Engagement with Sustainable Development in Higher Education: Universities as Transformative Spaces for Sustainable Futures

Preface
Acknowledgments
Contents
List of Figures
List of Tables
About the Editor and Contributors
Editor
Contributors
Abbreviations
1: Sustainable Development Goals and Universities: Higher Education Engagement Through the Global Master’s in Development Practice Programme
1.1 Introduction
1.2 Conceptual Underpinnings
1.2.1 SDGs and Higher Education
1.3 The Cases
1.3.1 TERI School of Advanced Studies, New Delhi, India
1.3.1.1 Launch of MDP Programme
1.3.1.2 TERI SAS’ Work Across HEI Mandates
1.3.2 La Universidad de los Andes, Bogotá, Colombia
1.3.2.1 Launch of MDP Programme
1.3.2.2 UniAndes’ Work Across HEI Mandates
1.3.3 The University of Ibadan, Nigeria
1.3.3.1 Launch of the MDP Programme
1.3.3.2 UI’s Work Across HEI Mandates
1.4 Discussion
1.5 Conclusion
References
2: Engagement with Sustainable Development Goals in Accounting Education: The Case of a Public University in Sri Lanka
2.1 Introduction
2.2 Context
2.2.1 University-Level Accounting Education in Sri Lanka
2.3 The Case
2.4 Incorporation of SDGs into Curriculum of Accounting Programme
2.4.1 Coverage
2.4.1.1 Incorporation of Sustainability under External Reporting Dimension
2.4.1.2 Incorporation of Sustainability under Management Accounting Dimension
2.4.1.3 Incorporation of Sustainability under Governance and Ethics and Research Dimension
2.4.2 Learning Activities
2.4.3 Assessment Activities
2.5 Contribution of Degree Programme to SDGs
2.6 Challenges Encountered
2.6.1 Inadequate Institutional Support
2.6.2 Lack of Awareness and Excessive Workload
2.6.3 Lack of Training and Development Opportunities
2.6.4 Inadequate Financial Assistance
2.6.5 Insufficient Interdisciplinary Focus of the Degree Programme
2.7 Conclusions and the Way Forward
References
3: (Un)Sustainable Development in Poland’s Teacher Education Programme: Experiences from a Post-communist Country
3.1 Introduction
3.2 Historical and Contextual Framework
3.3 Methodology
3.4 Results
3.5 Discussion and Conclusion
References
Untitled
4: Critical Evaluation of Sustainable Development Goals and Circular Economy in (Business) Education: Reflections on a Long-Term Sustainability Strategy of Degrowth
4.1 Introduction
4.2 Inclusive Economic Growth and SDGs: A Cognitive Dissonance?
4.3 Alternative Vantage Points: Degrowth and Steady-State Economy
4.4 Context
4.4.1 Sustainability Programmes in (Dutch) Education
4.4.2 The Case Studies: Student Assignments
4.5 Discussion and Conclusion
4.5.1 Including Degrowth in Transformative Business Education
4.5.2 Ways Forward
4.5.3 Conclusion
Appendix: AICHI Biodiversity Targets
References
5: Reforming Religion-Based Higher Education for Sustainable Development: The Case of Islamic Studies International Program at Prince of Songkla University
5.1 Introduction
5.2 Context
5.3 The Case
5.3.1 Curricular Attempts
5.3.1.1 Learning Outcomes and Expected Characteristics of the Graduates
5.3.1.2 New Courses to Promote Sustainable Development
5.3.2 Pedagogical Strategies
5.3.3 Advantages and Barriers
5.4 Conclusion
References
Untitled
6: Non-hegemonic Views of Sustainability in Science Teacher Education: The Case of a University-School Collaboration in Brazil
6.1 Introduction
6.2 Theoretical Framework
6.2.1 Views on Sustainability
6.2.2 Environmental Citizenship
6.3 Context
6.3.1 Science Teacher Education in Brazil
6.3.2 Education for Sustainability in Pre-service Science Teacher Education Curriculum
6.3.3 The Program for Teaching Scholarships (PIBID/UFRJ)
6.4 The Case
6.4.1 Federal University of Rio de Janeiro
6.4.2 Pre-service Biology Teachers
6.4.3 Municipal Secretary of Education of Rio de Janeiro
6.4.4 Escola Municipal Chile
6.5 Activities
6.5.1 Pre-service Science Teachers’ Training Activities
6.5.2 Diagnosis in the Escola Municipal Chile
6.5.3 Formative Actions with Pre-service Science Teachers
6.6 Insights
6.6.1 Generative Dialogue: Outcomes and Difficulties
6.6.2 Competencies for Teaching SDGs
6.6.2.1 Teaching Science Through Socio-environmental Conflict Situations and Social Injustice to Connect Science and Environmental Content
6.6.2.2 Adhesion to Processes of Identification of Social Transformation in Terms of Individual or Collective Implications
6.6.2.3 Valuing of Aesthetic and Affective Dimensions in the Process of Teacher Education
6.7 Final Considerations and Implications
Appendix: Pictures from the Activities
References
7: Student Outreach and Engagement for Sustainable Development: North-West University’s Green Team Experience
7.1 Introduction
7.2 Context
7.3 The Case
7.3.1 Initiatives to Promote EESD
7.3.2 Activities and Interventions to Integrate ESD into Qualifications
7.3.3 Student Outreach and Engagement: The NWU Green Team Committee
7.3.3.1 Vision and Mission
7.3.3.2 Attendance
7.3.3.3 Roles and Responsibilities
