content 2.34% to 5.32%). Higher altitudes increase micro-nutrient content and water retention, while lower elevations decrease water retention. We found that crop available P in all selected sites along the altitude were deficient, classified as P deficient soil. All physicochemical properties were within the range of crop demands, so sustainable management practices are needed to build soil P levels that meet crop requirements. [ABSTRACT FROM AUTHOR]

The increase in the world population and resource scarcity has led to the introduction of environmental concepts such as sustainability and sustainable supply chain design (SSCD). However, there is a lack of consensus among researchers on how to measure sustainability in SSCD. Therefore, the authors propose a novel approach to measuring sustainability in the context of SSCD by developing an integrated, tractable, and representative metrics framework. The methodology corresponds to a quantitative approach involving bibliographic examination and statistical techniques. First, the authors conducted a systematic literature review by formulating research questions and a search protocol, searched for relevant articles, and conducted a quality assessment on full-text reviews to obtain metrics for measuring sustainability in SSCD from the literature. Then, they defined aggregation criteria representing their inclusion relationship by merging associated metrics. The authors then used Cluster Analysis (CA), a multivariate statistical technique, for grouping the metrics. Consequently, twelve clusters were distinguished from 541 research articles, grouping 51 metrics from different sustainability dimensions. It shows the strong connection among the sustainability dimensions, i.e., they must be assessed holistically. Then, we proposed reducing the 51 metrics to 5 to evaluate sustainability in the SSCD, allowing us to focus on a reduced number of indicators. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration. Design/methodology/approach: Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change. Findings: Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students' systems thinking and leadership competencies. Originality/value: We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need. [ABSTRACT FROM AUTHOR]

Most climate change mitigation scenarios rely on the incremental use of biomass as energy feedstock. Therefore, increasing the share of alternative sustainable energy sources as biomass is crucial to provide both peak and base electricity loads in future scenarios. The bioenergy potential of Ecuador has been addressed for agricultural by-products but not for dedicated bioenergy crops. Agricultural zoning studies have been developed for food crops but not for energy crops. Currently, the bioenergy share of electricity produced in Ecuador (1.4%) comes mainly from the use of sugar cane bagasse from sugar production. This study aims to identify potential sustainable bioenergy resources for continental Ecuador using agroecological zoning methodologies and considerations regarding land management, food security, in-direct land use change and ecological and climate change risks. The results identified 222,060.71 ha available to grow dedicated bioenergy crops and potential electricity production of 8603 GWh/year; giant reed ranks first with a potential net energy yield of 4024 GWh per year, and Manabí province presents the highest potential with 3768 GWh/year. Large-scale deployment of bioenergy in Ecuador would require the study of sustainability considerations of each project. The species studied are traditional bioenergy crops; research on novel species is encouraged. [ABSTRACT FROM AUTHOR]

Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the development of ESD-specific professional action competence for teachers. Applying a mixed-method approach, the specific focus is on the links between supporting or hindering factors that affect pre-service teachers' actual achievement of intended learning outcomes. The findings indicate that both courses increased students' competence—yet, to varying degrees. The 4Cs (personal, professional, social, and structural connections) were revealed as the most significant factors affecting students' learning and should be considered when designing course offerings in Teacher Education for Sustainable Development (TESD) with the goal to develop students' knowledge, skills, and attitudes. [ABSTRACT FROM AUTHOR]

It is urgent that we increase global food production to support population growth. Food production requires significant resources, amongst them water and energy. Therefore, any losses of food or other agricultural products also means a waste of water and energy resources. A significant amount of these losses occurs during the postharvest stage, primarily during processing and storage. This is considered avoidable food waste. The water-energy-waste nexus (WEW), and its relationship to food production, needs to be investigated from a circular bioeconomy lens. Furthermore, alternative uses of the wastes should be investigated. This review focuses on agro-wastes and their management as sources for bioactive compounds, biofertilizers, biomaterials, nanomaterials, pharmaceuticals and medicinal agents, and growth media, e.g., for plant tissue culture. We also investigated the potential contribution of agro-wastes to bioenergy production (bioethanol, biogas, and biofuel). Proper management of agro-wastes may support the mitigation of climate change, produce innovative bio-ingredients and biodegradable materials, and enhance green growth and a circular bioeconomy. We argue that the management of agro-wastes cannot be discussed without referring to the role of water and energy within the food system. Thus, this review focuses on agricultural wastes and their handling, applications, environmental impacts, and potential benefits in the agricultural and medical industries in light of the WEW nexus. [ABSTRACT FROM AUTHOR]

