International Journal of Sustainability in Higher Education最新文献

{"title":"Campus sustainability, organizational learning and sustainability reporting: an empirical analysis","authors":"Camille Washington-Ottombre","doi":"10.1108/ijshe-12-2022-0396","DOIUrl":"https://doi.org/10.1108/ijshe-12-2022-0396","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646065","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 survey of the most prevalent sustainability initiatives at universities","authors":"Karin Farag, Can Baran Aktas","doi":"10.1108/ijshe-07-2023-0285","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0285","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to identify the most prevalent initiatives undertaken by leading universities in sustainability and offer a roadmap for other institutions seeking to undertake similar actions and contribute to more effective implementation of sustainability practices.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>By using a quantitative assessment approach, the study sheds light on successful initiatives implemented by universities worldwide, spanning six categories: transportation, waste management, curriculum, food and dining, water and energy. Each category is clearly related to one or more of the 17 sustainable development goals. A cluster analysis was also applied to identify regional trends in preferred initiatives.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study underlines the importance of integrating sustainability principles into the curricula of higher education institutions (HEIs) as well as educating staff members on energy and water management. The most common and impactful initiatives in the studied six categories have been identified. Many of the initiatives mentioned in the study do not just result in reducing ecological footprint but also provide economic savings as well. Differences among regions and countries were observed in the implementation of initiatives. Cultural and habitual factors should not be disregarded during the selection process of initiatives.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings of this study may help universities to take their first steps toward implementing initiatives that can effectively promote sustainable development. Results will aid other HEIs in planning for next steps while outlining the more common initiatives.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646185","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":"Science to practice – networked governance of sustainability transitions in an African university","authors":"Tawanda Jimu, Britta Rennkamp","doi":"10.1108/ijshe-07-2023-0317","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0317","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139589345","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":"Perception and awareness of the bioeconomy: an empirical study of chosen European academia","authors":"Małgorzata Pink, Barbara Kiełbasa, Vojtěch Tamáš, Fernanda Maria Dos Santos Maria Pereira, Juan C. Santamarta, Noelia Cruz Pérez, Joselin S. Rodríguez-Alcántara, Lidia Luty","doi":"10.1108/ijshe-01-2023-0002","DOIUrl":"https://doi.org/10.1108/ijshe-01-2023-0002","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to diagnose the perception, knowledge, awareness and position of the bioeconomy in university education and research.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study is based on a questionnaire survey conducted at universities in Poland, the Czech Republic, Spain and Portugal (<em>n</em> = 464). The questionnaire consisted of open-ended, dichotomous and Likert-type questions. Variable frequency distribution methods and the non-parametric chi-square test were used to test the independence of the characteristics. The Cramer’s V contingency coefficient was used to determine the degree of dependence between the variables.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The researched academic community is dominated by a traditional approach to the bioeconomy, which relates to agriculture and ecological aspects. Respondents believe in the positive environmental impacts of the bioeconomy, while less often being aware of its importance from a socio-economic perspective. Insufficient teaching and research in the field of the bioeconomy can be widely observed. The presumed link between the existence of a bioeconomy strategy at national level and awareness of the bioeconomy was not confirmed.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The limited sample, the narrow geographical scope of the study does not allow for a comprehensive analysis of the topic. Another limitation is the lack of representativeness of the results in relation to all university representatives in the countries studied and the uneven composition of the samples.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study fills the knowledge gap about the status of the bioeconomy in European academic communities by analysing its perception among both teachers and students of social, natural and applied sciences.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"267 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139561528","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":"The significance of sustainability in higher education: a view to the curricular proposal at a Colombian University","authors":"Ana Elena Builes-Vélez, Juliana Restrepo, Juan Diego Diego Martínez","doi":"10.1108/ijshe-09-2023-0423","DOIUrl":"https://doi.org/10.1108/ijshe-09-2023-0423","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This idea corresponds to a lack of debate about what the term signifies and means.","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515209","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":"ESD action competencies of future teachers: self-perception and competence profile analysis","authors":"María Ángeles García-Fortes, Isabel Banos-González, Patricia Esteve-Guirao","doi":"10.1108/ijshe-07-2023-0323","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0323","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"27 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139501126","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":"Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan","authors":"Muhammad