7.3.3.4 Campaigns and Activities
7.4 Discussion and Conclusion
References
8: Higher Education for Sustainable Development in China: Policies, Curriculum, Research, and Outreach Activities, and Campus Practices
8.1 Introduction
8.2 Policies
8.3 Curriculum, Research, and Outreach Activities
8.3.1 Top-Tier University: Seeking Integrated Development
8.3.2 Excellent University: Fostering Sustainability Research
8.3.3 Ordinary University: Solving Practical Green Issues
8.4 Campus Practices
8.4.1 Top-Tier University: Leader of Green Coverage
8.4.2 Excellent University: Champion of Energy Conservation
8.4.3 Ordinary University: Active Participant of Campus Sustainability
8.5 Conclusion
References
9: Study Abroad Programs at the Vanguard for Education for Sustainable Development: A Teacher Education Case Study
9.1 Introduction
9.2 Theoretical Framework
9.3 Methodology
9.3.1 Research Position
9.3.2 Context and Procedures
9.3.3 Participants
9.3.4 Data Collection and Analysis
9.4 Findings
9.4.1 Knowledge and Skills
9.4.2 Increased Cultural and Environmental Awareness
9.4.3 Identity Transformations/Shifts
9.4.4 Cultural and Environmental Actions Towards SDGs
9.4.4.1 SDG2: Zero Hunger
9.4.4.2 SDG4: Quality Education
9.4.4.3 SDG13: Climate Action
9.4.4.4 SDG15: Life on Land
9.4.5 Summary
9.5 Discussion
9.5.1 Limitations
9.6 Implications, Future Directions, and Conclusion
References
10: Engaging Students of Business Management to Face Collective Social Dilemmas: Contribution of Sociology of Emotions
10.1 Introduction
10.2 Theoretical Framework: Sociocultural Approach of Emotions
10.2.1 Emotions and Critical Social Transformative Learning Theory
10.3 Methodology
10.4 Findings
10.4.1 Emotional Experiences of Professors: Role of Empathy
10.4.2 Professors’ Community Outreach Projects
10.4.3 Knowledge Acquisition In/Through COPs to Face Collective Dilemmas
10.5 Discussion
10.5.1 Theoretical Implications
10.5.2 Practical Implications
10.5.2.1 Teaching Activities
10.5.2.2 Student Development
10.5.2.3 Higher Education Institutions
10.6 Conclusion
References
11: Engaging Students in Global Endeavours Through Partnerships Promoting Sustainable Development Goals: The Case of a Small Liberal Art College
11.1 Introduction
11.1.1 Systems Thinking
11.2 Context of the Partnership
11.2.1 Global Sustainable Aid Project (GSAP)
11.2.2 Providence College and the S-LAB
11.2.3 Country Collaborators
11.3 Lessons Learned from the Partnership
11.3.1 Literacy
11.3.2 Technology in Education
11.3.3 Quality Education
11.4 Facilities and Interventions in Ghana
11.4.1 Lab in a Box Portal
11.4.2 Books and Computers
11.4.3 Birim North District
11.5 Recommendations and Conclusion
References
12: Teacher Competencies and Readiness for Education for Sustainable Development: A Case from Teacher Education in Turkey
12.1 Introduction
12.1.1 Background
12.2 Literature Review
12.2.1 Perspectives on ESD
12.2.2 Teacher Competencies for ESD
12.2.3 Research on Teacher Education and ESD
12.3 Method
12.3.1 Participants
12.3.2 Data Collection Tool
12.3.3 Limitations
12.4 Findings
12.4.1 Perceived Level of Competency for ESD
12.4.1.1 Perceived Level of Competency in Emotions
12.4.1.2 Perceived Level of Competency in Values and Ethics
12.4.1.3 Perceived Level of Competency in Systems-Thinking
12.4.1.4 Perceived Level of Competency in Knowledge
12.4.2 Perceived Level of Competencies by Development Level of Living Place
12.5 Discussion and Conclusion
12.5.1 Perceived Level of Competencies in ESD
12.5.2 Perceived Level of Competencies by Development Level of Living Place
12.5.3 Implications for Practice
References
13: Embracing the Global South: Educators’ Understanding on the Role of Global Citizenship Education in Brazil, South Africa, and Ghana
13.1 Introduction
13.2 Theoretical Framework: Critical Pedagogy and Social Justice
13.3 Methodology
13.4 Findings
13.4.1 Theme I: GCE to Promote Students’ Critical Understanding of Society
13.4.2 Theme II: GCE to Stimulate Culturally Relevant Experiences to Students
13.4.3 Theme III: GCE to Cultivate Students’ Personal Agency
13.5 Discussion: Proposing a Critical Pedagogical Framework for GCE in the Global South
13.6 Conclusion
References
14: A Proposal to Assess Civic Capacities in Higher Education: A Case from the Western Balkans – North Macedonia
14.1 Introduction
14.2 Background
14.2.1 Civic and Democratic Ideals and University Education
14.2.2 Universities’ Potential as Sites for Civic Spirit
14.3 Our Approach and Context
14.3.1 A New Civic Empowerment Approach for Higher Education
14.3.2 The Case of North Macedonia
14.4 Our Method
14.4.1 Assessing the Campus Climate for Civic Empowerment and Democratic Engagement
14.4.2 Instrumentation
14.4.3 Administration
14.4.4 Bridging Assessment with University Capacity Building
14.4.5 Measuring Campus Climate
14.4.6 Linking Data to Campus Reform
14.5 Conclusion
References
Index