Purpose: Doctoral candidates possess specialized knowledge that could support sustainability transitions. Doctoral education, however, often focusses on discipline-specific topics and working methods, making it difficult to "see the bigger picture". This summer school on wood construction gathered doctoral candidates from different fields to explore how solutions to complex sustainability issues could be found by working together across disciplines and by engaging multiple stakeholders. The purpose of this study is to report the pedagogical approaches taken and to understand whether these fostered the candidates' ability to develop systemic solutions and professional competency. Design/methodology/approach: Twenty doctoral candidates from various backgrounds participated in a two-week summer school organized by a consortium of four universities. Interdisciplinary groups worked on real-life challenges using a systemic approach to co-create tangible solutions. To support the creation of socio-technical innovations, stakeholders and experts from different fields were involved. The participants completed two questionnaires during the summer school to help elucidate their learning experiences. Findings: The doctoral candidates showed strong willingness to cooperate across disciplines, though they found it important to connect this learning experience to their research. The candidates reported that the experience enhanced their ability to work in a multidisciplinary capacity. The experience identified a solid basis for interdisciplinary learning principles that could be replicated. Originality/value: The summer school focussed on an innovative learning experience based on a systems thinking approach and the development of interdisciplinary capacity in the research-business ecosystem. [ABSTRACT FROM AUTHOR]

Biomass is an alternative energy source with high potential to contribute to the global energy mix and to countries' energetic independence. The case of Portugal is particularly relevant, given its biomass availability. Thus, the quantification of woody residual biomass is assumed to be urgent. To achieve the objective of quantifying residual woody biomass, various available data were used, namely the Land Cover and Soil Use Map (COS 2018), from which areas occupied by different categories were selected as being the most relevant. Then, based on coefficients previously established, the amounts of residual woody biomass were determined, namely for maritime pine forests, eucalyptus forests, scrubland, vineyards, olive groves, and orchards. Then, the potential for generating electricity was estimated. It was found that for the hypothetical scenario of the total conversion of the recently closed Pêgo coal power plant to biomass, the available amounts of residual woody biomass in the country would not be sufficient to ensure the operation. On the other hand, if the power plant only worked as a backup unit, the available quantities could ensure its operation and contribute to creating a value chain for residual woody biomass of forest and agricultural origin within a circular economy and sustainable development approach. [ABSTRACT FROM AUTHOR]

Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations‐based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence‐based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence‐based teaching: (a) the D‐RAPID framework; and (b) the Disciplinary Multi‐dimensional Sustainability Influence Change for Academia (D‐MuSICA) memework. The adoption of sustainability competence‐base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other's insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable. [ABSTRACT FROM AUTHOR]

Purpose: It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach: The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student's t-test. Findings: The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications: Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications: Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value: The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia. [ABSTRACT FROM AUTHOR]

Current European agriculture policies and strategies are aimed to boost the transition from the predominant conventional to a more environmentally friendly agriculture model. As part of this, it is crucial to identify the barriers that exist to implementing crop-specific management practices so that appropriate mitigating steps to overcome these can be executed. Participatory action research, where farmers are research actors rather than objects, is essential to identify the main barriers farmers have to face. The objective of this study was to identify the main barriers to the adoption of a combination of sustainable management practices in olive cropping in Southern Spain. A 20-item questionnaire was designed and responded to by 200 Spanish olive farmers. Exploratory and confirmatory factor analyses were used to assess the factor structure. The final best fit model included 14 items that were grouped in the following four barriers or facilitators: "lack of training/formation", and "lack of economic/policy support" as barriers; "wellbeing–nature connection" and "environmental impact awareness" as facilitators. The mean scores on the different factors were higher than the theoretical mean, so the identification of the two barriers and the two facilitators for implementing sustainable practices was robust. Farmers, especially women, are concerned about their knowledge limitation in implementing sustainable management practices, which opens a window of opportunity for specific actions (i.e., training and demonstrative events) to be taken for accomplishing the agriculture sector transformation. [ABSTRACT FROM AUTHOR]

