International Journal of Sustainability in Higher Education最新文献

{"title":"Pathways to decarbonization, circular construction, and sustainability in the built environment","authors":"Claudia Calle Müller, Piyush Pradhananga, Mohamed ElZomor","doi":"10.1108/ijshe-09-2023-0400","DOIUrl":"https://doi.org/10.1108/ijshe-09-2023-0400","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The built environment is responsible for approximately 40% of the world’s energy consumption, 30% of raw material use, 25% of solid waste, 25% of water use, 12% of land use and 33% of greenhouse gas emissions. Thus, environmental improvement and decarbonization are becoming increasingly critical objectives for the construction industry. Sustainable construction can be achieved through several practices, including: considering life-cycle assessment, circular construction, resource efficiency and waste management and providing eco-efficient materials, reducing energy demands and consumption and incorporating low-carbon technologies and renewable energy sources. To achieve sustainable construction goals, it is critical to educate the future workforce about decarbonization, circular construction and how to overcome the challenges involved in transitioning to sustainable construction. This study aims to understand the gap in student knowledge related to decarbonization and circular construction and the importance of incorporating these topics in civil engineering and construction management curricula.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study surveyed 120 undergraduate and graduate students at one of the largest minority-serving institutions in the USA to understand the gap in student knowledge related to decarbonization and circular construction as well as the importance of incorporating these topics in civil engineering and construction management curricula. The authors conducted several statistical measures to assess the consistency, reliability and adequacy of the sample size, including the Kaiser–Meyer–Olkin measure of sampling adequacy, the normality test to evaluate the appropriateness of using an ordered probit regression analysis and a multicollinearity test to observe the correlation between independent variables. The data was analyzed using ordered probit regression analysis to investigate the need for a curriculum that serves in educating students about decarbonization and circular construction.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of this research highlight the gaps in students’ knowledge pertaining to sustainable practices and the importance of providing future construction workforce with such knowledge to tackle global inevitable challenges.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings of this study contribute to sustainable construction bodies of knowledge by advocating for a reformed curriculum to prepare the future workforce and adopt less carbonized, more circular approaches within the engineering and construction industry.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"23 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139396963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A sustainable campus for an uncertain future. Two cases of infrastructural transformation at Norway’s largest university","authors":"Thomas Berker, Hanne Henriksen, Thomas Edward Sutcliffe, Ruth Woods","doi":"10.1108/ijshe-01-2023-0027","DOIUrl":"https://doi.org/10.1108/ijshe-01-2023-0027","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to convey lessons learned from two sustainability initiatives at Norway’s largest university. This contributes to knowledge-based discussions of how future, sustainable higher education institutions (HEIs) infrastructures should be envisioned and planned if the fundamental uncertainty of the future development of learning, researching and teaching is acknowledged.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study was submitted on 24 January 2023 and revised on 14 September 2023. HEIs, particularly when they are engaged in research activities, have a considerable environmental footprint. At the same time, HEIs are the main producers and disseminators of knowledge about environmental challenges and their employees have a high awareness of the urgent need to mitigate climate change and biodiversity loss. In this study, the gap between knowledge and environmental performance is addressed as a question of infrastructural change, which is explored in two case studies.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The first case study presents limitations of ambitious, top-down sustainability planning for HEI infrastructures: support from employees and political support are central for this strategy to succeed, but both could not be secured in the case presented leading to an abandonment of all sustainability ambitions. The second case study exposes important limitations of a circular approach: regulatory and legal barriers were found against a rapid and radical circular transformation, but also more fundamental factors such as the rationality of an institutional response to uncertainty by rapid cycles of discarding the old and investing in new equipment and facilities.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Being based on qualitative methods, the case studies do not claim representativity for HEIs worldwide or even in Norway. Many of the factors described are contingent on their specific context. The goal, instead, is to contribute to learning by presenting an in-depth and context-sensitive report on obstacles encountered in two major sustainability initiatives.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Research reporting on sustainability initiatives too often focuses descriptively on the plans or reports the successes while downplaying problems and failures. This study deviates from this widespread practice by analysing reasons for failure informed by a theoretical frame (infrastructural change). Moreover, the juxtaposition of two cases within the same context shows the strengths and weaknesses of different approaches to infrastructural change particularly clearly.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"52 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalization at Home from a Chinese perspective: the case of iZJU","authors":"Lijuan Qu, Yuwen Dai","doi":"10.1108/ijshe-08-2023-0386","DOIUrl":"https://doi.org/10.1108/ijshe-08-2023-0386","url":null,"abstract":"\u0000Purpose\u0000Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs.\u0000\u0000\u0000Design/methodology/approach\u0000A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact.\u0000\u0000\u0000Findings\u0000The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17.\u0000\u0000\u0000Originality/value\u0000First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.\u0000","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"52 9","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139379948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the provisions for sustainability in economics degree programmes","authors":"Walter Leal Filho, M. A. Dinis, Maria F. Morales, María Semitiel-García, Pedro Noguera-Méndez, Salvador Ruiz de Maya, María-del-Carmen Alarcón-del-Amo, Nuria Esteban-Lloret, María Pemartín","doi":"10.1108/ijshe-08-2023-0382","DOIUrl":"https://doi.org/10.1108/ijshe-08-2023-0382","url":null,"abstract":"\u0000Purpose\u0000Higher education institutions (HEIs) offer courses and programmes focusing on sustainability in economics, as courses on sustainable development (SD), which examine the economic, social and environmental dimensions of SD. This paper aims to examine sustainability integration in economics degree programmes.