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Purpose: This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students. Design/methodology/approach: With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion. Findings: Educators clearly express that they understand the concept "about" SD, but there are only vague expressions of a developed teaching repertoire to address education "for" SD in their teaching practice. Research limitations/implications: When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution. Practical implications: The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions. Social implications: A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change. Originality/value: This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings. [ABSTRACT FROM AUTHOR]

Purpose: Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills. Design/methodology/approach: In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions. Findings: Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions. Originality/value: The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings: The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications: Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications: By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications: With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value: This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach. [ABSTRACT FROM AUTHOR]