This study explores the role of specific sustainability education pedagogies in developing preservice teachers' sustainability consciousness (SC). The participants were 77 Greek preservice teachers from a Department of Primary Education, organized into two cohorts (N1=30, N2=47), from two consecutive semesters. Data were collected through (a) the use of the SC scale, administered before and about two weeks after the end of project and (b) reflective discussions, in the form of interviews, with the groups of preservice teachers at the end of the project. Questionnaire data were analysed using significance testing, 95% confidence intervals, and effect sizes, while from interview data bottom-up categories were developed. Analysis revealed a significant increase in the Total SC scores and in the Knowledge and Social Aspects scores in both cohorts, while Environmental scores were significantly increased only in cohort 1. Moreover, from the interviews it was concluded that the Education for Sustainable Development (ESD) pedagogies of site visits and the associated worksheets and activities, along with concept maps were by far the most influential factors affecting preservice teachers' learning, while general principles of teaching (e.g. students' engagement during teaching, the practicing of theoretical concepts) were also identified. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to develop an analytical framework toward facilitating the quantitative measurement of interdisciplinary understanding regarding sustainable energy systems with an application in the area of capacity-building projects in higher education. Design/methodology/approach: The analytical framework is developed using the portfolio representation measurement approach in combination with a survey questionnaire. The subsequent assessment is carried out using the statistical measure of mean signed deviation to capture variation from an established baseline across the project group and visualized via radar diagrams. Findings: The results provide a quantitative assessment framework for evaluating the degree of interdisciplinary understanding in the project groups. The application of the framework to the DESIRE project indicates the most significant degree of variation across economic and regulatory dimensions of sustainability. Discrepancies in general and educational contexts are observed. Research limitations/implications: The exploitable value of the results is sensitive to the derivation of composite indicators of the dimensions defined as well as the survey design. The case study was carried out on an ex-post basis, potentially biasing the results reported and limiting their interpretability and theoretical value. Practical implications: The analytical framework can be used as a basis for assessing and engaging in discussions on interdisciplinarity understanding at the outset of capacity-building projects. Originality/value: The contribution of this paper is practical in scope and entails the development of a quantitative framework for measuring interdisciplinarity in the specific context of capacity-building projects in the field of sustainability research in higher education institutions. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) are increasingly engaged in the urgent and important work involved in the global transition towards sustainable development. They are potentially well suited to address key challenges, being as they are knowledge and talent 'factories'. Beyond their educational mission, HEIs are particularly well placed to convene other actors as well as enable the conscious collision of disciplines in pursuit of solutions. However, academic programs that ostensibly focus on sustainability are in fact too narrow in scope and can stand isolated. The academic custom disciplinary and organizational silos can also exacerbate the intellectual and structural difficulties to fuller immersion in sustainability by the academy. Using a case-study approach, we examine an academic innovation (Master's Program in Strategies and Technologies for Development), and a structural innovation (Innovation and Technology for Development Centre, itdUPM), two discrete change agency initiatives at Universidad Politécnica de Madrid. Going on to explore the interactions between the Master's and itdUPM, the case identifies how the latter structural innovation as a supporting structure enables the development of transformational sustainability at the university-level, generating longterm societal impacts through a transformative learning. Our findings suggest that pan-institutional inter-disciplinary sustainability-oriented programs may serve as a powerful lever for HEIs to contribute to sustainability challenges, representing vehicles for effecting change within an institutional context. Nevertheless, academic innovation is considered a necessary condition, but is not sufficient alone. The case shows that the innovation processes must go beyond the borders of educational programs to promote changes in the internal structure of universities and new multi-stakeholder ecosystems. They may furnish learning and research opportunities for students and staff, and income generating activities for universities. However, to keep this "virtuous loop" active at HEIs, innovative intermediate structures such as itdUPM are required to cultivate trust capital and foster value creation. [ABSTRACT FROM AUTHOR]

Purpose: While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the "black box" of learning in a Challenge Lab curriculum with transformational sustainability ambitions. Design/methodology/approach: Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used. Findings: Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex "in-between" sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and "whole-person" learning from the inside-out as an identity-shaping process, guided by personal values. Practical implications: The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment. Originality/value: This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors. [ABSTRACT FROM AUTHOR]

