This book looks to cover the issues related to advances in higher education for sustainable development goals. Nowadays, sustainable development is an important concept in higher education. One of the most widely recognized definitions is based in the Brundtland report as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." The three core pillars of sustainable development are environment, society and economy. Currently, higher education in the context of sustainable development goals (SDGs) is a great challenge. The information about higher education for sustainable development presents great interest to improve communication between professors, researches and students in universities, institutes, colleges, etc.
This research book covers all aspects of higher education for sustainable development goals, namely, no poverty, zero hunger, good health and wellbeing, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry, innovation, and infrastructure, reduced inequalities, sustainable cities and communities, responsible consumption and production, climate action, life below water, life on land, peace, justice and strong institutions and partnerships.
Author(s): Carolina Machado, João Paulo Davim
Series: River Publishers Series in Management Sciences and Engineering
Publisher: River Publishers
Year: 2022
Language: English
Pages: 235
City: Gistrup
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
List of Figures
List of Tables
List of Contributors
List of Abbreviations
Chapter 1: Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability
1.1: Mind the Gap Between Pedagogy and Teaching Methods
1.2: Learning as a Climbing Adventure
1.2.1: Disjuncture and The Need for Pedagogic Resonance
1.2.2: Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning
1.3: Mapping the Conceptual Terrain
1.3.1: Threshold Concepts and Changes in Understanding
1.3.2: Knowledge Integrations at The Threshold Concepts
1.4: Charting the EfS Knowledge Mountains
1.5: Implications for Mountain Guides and Adventurers
1.6: Acknowlegdements
References
Chapter 2: Universities – Players in the Race for Sustainable Development
2.1: Introduction
2.2: The Academic Revolutions and Multiple Functions of Universities
2.3: Moving the SDG 2030 Agenda Forward Through Higher Education
2.4: Responsible Management Education and Sustainable Development
2.4.1: Sustainable Development Through Curricula: Some Examples
2.4.2: Sustainable Development Through Green Campus Activities: Some Examples
2.4.3: Sustainable Development Through Other Initiatives of Universities
2.5: Conclusion
References
Chapter 3: Sustainability in Portuguese Higher Education Institutions
3.1: Introduction
3.2: Higher Education Institutions and Sustainability
3.3: Sustainability and HEIs in Portugal
3.4: Portuguese HEIs in Sustainability Rankings
3.4.1: Sustainability Tracking, Assessment and Rating System
3.4.2: Times Higher Education Impact Rankings
3.4.3: GreenMetric World Universities Rankings
3.5: The Sustainability Report: the Cases of Four Portuguese HEIs
3.5.1: Faculty of Engineering of the University of Porto
3.5.2: University of Minho
3.5.3: University of Coimbra
3.5.4: ISCTE-University Institute of Lisbon
3.6: Conclusion
References
Chapter 4: Where is the Brazilian Higher Education Within the Sustainable Development Goal 4?
4.1: Introduction
4.2: Expansion of HE in Brazil
4.2.1: Social Inclusion and Access Equity
4.2.2: Professional Training in HE
4.2.3: Quality Assessment
4.3: The Boom of Distance Learning
4.4: Looking into The Future
References
Chapter 5: Incorporating SDG 11 in Higher Education Teaching – The Relevance of Mobility on Sustainable Cities and Communities
5.1: Introduction
5.2: Incorporating Mobility in the Teaching and Research Activities of an HEI
5.2.1: The Course ‘Energy, Mobility and Transportation’
5.2.2: Micromodules
5.2.3: Incorporate Students in Research Activities
5.3: The Power of Internationalization Under the Teaching Process
5.4: Conclusion
5.5: Acknowlegdements
References
Chapter 6: Push and Pull: Sustainability Education for 21st Century Engineers
6.1: Introduction
6.1.1: History of Sustainable Development
6.1.2: Education for Sustainable Development (ESD)
6.2: Push from Students
6.2.1: Youth Sustainability Activism
6.2.2: Student Sustainability Initiatives
6.3: Pull from Industry
6.3.1: Involvement of Environmental Engineering in Industries
6.3.2: Environmental Engineer vs Sustainability Engineer
6.3.3: Role of an Environmental Engineer
6.3.4: Distribution of Environmental Engineers in Different Industries
6.3.5: Industry Sustainability Practices – Case Studies
6.3.6: Environmental Engineering: A New Major
6.3.7: Entrepreneurial Thinking Through 3C’s
6.4: 21st Century Engineer
6.4.1: Challenges of 21st Century
6.4.2: Requirements of a 21st Century Engineer
6.5: Sustainability Education in the 21st Century
6.5.1: Role of Engineers in Sustainable Development
6.5.2: Engineering Education for Sustainable Development (EESD)
6.6: Conclusion
References
Chapter 7: Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals
7.1: Introduction
7.2: Review of Literature
7.2.1: Higher Education and Sustainable Development Goals
7.2.2: Emotional Intelligence and Sustainable Development Goals
7.2.3: Emotional Intelligence and Environmental Issues
7.2.4: Emotional Intelligence and Society or Social Issues
7.2.5: Emotional Intelligence and Economy or Financial Issues
7.2.6: Methodology
7.3: Results
7.4: Discussion
7.5: Conclusion and Recommendation for Future Research
References
Chapter 8: Pedagogy for Living in Harmony with Nature – Sustainability in Higher Education
8.1: Introduction
8.2: Capitalism and Human Behaviour
8.2.1: Capitalism and Communication Industries
8.2.2: Plunder of Nature
8.2.3: Pedagogy of Domination/ Consumerism
8.2.4: Social Unsustainability
8.3: Higher Education for Sustainable Development Goals (SDGs)
8.3.1: Pedagogy of Harmony with Nature (PHN)
8.4: Conclusion
References
Index
About the Editors
