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Education Sciences
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Sustainability Education and Scholarship in Higher Education
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Sustainability Education and Scholarship in Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (30 November 2022) | Viewed by 24184

Special Issue Editor

Prof. Dr. Naomi T. Krogman

E-Mail Website1 Website2
Guest Editor
Faculty of Environment, Technology and Science Complex, 2-8810, 8888 University Drive, Simon Fraser University, Burnaby, BC V5A 1S6, Canada
Interests: the future of sustainability scholarship in higher education; natural resource management
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Sustainability Education is available at most higher educational institutions, being integrated within all disciplines, and offered through a multitude of interdisciplinary programs. Sustainability scholarship has grown enormously as well, become more interdisciplinary and increasingly written in partnership with government, indigenous nations, industry, the nonprofit sector, and with practitioner communities. This Special Issue will address recent changes to sustainability education and/or scholarship in higher education and provide provocative ideas about how these areas should change to better address climate change, indigenous people’s rights, knowledge or well-being, the circular economy, and social justice. What are the approaches to teaching, both in content and pedagogy, that better address these topics? What are the theoretical, methodological or substantive advances in knowledge, and emerging partnership approaches to doing scholarship in these areas? 

References:

Almers, Ellen. 2013. "Pathways to Action Competence for Sustainability - Six Themes." The Journal of Environmental Education 44 (2): 116-127. http://0-dx-doi-org.brum.beds.ac.uk/10.1080/00958964.2012.719939.

Armstrong, Cosette Marie. 2011. "Implementing Education for Sustainable Development: The Potential use of Time-Honored Pedagogical Practice from the Progressive Era of Education." Journal of Sustainability Education 2. http://www.susted.com/wordpress/content/implementing-education-for-sustainable-development-the-potential-use-of-time-honored-pedagogical-practice-from-the-progressive-era-of-education_2011_03/.

Barth, Matthias. 2015. Implementing Sustainability in Higher Education: Learning in an Age of Transformation. Routledge Studies in Sustainable Development. Abingdon and New York: Routledge.

Barth, Matthias, Jasmin Godemann, Marco Rieckmann, and Ute Stoltenberg. 2007. "Developing Key Competencies for Sustainable Development in Higher Education." International Journal of Sustainability in Higher Education 8 (4): 416-430.

Barth, Matthias and Marco Rieckmann. 2015. "State of the Art in Research on Higher Education for Sustainable Development." Chap. 7, In Routledge Handbook of Higher Education for Sustainable Development, edited by Matthias Barth, Gerd Michelsen, Marco Rieckmann and Ian Thomas, 100-113. London: Routledge. https://www-routledgehandbooks-com.login.ezproxy.library.ualberta.ca/doi/10.4324/9781315852249.ch7.

Blake, Joanna, Stephen Sterling, and Ivor Goodson. 2013. "Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College." Sustainability 5 (12): 5347-5372. doi:10.3390/su5125347.

Bullock, Clair and Gregory Hitzhusen. 2015. "Participatory Development of Key Sustainability Concepts for Dialogue and Curricula at the Ohio State University." Sustainability 7 (10): 14063-14091. doi:10.3390/su71014063.

Burns, Heather. 2013. "Meaningful Sustainability Learning: A Study of Sustainability Pedagogy in Two University Courses." International Journal of Teaching and Learning in Higher Education 25 (2): 166-175. http://login.ezproxy.library.ualberta.ca/login?url=http://0-search-ebscohost-com.brum.beds.ac.uk/login.aspx?direct=true&db=eric&AN=EJ1016542&site=ehost-live&scope=site.

Burns, Heather. 2011. "Teaching for Transformation: (Re)Designing Sustainability Courses Based on Ecological Principles." Journal of Sustainability Education 2. http://pdxscholar.library.pdx.edu/elp_fac.

Cajete, Gregory. 2000. Native Science : Natural Laws of Interdependence. First ed. Santa Fe, N.M.: Clear Light Publishers.

Capra, Fritjof. 1999. Ecoliteracy: The Challenge for Education in the Next Century. Berkeley, CA: Center for Ecoliteracy. https://www.scribd.com/document/26141329/Fritjof-Capra-Ecoliteracy.

Clark, Susan G., Murray B. Rutherford, Matthew R. Auer, David N. Cherney, Richard L. Wallace, David J. Mattson, Douglas A. Clark, et al. 2011. "College and University Environmental Programs as a Policy Problem (Part 2): Strategies for Improvement." Environmental Management 47 (5): 716-726. https://0-link-springer-com.brum.beds.ac.uk/article/10.1007%2Fs00267-011-9635-2.