Education for Sustainable Development (ESD) has been identified as a key enabler of all Sustainable Development Goals (SDGs). Considering the vital role of ESD, a framework 'ESD for 2030ʹ has been prepared by UNESCO to take the 2030 Agenda forward. Since teachers are the key players in the successful implementation of ESD, many teacher preparation programmes across the world integrate different aspects of ESD in the existing courses to develop pre-service teachers' capacities as ESD educators. The current study was an attempt to investigate the impact of integrating ESD (in an existing course) on pre-service teachers' agency to act as ESD educators in schools. As a part of the course 'Research Methods in Education', pre-service teachers were engaged in a pedagogical intervention (sustainability-focused undergraduate research) for a period of 11–13 weeks. The research projects were related to gender inequality, environmental consciousness, and economic disparities. The data were collected from 38 paired observations (before and after participating in sustainability-focused undergraduate research) and interviews of 44 participants. The data indicated that the sustainability-focused pedagogical intervention was partially effective in helping pre-service teachers to act as sustainability educators. The findings indicate a need of including dedicated, standalone courses on ESD in teacher preparation programmes in order to empower the pre-service teachers as ESD educators. [ABSTRACT FROM AUTHOR]

Sustainable development has been a local public policy concern for nearly three decades. Accordingly, the demand for hiring sustainability professionals is increasing within local governments. However, the job of a municipal sustainability manager is notably understudied as extant literature provides little clarity on who fills these positions, what their job entails, and how they perform their job. This article seeks to address these important research questions by examining the qualifications (who), job responsibilities and work activities (what), as well as the sustainability management competencies that experienced professionals identify as most valuable for performing their sustainability manager job (how). Twenty-six sustainability professionals employed by twenty-five different municipalities across Canada were interviewed. Our results contribute to the public administration literature by providing foundational information on an understudied job that is increasingly important to public performance. Moreover, our findings contribute to the public performance and sustainability management literatures by surfacing eleven competencies linked to sustainability management. Ultimately, this article presents a detailed assessment of the specific job of a municipal sustainability manager from the perspective of incumbents who have demonstrated job performance; thus contributing salient information for continued progress toward achieving more sustainable cities and communities (Sustainable Development Goal #11). [ABSTRACT FROM AUTHOR]

Purpose: The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach: The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings: This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications: The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value: The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs. [ABSTRACT FROM AUTHOR]

Sustainability challenges present organizations in many industries with the need to change. Leaders are critical to the process of becoming more sustainable, and yet leading change for sustainability requires new competencies. Learning at an individual level is central to developing new competencies; however, there has been limited focus to date in the literature on corporate sustainability on how leaders can learn to respond to sustainability challenges. In this article, we focus on how managers learn to become sustainability leaders in their organizations by exploring the phenomenon of experiential learning programmes. We do this by interviewing participants and organizers of four programmes about what they learned and how the programmes helped them achieve these learning outcomes. We find that the programmes supported the development of understanding, personal connection, and empowerment to act for sustainability. In particular, making sustainability personal for participants led to deep learning in each of these three areas. We contribute to conversations in the corporate sustainability literature on the potential for individuals within organizations to respond to and connect with sustainability issues in different ways. We also contribute to the literature on education for sustainability and provide practical implications for experiential learning programmes in business and business education. [ABSTRACT FROM AUTHOR]

Challenge-based learning (CBL) is a multidisciplinary approach that encourages students to work actively with peers, teachers and stakeholders in society to identify complex challenges, formulate relevant questions and take action for sustainable development. In this paper, it is argued that CBL can be viewed as an evolution of the Conceive, Design, Implement, Operate concept, expanding as well as deepening the learning experience. The study reported on investigates the multiple aims of a particular CBL environment (the Challenge Lab at Chalmers University of Technology), which are to combine significant student learning and societal transformation. The results show that the students perceive that they have developed deep skills in problem formulation and sustainable development, as well as working across disciplines and with different stakeholders. Moreover, the study shows that although few student projects reach implementation stage, there is a potential for societal impact both during and after the Challenge Lab learning experience. [ABSTRACT FROM AUTHOR]