Mohsin Hakeem, Hoe Chin Goi, Frendy","doi":"10.1108/ijshe-09-2023-0398","DOIUrl":"https://doi.org/10.1108/ijshe-09-2023-0398","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to examine the participants’ [junior high school students and Master of business administration (MBA) consultants] perceptions and utilizations of the multidimensional place-based resources within the context of Education for Sustainable Development (ESD), specifically focusing on its alignment with the sustainable development goals (SDGs) for quality education. While place-based resources have demonstrated the potential for fostering innovative thinking and collaborative efforts, a gap exists in understanding how these resources can be effectively integrated to bolster learning and sustainable outcomes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The authors adopted a single-case research methodology and conducted an in-depth exploration of the integration of place-based resources within the context of ESD using the 2021 Forest Community Outreach (FCO) Project in Ena City, Japan. Questionnaires, daily journals and consultation reports were used for data collection. This study used the coding and qualitative content analysis process to understand the significance of the five dimensions of place-based resources in fostering effective ESD practices.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings show the gap between interest in ESD and utilization of place-based resources as reflected in the perceptions and interests of junior high school participants. MBA consultants acknowledged the relevance of leveraging the five dimensions of place-based resources in the context of ESD. This research enriches the understanding of recognizing and harnessing different resources within the settings, emphasizing the significance of a multidimensional place-based resources approach to effectively incorporate these resources into ESD, thereby fostering learning and practical sustainability outcomes.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study conducts a novel analysis of diverse dimensions within the realm of place-based resources and their profound influence on the learning experiences and creativity of participants engaged in ESD. The study lays the groundwork for the validation of place-based resource dimensions through collaborative efforts involving stakeholders within the region.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"32 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139482596","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":"Environmental and sustainability education in teacher education research: an international scoping review of the literature","authors":"Rob Blom, Douglas D. Karrow","doi":"10.1108/ijshe-07-2023-0288","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0288","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors’ study.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"27 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139475196","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":"Uncovering perspectives on SDG integration for university transformations","authors":"Andrea Cuesta-Claros, Gary Bonar, Shirin Malekpour, Rob Raven, Tahl Kestin","doi":"10.1108/ijshe-03-2023-0111","DOIUrl":"https://doi.org/10.1108/ijshe-03-2023-0111","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This case study explores different perspectives on integrating the Sustainable Development Goals (SDGs) in universities to achieve university transformations. This study recognises that university actors think differently about the purpose of universities, hold diverse perspectives on the SDGs, and, thus, prefer specific types of SDG integration.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using Q methodology, 29 participants from one university expressed their perspectives by sorting 50 statements covering different types of SDG integration. Statements were based on academic and grey literature on SDG integration in universities, and interviews with university actors from a previous study. After the sorting task, participants were interviewed to understand the reasons behind the placement of particular statements.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study identifies three perspectives held by the study participants. Perspective 1 emphasises the value of the SDGs and supports a deep integration of the Goals in their university. Perspective 1 also advocates for incorporating the SDGs into the university’s identity. Perspective 2 sees the university’s purpose as more comprehensive than the SDGs; thus, the university should develop knowledge regardless of its relevance to the SDGs. This perspective supports a pragmatic integration of the SDGs – favouring actions that benefit the university without introducing significant changes. Finally, Perspective 3 argues that the university should approach the SDGs through social justice and empowerment lenses. This perspective also questions the suitability of the SDGs for universities, arguing that the SDGs fail to challenge current structures underpinning the unsustainability of the world.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Although previous studies have analysed diverse ways of understanding the SDGs in universities, to the best of the authors’ knowledge, this study is the first to treat the SDGs as a governance framework of 17 goals and adopt a whole-institution approach to study universities.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"58 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411409","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 students’ sustainability consciousness in relation to their perceived teaching styles: an exploratory study in Pakistani context","authors":"Ayesha Nousheen, Farkhanda Tabassum","doi":"10.1108/ijshe-12-2022-0406","DOIUrl":"https://doi.org/10.1108/ijshe-12-2022-0406","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke <em>et al.</em>’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study findings will help future teachers to effectively integrate sustainability education into their classrooms.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"10 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411332","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}