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Journal articles on the topic 'Sustainability Education (SE)'

Author: Grafiati

Published: 31 May 2023

Last updated: 31 July 2025

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1

Chalmers, Lex. "Sustainability education." New Zealand Geographer 63, no. 3 (2007): 225. http://dx.doi.org/10.1111/j.1745-7939.2007.00121.x.

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2

Abraham, Martin. "Sustainability education." Environmental Progress 24, no. 4 (2005): 343–44. http://dx.doi.org/10.1002/ep.10116.

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3

Richardson, Megan. "Education for Sustainability." Learning and Teaching 9, no. 1 (2020): 5–23. http://dx.doi.org/10.7459/lt/9.1.02.

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This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is c

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4

Baillie, Caroline, and Victoria Remenda. "Education for Sustainability." Journal of Biobased Materials and Bioenergy 1, no. 1 (2007): 163–70. http://dx.doi.org/10.1166/jbmb.2007.1990.

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Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 s

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Buchan, Graeme D., Ian F. Spellerberg, and Winfried E. H. Blum. "Education for sustainability." International Journal of Sustainability in Higher Education 8, no. 1 (2007): 4–15. http://dx.doi.org/10.1108/14676370710717553.

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PurposeTo describe the development and structure of a new Master's‐level subject entitled “Aspects of sustainability: an international perspective” as a potential model, adoptable by other tertiary‐level educators.Design/methodology/approachThis paper describes the evolution and re‐shaping of a subject designed for postgraduate students from diverse programmes (from science‐based to sociology‐based). It was re‐designed in 2004, in part to support the co‐introduction by Lincoln University of two new, globally innovative Masters degrees, but also as a contribution to the Decade of Education for

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Rozman, Tomislav, and Mateja Frangež Rozman. "Education for Sustainability." International Journal of Smart Education and Urban Society 11, no. 1 (2020): 41–63. http://dx.doi.org/10.4018/ijseus.2020010104.

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The purpose of this article is to analyse and interpret the current state of the Education for Sustainable Development in Slovenia, EU. The primary goal is to select the best learning methods for the upcoming international training programme, developed within the EU co-funded project (Erasmus+ KA2) The article presents the analysis of the state on the Slovenian education market with a focus on adult education and lifelong learning target groups. The results show that traditional training methods are still most widely used; newer learning methods (gamification, online, mobile learning, storytel

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7

Gough. "Education after sustainability." Global Discourse 7, no. 1 (2017): 131–45. http://dx.doi.org/10.1080/23269995.2017.1300435.

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Gould, Bill. "Education for sustainability." Applied Geography 17, no. 3 (1997): 247. http://dx.doi.org/10.1016/s0143-6228(97)87225-6.

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9

Wamsler, Christine. "Education for sustainability." International Journal of Sustainability in Higher Education 21, no. 1 (2020): 112–30. http://dx.doi.org/10.1108/ijshe-04-2019-0152.

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Purpose Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral app

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10

Foster, John. "Education as Sustainability." Environmental Education Research 7, no. 2 (2001): 153–65. http://dx.doi.org/10.1080/13504620120043162.

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11

Glavič, Peter. "Sustainability engineering education." Clean Technologies and Environmental Policy 8, no. 1 (2006): 24–30. http://dx.doi.org/10.1007/s10098-005-0025-4.

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12

Sorin, Cristea. "Education for Sustainability." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 1 (125) (2021): 54–56. https://doi.org/10.5281/zenodo.4560639.

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Education for sustainability can be defined and analyzed by its relation to the concept of sustainable development, developed and promoted in recent decades in several socio-human sciences, following fundamental and operational research, and developed extensively at an intradisciplinary, interdisciplinary, multidisciplinary, and transdisciplinary level. Sustainability thus represents the capacity of the social system, approached globally and partially (from an economic, political, cultural, community, and natural perspective), of sustainable development in the conditions of optimal capitalizat

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13

Losada Sierra, Manuel, and Jairo Andrés Villalba Gómez. "Education and Sustainability." Academia y Virtualidad 18, no. 1 (2025): 9–11. https://doi.org/10.18359/ravi.7671.

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14

FOBELOVÁ, Daniela. "EDUCATION FOR SUSTAINABILITY – OUR COMMON FUTURE." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 122 (2018): 37–42. http://dx.doi.org/10.29119/1641-3466.2018.122.4.

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15

Scheunpflug, Annette, and Barbara Asbrand. "Global education and education for sustainability." Environmental Education Research 12, no. 1 (2006): 33–46. http://dx.doi.org/10.1080/13504620500526446.

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16

Pacis, Margarita, and Robert VanWynsberghe. "Key sustainability competencies for education for sustainability." International Journal of Sustainability in Higher Education 21, no. 3 (2020): 575–92. http://dx.doi.org/10.1108/ijshe-12-2018-0234.

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Purpose The purpose of this paper is to posit that a key sustainability tool can help provide a needed guide for the many forms of new curricula for academic, public and professional learning communities. The authors demonstrate that key sustainability competency (KSC) research can highlight and provide an array of learning outcomes that can be back cast to co-design flexible, detailed curriculum, pedagogy, practice and assessment structures. They also briefly outline the connection of KSC to education for sustainability (EfS) to provide the educational basis for designing and facilitating cla

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17

Wood, Brian. "Sustainability of Construction Education." Construction Economics and Building 1, no. 1 (2011): 106–12. http://dx.doi.org/10.5130/ajceb.v1i1.2284.

