International Journal of Sustainability in Higher Education,
Journal Year:
2022,
Volume and Issue:
24(1), P. 193 - 211
Published: Aug. 30, 2022
Purpose
This
study
aims
to
understand
the
practices
and
perceptions
of
education
for
sustainable
development
(ESD)
in
university
classrooms
Malaysia,
exploring
how
holistic,
pluralistic
action-oriented
approaches
ESD
were
linked
their
knowingness,
attitudes
behavior
regarding
sustainability.
Design/methodology/approach
The
2,678
students
1,013
teachers
from
a
range
undergraduate
postgraduate
courses
at
four
Malaysian
universities
surveyed.
Their
views
sustainability
consciousness
(SC)
recorded
on
five-point
Likert-type
scales,
resulting
data
was
investigated
using
descriptive
analytical
statistics.
Findings
Holistic,
teaching
learning
widespread
universities,
with
significant
associations
found
between
SC.
While
all
three
enhanced
each
aspect
SC,
results
indicated
need
develop
more
fully.
Originality/value
research
underlines
importance
context
higher
education.
It
provides
empirical
evidence
developing
confirms
utility
holistic
content
pedagogy
Sustainability,
Journal Year:
2021,
Volume and Issue:
13(9), P. 4942 - 4942
Published: April 28, 2021
Examining
and
developing
courses
of
education
for
sustainable
development
(ESD)
is
the
goal
this
study.
Building
on
theory
game-based
learning,
study
develops
teaching
strategies
that
employ
board
games
ESD.
The
design
context
game,
entitled
"Be
Blessed
Taiwan",
situated
in
dilemma
between
biological
conservation
economic
development.
It
incorporates
four
core
systemic
concepts:
economy,
policies,
society,
ecology.
Students
from
two
high
schools
played
game
200
min
400
min,
respectively
(100
per
week).
collected
complete
pre-game
post-game
data
34
school
students,
including
test
scientific
concepts,
gameplay
results.
research
results
indicate
students'
scores
significantly
increased
after
with
a
medium
effect
size;
specifically,
large
dimension
biodiversity
concepts
concepts.
analysis
shows
difficulty
high-school
students
to
achieve
all
ESD
goals.
International Journal of Sustainability in Higher Education,
Journal Year:
2021,
Volume and Issue:
24(2), P. 235 - 258
Published: Aug. 18, 2021
Purpose
This
paper
aims
to
explore
whether
formal,
non-formal,
and
informal
learning
experiences
contribute
developing
sustainable
development
competencies
(SDCs)
among
students
in
a
Principles
of
Responsible
Management
Education
(PRME)
signatory
business
school.
Design/methodology/approach
An
online
survey
based
on
the
students’
questionnaire
sustainability
already
validated
literature
were
given
sample
274
bachelor
at
PRME
Nominal
variables
representing
categories
created
test
set
hypotheses
developed
according
literature.
Because
data
was
not
normally
distributed,
non-parametric
independent-samples
Mann–Whitney
U
conducted,
descriptive
statistics
used
help
analysis.
Findings
The
results
suggest
that
hybrid
format
with
combination
non-formal
is
essential
maximising
SDCs
raising
literacy.
Research
limitations/implications
study
one
first
attempts
understand
importance
approach
(SDCs).
Future
studies
could
adopt
longitudinal
analysis
check
these
over
time,
assess
from
different
schools
or
comparing
those
non-signatory
schools.
Practical
implications
provides
insight
into
how
address
challenges
through
redirecting
their
educational
systems
by
balancing
approaches
educate
future
responsible
leaders.
Originality/value
research
evidence
maximise
and,
therefore,
generating
insights
for
policies.
Sustainability,
Journal Year:
2022,
Volume and Issue:
14(19), P. 11916 - 11916
Published: Sept. 21, 2022
Sustainable
development
has
been
one
of
the
critical
issues
on
world
agenda
since
1970s
given
depletion
natural
resources,
environmental
degradation,
inequalities,
population
growth,
and
urbanization.
Therefore,
uncovering
factors
underlying
sustainable
matters
for
design
optimal
policies.
This
study
investigates
influence
higher
education
globalization
in
new
EU
members
2000–2019
duration
with
a
panel
data
approach
view
research
gap
empirical
literature.
The
consequences
analyses
point
out
that
have
significant
influences
short
long
terms.
However,
long-term
over
is
found
to
be
relatively
than
development.
International Journal of Sustainability in Higher Education,
Journal Year:
2022,
Volume and Issue:
23(6), P. 1386 - 1403
Published: Feb. 7, 2022
Purpose
This
study
aims
to
assess
the
impact
of
sustainability
pedagogies
on
students’
consciousness
(SC)
in
online
instructional
settings
during
COVID-19
pandemic.
Design/methodology/approach
A
mixed-method,
embedded
research
design
was
applied
conduct
research.
The
participants
were
pre-service
teachers
studying
a
course,
namely,
“Education
for
Sustainable
Development”
(ESD)
public
sector
university
Pakistan.
total
49
divided
into
control
and
experimental
groups.
group
experienced
ESD-pedagogies
teaching-learning
(educational)
settings,
whereas
taught
through
lecture-based
approach
an
educational
setting.
outcome
measured
terms
change
teachers’
SC.
qualitative
data
collected
from
only.
quantitative
analyzed
using
paired
sample
t
-test
independent
-test,
thematic
analysis.
Findings
indicate
that
(i.e.
case
studies,
critical
incidents,
discussions,
debates
problem-based
teaching)
enhanced
SC
Originality/value
current
expands
discussion
effectiveness
teacher
education
programs.
International Journal of Sustainability in Higher Education,
Journal Year:
2022,
Volume and Issue:
24(1), P. 193 - 211
Published: Aug. 30, 2022
Purpose
This
study
aims
to
understand
the
practices
and
perceptions
of
education
for
sustainable
development
(ESD)
in
university
classrooms
Malaysia,
exploring
how
holistic,
pluralistic
action-oriented
approaches
ESD
were
linked
their
knowingness,
attitudes
behavior
regarding
sustainability.
Design/methodology/approach
The
2,678
students
1,013
teachers
from
a
range
undergraduate
postgraduate
courses
at
four
Malaysian
universities
surveyed.
Their
views
sustainability
consciousness
(SC)
recorded
on
five-point
Likert-type
scales,
resulting
data
was
investigated
using
descriptive
analytical
statistics.
Findings
Holistic,
teaching
learning
widespread
universities,
with
significant
associations
found
between
SC.
While
all
three
enhanced
each
aspect
SC,
results
indicated
need
develop
more
fully.
Originality/value
research
underlines
importance
context
higher
education.
It
provides
empirical
evidence
developing
confirms
utility
holistic
content
pedagogy