Copyright of Teuken Bidikay: Revista Latinoamericana de Investigación en Organizaciones, Ambiente y Sociedad is the property of Politechnico Colombian Jaime Isaza Cadavid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this qualitative study was to increase understanding of the business competencies necessary for established ecopreneurs to foster green growth. The results imply that the ecopreneurs need specific business competencies to succeed: in particular, an ability to make green values a part of their business operations, product offerings, and business relationships. It is essential to have competencies in developing high value-added products reflecting green values and communicating them to the consumers. When developing a business training program for the ecopreneurs, it is also crucial to consider competencies related to sustainable development and frame the program with its values. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability literature has cited the influential role of both awareness and engagement in facilitating increases in pro-environmental behaviors. The purpose of this study is to compare these links across behaviors and explore their interactive influence. Design/methodology/approach: Two research questions were examined: 1) Is awareness about campus efforts regarding waste-prevention and sustainable travel/transportation options associated with increases in student waste-prevention and sustainable travel/transportation behaviors? 2) Is the link between sustainability awareness and changes in behavior conditioned by student engagement (i.e. participation) in campus sustainability activities and events? Research questions were examined using data from the University of Michigan Sustainability Cultural Indicators Program. A sample of freshmen completed a Web-based survey in 2012, and again as seniors in 2015. Findings: Greater awareness of campus waste-prevention efforts in 2015 was associated with significant increases in student waste-prevention behaviors from 2012 to 2015. Also, among students who were engaged (i.e. reported participating in a campus sustainability activity/event), greater travel/transportation awareness in 2015 was associated with a significant decline in sustainable travel/transportation behavior. Consistent with previous studies this study found a link between sustainability awareness and increases in sustainable behavior. However, this study also indicates that this link is not present for all behaviors (i.e. use of sustainable travel/transportation). This study also found that engagement does not amplify the awareness–behavior link. Originality/value: Understanding key drivers of changes in sustainable behavior for specific behaviors can inform the allocation of resources and help university campuses reach their sustainability goals. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to identify practices gap existing between environmental understanding and environmental attitude of students with respect to Indian higher education. Researchers have proposed a theoretical framework using systematic literature review and interpretive structural modelling to understand and analyze environmental concern. Proposed research study has utilized primary and secondary data. In order to gather primary data, interview schedule and questionnaire was provided for expert opinion from environmental experts and academicians to understand the influence of identified variables. The practices of environmentally responsible behaviour need to be in concert with education. The authors have attempted to discuss and debate the relationship among variables using interpretive structural modelling (ISM). Environmental governance and sustainable development attitude emerged as the most significant factors. All variables were interconnected and mutually influencing each other. Three levels were derived from the model. A sustainable development environmental education model for Indian higher education has been derived and proposed by the authors showcasing a contextual relation between the identified variables having practical implications. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study. Design/methodology/approach: A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results. Findings: An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum. Research limitations/implications: Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency. Originality/value: Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD's actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed. [ABSTRACT FROM AUTHOR]

Copyright of Terra Latinoamericana is the property of Sociedad Mexicana de la Ciencia del Suelo A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT: The notion of “sustainable development” has drawn attention to the precarious balance between populations and natural resources in terms of current and future needs. Approaches to the study of sustainability that focus on socio‐ecological systems may obscure the fact that what is sustainable at a broad scale may not be optimal for an entire population. Political ecology offers a complementary lens to investigate how relationships between humans and their environments unfold within historically situated structures of power. Archaeology provides a means to extend the historical gaze of political ecology to account for long‐term patterns of sustainability at multiple scales. This paper applies an archaeological approach to the historical political ecology of the northern Basin of Mexico. Specifically, it focuses on the people who settled in the wetland environment of Lake Xaltocan and their dynamic relationships with each other, land, and water over the last 2500 years. Over this time, local actors have adjusted to a variety of external constraints, from ecological change to political upheaval. A long‐term perspective reveals how politically‐situated actions transformed Lake Xaltocan physically and conceptually and how the sustainability of local regimes was unevenly determined by access to power rather than the husbanding of resources. [ABSTRACT FROM AUTHOR]

Abstract: Although several sustainability drivers have been recognized for different organizations, there has been limited research on analyzing which are considered to be the most important. A survey was sent to more than 1,502 organizations, of which 108 completed all the questions. The survey responses were analyzed using descriptive statistics, rankings in order of importance, comparison between types of organizations, and analyses of the interlinkages between drivers. This paper provides depth to the sustainability drivers’ discussion by: (1) expanding it to the three types of organizations; (2) providing the importance of each driver; (3) offering a ranking of the drivers; (4) analyzing the relations between drivers to categorize them; and (5) assessing the relations between the drivers’ categories. This research highlights the importance of recognizing the drivers that have the highest importance and influence for each type of organization, in order to foster them and make organizations more sustainable. Copyright © 2017 John Wiley & Sons, Ltd and ERP Environment [ABSTRACT FROM AUTHOR]

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed. [ABSTRACT FROM AUTHOR]