Cotton, Deborah R. E. 2006. "Teaching Controversial Environmental Issues: Neutrality and Balance in the Reality of the Classroom." Educational Research 48 (2): 223-241. https://0-doi-org.brum.beds.ac.uk/10.1080/00131880600732306.

Cotton, Deborah R. E., Martyn F. Warren, Olga Maiboroda, and Ian Bailey. 2007. "Sustainable Development, Higher Education and Pedagogy: A Study of Lecturers' Beliefs and Attitudes." Environmental Education Research 13 (5): 579-597. http://0-dx-doi-org.brum.beds.ac.uk/10.1080/13504620701659061.

Cotton, Deborah R. E. and Jennie Winter. 2010. "It’s Not just Bits of Paper and Light Bulbs’: A Review of Sustainability Pedagogies and their Potential for use in Higher Education." Chap. 3, In Sustainability Education: Perspectives and Practice Across Higher Education, edited by Paula Jones, David Selby and Stephen Sterling, 39-54. London: Earthscan.

Dale, Ann and Lenore Newman. 2005. "Sustainable Development, Education and Literacy." International Journal of Sustainability in Higher Education 6 (4): 351-362. http://0-dx-doi-org.brum.beds.ac.uk/10.1108/14676370510623847.

Davies, Kate. 2009. "A Learning Society." Chap. 32, In The Handbook of Sustainability Literacy: Skills for a Changing World, edited by Arran Stibbe, 215-220. Totnes, UK: Green Books.

Domask, Joseph J. 2007. "Achieving Goals in Higher Education: An Experiential Approach to Sustainability Studies." International Journal of Sustainability in Higher Education 8 (1): 53-68.

DuPuis, E. Melanie and Tamara Ball. 2013. "How Not what: Teaching Sustainability as Process." Sustainability: Science, Practice, & Policy 9 (1): 64-75.

Evans, Tina Lynn. 2015a. "Finding Heart: Generating and Maintaining Hope and Agency through Sustainability Education." Journal of Sustainability Education 10: 1-38.

Evans, Tina Lynn. 2015b. "Transdisciplinary Collaborations for Sustainability Education: Institutional and Intragroup Challenges and Opportunities." Policy Futures in Education 13 (1): 70-96. https://0-doi-org.brum.beds.ac.uk/10.1177/1478210314566731.

Fagan, Geoff. 2009. "Citizen Engagement." Chap. 29, In The Handbook of Sustainability Literacy: Skills for a Changing World, edited by Arran Stibbe, 199-203. Totnes, UK: Green Books.

Fisher, P. Brian and Erin McAdams. 2015. "Gaps in Sustainability Education: The Impact of Higher Education Coursework on Perceptions of Sustainability." International Journal of Sustainability in Higher Education 16 (4): 407-423. doi:10.1108/IJSHE-08-2013-0106.

Frisk, Erin and Kelli L. Larson. 2011. "Educating for Sustainability: Competencies & Practices for Transformative Action." Journal of Sustainability Education 2 (March): 20 pp.

Glasser, Harold and Jamie Hirsh. 2016. "Toward the Development of Robust Learning for Sustainability Core Competencies." Sustainability: The Journal of Record 9 (3): 121-134.

Godemann, Jasmin and Gerd Michelsen. 2011. "Sustainability Communication - an Introduction." Chap. 1, In Sustainability Communication: Interdisciplinary Perspectives and Theoretical Foundations, edited by Jasmin Godemann and Gerd Michelsen, 3-11. Dordrecht: Springer Netherlands.

Goekler, John. 2003. "Teaching for the Future: Systems Thinking and Sustainability." Green Teacher (70): 8-14.

Green, Tom L. 2013. "Teaching (Un)Sustainability? University Sustainability Commitments and Student Experiences of Introductory Economics." Ecological Economics 94: 135-142. https://0-doi-org.brum.beds.ac.uk/10.1016/j.ecolecon.2013.08.003.

Gruenewald, David A. 2003. "Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education." American Educational Research Journal 40 (3): 619-654.

You may choose our Joint Special Issue in Sustainability.