\u0000\u0000\u0000Design/methodology/approach\u0000Through an extensive literature review in Web of Science (WoS) and information search in Google, conducting to 28 relevant case studies, this paper elucidates the emphasis given to sustainability as part of economics degree programmes in HEIs.\u0000\u0000\u0000Findings\u0000The results suggest that, whereas the inclusion of sustainability components in this field is a growing trend, much still needs to be done to ensure that matters related to SD are part of the routine of university students studying economics.\u0000\u0000\u0000Research limitations/implications\u0000It is worth noting that the literature review conducted in WoS was primarily aimed at assisting in the selection of university case studies. The 28 university case studies scrutinised in this study may lack sufficient representation from numerous developing countries.\u0000\u0000\u0000Practical implications\u0000This study highlights challenges in integrating the SD into economics degree programmes, suggesting the need for curriculum adjustments as underscoring operational issues, acting as barriers. The inclusion of sustainability in economics programmes must navigate operational issues stemming from packed timetables and busy schedules, requiring innovative solutions.\u0000\u0000\u0000Social implications\u0000As far as the authors are aware, this study holds substantial importance in its emphasis on implementing sustainability within HEIs’ economics programmes, assisting in pursuing SD.\u0000\u0000\u0000Originality/value\u0000The novelty of this study lies in addressing sustainability with the specific economics focus programmes within the HEIs context.\u0000","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"27 9","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139379968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university","authors":"Silvia Albareda-Tiana, Gabriel Fernandez-Borsot, Jasmina Berbegal-Mirabent, Elisa Regadera González, Marta Mas-Machuca, Mariona Graell, Alba Manresa, Mónica Fernández-Morilla, M. Teresa Fuertes-Camacho, Andreu Gutiérrez-Sierra, Josep M. Guardiola","doi":"10.1108/ijshe-07-2023-0299","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0299","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"31 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139372947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Green campus and student proactivity initiatives: the importance of a participatory approach","authors":"Jucelia Appio Frizon, Teresa Eugénio, Nelson Natalino Frizon","doi":"10.1108/ijshe-11-2022-0362","DOIUrl":"https://doi.org/10.1108/ijshe-11-2022-0362","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to examine the mediating role of students’ knowledge of sustainable development (SD) in the relationship between green campus initiatives by higher education institutions (HEIs) and student proactivity.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research, with a quantitative approach, was carried out with students linked to HEIs belonging to the Sustainable Campus Network – Portugal (RCS-PT).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>It was concluded that communications of HEI SD initiatives, green campus operations and approach to SD in the classroom have a positive and significant effect on students’ proactivity toward SD. It was also concluded that SD-oriented student knowledge is a mediator in these relationships.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>An underlying argument is that students with SD-oriented knowledge engage in proactive behaviors, taking the best HEI initiatives as a precedent among students of the HEIs belonging to the RCS-PT.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>HEI initiatives can be drivers for proactive student behaviors regarding SD. Thus, this study brings guidance to university leaders and other stakeholders. The findings can also be useful for those involved in planning SD-oriented actions in HEIs.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Strengthen the role of higher education as co-creators of change by promoting the principles of SD in future professionals. Education is a strong instrument for behavioral change, so HEIs play a fundamental role here having a direct impact on society.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research sought to expand the dialogue about SD in HEIs, especially in achieving sustainable development goals, intertwined with the idea of participation and engagement of students.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"24 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139372849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing action competence teaching model as a framework for achieving sustainable development goals: insights from students","authors":"Xiaojing Xing, Chinaza Solomon Ironsi","doi":"10.1108/ijshe-08-2023-0376","DOIUrl":"https://doi.org/10.1108/ijshe-08-2023-0376","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors’ knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"80 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139372788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainability evolved for experts but students fell behind: teaching interrelated social, economic and environmental goals","authors":"Warren G. Lavey","doi":"10.1108/ijshe-07-2023-0327","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0327","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students’ shortcomings in considering socioeconomic dimensions.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students’ final projects proposing sustainability legislation with social, economic and environmental dimensions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students’ understanding and preparedness to act.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Despite experts’ attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents’ sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"2 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher education curriculum design for sustainable development: towards a transformative approach","authors":"Philip Cardiff, Malgorzata Polczynska, Tina Brown","doi":"10.1108/ijshe-06-2023-0255","DOIUrl":"https://doi.org/10.1108/ijshe-06-2023-0255","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"33 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University language students’ evaluations of ecological, social, cultural and economic sustainability and their importance in language teaching","authors":"Salla-Riikka Kuusalu, Päivi Laine, Minna Maijala, Maarit Mutta, Mareen Patzelt","doi":"10.1108/ijshe-05-2023-0169","DOIUrl":"https://doi.org/10.1108/ijshe-05-2023-0169","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A questionnaire was designed to study Finnish university language students’ (<em>n</em> = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors’ knowledge, no previous studies have examined language students’ evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}