Prof. Dr. Naomi T Krogman
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Sustainability scholarship
  • Sustainability education
  • Pedagogy
  • Experiential learning
  • Indigenizing curriculum
  • Climate change
  • Circular economy
  • Social justice

Published Papers (6 papers)

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Research

16 pages, 334 KiB  
Article
The Influence of a Student-Led Advertising Agency Service-Learning Project on SMME Client Satisfaction: An Expectancy–Disconfirmation Paradigm
by Rodney Duffett and Dylan Cromhout
Educ. Sci. 2022, 12(12), 847; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12120847 - 22 Nov 2022
Cited by 2 | Viewed by 1451
Abstract
The success of small, medium, and micro enterprises (SMMEs) is especially important for increasing employment and economic growth that is sustainable in developing nations. SMMEs are reported to be more successful if they use particular business management strategies compared with those that do [...] Read more.
The success of small, medium, and micro enterprises (SMMEs) is especially important for increasing employment and economic growth that is sustainable in developing nations. SMMEs are reported to be more successful if they use particular business management strategies compared with those that do not implement such strategies. Service-learning projects (S-LPs), in the form of student-led advertising agencies (SLAAs), can assist SMME clients (community partners) with customer research, knowledge transfer and skills training, advertising, and marketing and business services, as well as provide students with practical experience. However, most research is directed at the student benefits, and few empirical studies investigate the advantages for the clients. Therefore, the main objective of this inquiry was to examine SMMEs’ satisfaction in terms of the perceived influence of a SLAA S-LP on lasting impact and business performance. A total of 107 SMME clients were surveyed via a structured questionnaire. The findings indicated that the SLAA S-LP had a significant positive influence on the lasting impact, and business efficiency, brand awareness, competitive advantage, employee motivation, customer loyalty, new customers, and sales of the participating SMMEs. Therefore, the SLAAs provided the SMMEs with low-cost marketing and advertising options that improved the performance of their businesses. Full article
(This article belongs to the Special Issue Sustainability Education and Scholarship in Higher Education)
20 pages, 942 KiB  
Article
Views of Moroccan University Teachers on Plant Taxonomy and Its Teaching and Learning Challenges
by Lhoussaine Maskour, Bouchta El Batri, Jamal Ksiksou, Eila Jeronen, Boujemaa Agorram, Anouar Alami and Rahma Bouali
Educ. Sci. 2022, 12(11), 799; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12110799 - 10 Nov 2022
Viewed by 1601
Abstract
Plant taxonomy includes the identification, description, and classification of plants at the level of species or other taxa. This study aims to analyze the views of university teachers on plant taxonomy and its teaching, the causes of the shortage of plant taxonomists, and [...] Read more.
Plant taxonomy includes the identification, description, and classification of plants at the level of species or other taxa. This study aims to analyze the views of university teachers on plant taxonomy and its teaching, the causes of the shortage of plant taxonomists, and the challenges encountered by students in learning plant taxonomy. University teachers in Morocco (n = 24) responded to a survey consisting of fixed and open-ended questions. The data was analyzed by inductive and deductive content analysis. The results showed that all university teachers considered a taxonomist as a scientist and plant taxonomy as a dynamic and highly scientific, and descriptive discipline. They stated that the taxonomist community is in crisis because of the shortage of plant taxonomists and the decrease in the quality of training provided at the university. The biggest challenges in learning plant taxonomy were the prevalence of traditional teacher-centered methods, the inadequacy of time and didactic resources spent on teaching, and the Latin nomenclature. The difficulties associated with the concept of evolution and the diversity of classifications were also mentioned. The angiosperm group was the most difficult for students to understand. Furthermore, this research shows that the financial, human, institutional, pedagogical, and didactic resources for the teaching of plant taxonomy are insufficient and do not allow for the use of teaching methods supporting learning. How to plant taxonomy is taught is important, and when it is considered difficult, it can lead to a reluctance to study plant species and be one of the reasons for the decline in plant taxonomists in Morocco. Consequently, this issue can negatively affect the preservation and conservation of local flora. Full article
(This article belongs to the Special Issue Sustainability Education and Scholarship in Higher Education)
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12 pages, 286 KiB  
Article
Student Teachers’ Readiness to Implement Education for Sustainable Development
by Nena Vukelić
Educ. Sci. 2022, 12(8), 505; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12080505 - 24 Jul 2022
Cited by 1 | Viewed by 1981
Abstract
The aim of this study was to examine the contribution of teachers’ initial training (field of study, attending education for sustainable development (ESD) course/s) as well as student teachers’ socio-demographic characteristics (gender and age) to their readiness to implement ESD (intention to implement [...] Read more.
The aim of this study was to examine the contribution of teachers’ initial training (field of study, attending education for sustainable development (ESD) course/s) as well as student teachers’ socio-demographic characteristics (gender and age) to their readiness to implement ESD (intention to implement ESD and teachers’ self-efficacy). A total of 706 student teachers studying at six Croatian universities participated in the study. It was determined that female student teachers express greater intention to implement ESD, however the gender differences were not found on teachers’ self-efficacy for ESD. Furthermore, the older the participants, the lesser the extent to which they express their intention to implement ESD. Student teachers in the field of the natural sciences express the intent to implement ESD to a lesser extent compared to students from other fields (humanities, arts, and social sciences). Lastly, it was determined that student teachers who have attended ESD course/s express higher levels of intention to implement ESD as well as teachers’ self-efficacy for ESD. In that sense, the higher the number of attended ESD courses, the higher student teachers’ readiness to implement ESD. Based on the results of this study, recommendations for teacher education programs have been offered. Full article
(This article belongs to the Special Issue Sustainability Education and Scholarship in Higher Education)
11 pages, 247 KiB  
Article
Rethinking the Curriculum in the Context of Education for Sustainability: Lessons from the COVID-19 Pandemic
by Yannis Hadzigeorgiou
Educ. Sci. 2021, 11(11), 700; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110700 - 01 Nov 2021
Cited by 2 | Viewed by 1951
Abstract
In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by [...] Read more.
In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by revisiting some ideas that have received, or have begun to receive, attention in the field of education. More specifically, the paper focuses on the development of global awareness as an educational goal, the notion of hope and the future dimension of the curriculum, the value of systems and ecological thinking, as well as the value of decision making and the role that knowledge of the nature of science can play in decision making. Given that the world will most likely face in the future complex global issues and problems, just like the COVID-19 pandemic, all the aforementioned ideas deserve particular attention, especially if the curriculum is to promote and foster the idea of sustainability. Full article
(This article belongs to the Special Issue Sustainability Education and Scholarship in Higher Education)
31 pages, 809 KiB  
Article
Fashion Design Education and Sustainability: Towards an Equilibrium between Craftsmanship and Artistic and Business Skills?
by Monika Murzyn-Kupisz and Dominika Hołuj
Educ. Sci. 2021, 11(9), 531; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090531 - 10 Sep 2021
Cited by 16 | Viewed by 13332
Abstract
Fashion designers can have a key role to play in making fashion more sustainable, as they are able to influence and contribute to all dimensions of fashion impact (economic, environmental, social, and cultural), both positive and negative. Fashion design education should be seen [...] Read more.
Fashion designers can have a key role to play in making fashion more sustainable, as they are able to influence and contribute to all dimensions of fashion impact (economic, environmental, social, and cultural), both positive and negative. Fashion design education should be seen as a chance to make aspiring designers aware of the challenges and potential of design for sustainability and equip them with the knowledge and skills necessary to implement sustainable fashion approaches. Starting from this premise, the approach to various sustainability themes was examined in the particular national context of post-secondary schools offering fashion majors in Poland, one which so far has not been researched in any depth. The authors conducted interviews and analysed the publications, documents, web pages, and Facebook profiles of such schools. Their activities were examined and classified in respect of the main dimensions of comprehensive fashion education: art, craftsmanship, and business. The analysis provides a picture of the current situation and a review of the specific features of sustainable fashion education in both the global and Polish contexts. Contemporary fashion education requires multidimensional adjustments to curricula, reflecting the complex nature of sustainability problems. This is a global challenge, which in the Polish case is additionally exacerbated by insufficient and uncoordinated public support, problems related to the institutional context of private and public schools, and the low level of sustainability awareness among consumers. Full article
(This article belongs to the Special Issue Sustainability Education and Scholarship in Higher Education)
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20 pages, 1982 KiB  
Article
Ocean I3. Pedagogical Innovation for Sustainability
by Itziar Rekalde-Rodríguez, Julieta Barrenechea and Yannick Hernandez
Educ. Sci. 2021, 11(8), 396; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080396 - 02 Aug 2021
Cited by 4 | Viewed by 2486
Abstract
Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions [...] Read more.
Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master’s thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time. Full article
(This article belongs to the Special Issue Sustainability Education and Scholarship in Higher Education)
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