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Construction management is changing and so is education. Sustainability is asignificant global issue. This paper examines the sustainability of current forms andcontent of construction education and suggests that there may be a link betweenmedium and message.

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18

Dyball, Maria Cadiz, and Ian Thomson. "Sustainability and Accounting Education." Accounting Education 22, no. 4 (2013): 303–7. http://dx.doi.org/10.1080/09639284.2013.817787.

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19

Matias, Maria Auxiliadora de Freitas Bastos, Fúlvia Carolina Alves Correa, Maria da Rosa Capri, and Estaner Claro Romão. "SUSTAINABILITY IN ELEMENTARY EDUCATION." International Journal for Innovation Education and Research 8, no. 4 (2020): 258–73. http://dx.doi.org/10.31686/ijier.vol8.iss4.2287.

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This work reports a didactic experience through the assumptions of Project-Based Learning, Interdisciplinarity and Significant Learning in the teaching-learning process in years initials of Elementary School, using the Design Science Reseach methodology. The study contextualizes the reflection about the necessary promotion of sustainable actions with the intention of mitigating environmental impacts. The general aim is to associate the concerns related to the Environment with the construction of events (Science Fair) and promote the integration between the curricular components and the school

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20

Wals, Arjen E. J., and Bob Jickling. "“Sustainability” in higher education." International Journal of Sustainability in Higher Education 3, no. 3 (2002): 221–32. http://dx.doi.org/10.1108/14676370210434688.

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21

Mann, Samuel. "Computing education for sustainability." Interactions 23, no. 6 (2016): 44–47. http://dx.doi.org/10.1145/3001912.

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22

Eboli, Marisa, and Sergio Mancini. "Corporate education for sustainability." International Journal of Environment and Sustainable Development 11, no. 4 (2012): 339. http://dx.doi.org/10.1504/ijesd.2012.050827.

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23

Martin, Ken, Denise Summers, and Harriet Sjerps‐Jones. "Sustainability and teacher education." Journal of Further and Higher Education 31, no. 4 (2007): 351–62. http://dx.doi.org/10.1080/03098770701625738.

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24

Bebbington, Jan. "Engagement, education and sustainability." Accounting, Auditing & Accountability Journal 10, no. 3 (1997): 365–81. http://dx.doi.org/10.1108/09513579710178115.

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25

Mann, Samuel, Lesley Smith, and Logan Muller. "Computing education for sustainability." ACM SIGCSE Bulletin 40, no. 4 (2008): 183–93. http://dx.doi.org/10.1145/1473195.1473241.

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26

Cohen, Steven. "Real-World Sustainability Education." Sustainability: The Journal of Record 3, no. 4 (2010): 193–94. http://dx.doi.org/10.1089/sus.2010.9766.

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27

Wright, Tarah. "Higher Education for Sustainability." Journal of Education for Sustainable Development 1, no. 1 (2007): 101–6. http://dx.doi.org/10.1177/097340820700100117.

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28

Dernbach, John C. "Legal Education for Sustainability." Journal of Education for Sustainable Development 5, no. 2 (2011): 225–32. http://dx.doi.org/10.1177/097340821100500212.

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29

Brown, Giles H. "Sustainability in higher education." Perspectives: Policy and Practice in Higher Education 14, no. 4 (2010): 103–4. http://dx.doi.org/10.1080/13603108.2010.522888.

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30

Fisher, P. Brian, and Erin McAdams. "Gaps in sustainability education." International Journal of Sustainability in Higher Education 16, no. 4 (2015): 407–23. http://dx.doi.org/10.1108/ijshe-08-2013-0106.

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Purpose – This paper aims to examine how both the amount and type of coursework impact students’ conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students’ environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize “sustainability”. Design/methodology/approach – Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursewo

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31

Felgueiras, Manuel C., João S. Rocha, and Nídia Caetano. "Engineering education towards sustainability." Energy Procedia 136 (October 2017): 414–17. http://dx.doi.org/10.1016/j.egypro.2017.10.266.

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32

Wang, Yuhong. "Sustainability in Construction Education." Journal of Professional Issues in Engineering Education and Practice 135, no. 1 (2009): 21–30. http://dx.doi.org/10.1061/(asce)1052-3928(2009)135:1(21).

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33

Reza, Mohammad Imam Hasan. "Sustainability in Higher Education." SAGE Open 6, no. 3 (2016): 215824401666589. http://dx.doi.org/10.1177/2158244016665890.

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34

Ferkany, Matt. "Legitimizing education in sustainability." Theory and Research in Education 16, no. 1 (2018): 99–103. http://dx.doi.org/10.1177/1477878517727933a.

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35

Morris, Libby V. "Higher Education and Sustainability." Innovative Higher Education 32, no. 4 (2007): 179–80. http://dx.doi.org/10.1007/s10755-007-9056-6.

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36

Fergus, Jeffrey W., Christopher Twigge-Molecey, and James Mcguffin-Cawley. "Sustainability in Materials Education." JOM 65, no. 8 (2013): 935–38. http://dx.doi.org/10.1007/s11837-013-0644-x.

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37

R Tiwary, Anuradha. "SUSTAINING EDUCATION, EDUCATING SUSTAINABILITY." Education & Learning in Developing Nations 1, no. 1 (2023): 24–25. http://dx.doi.org/10.26480/eldn.01.2023.24.25.

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Education for Sustainable Development (ESD) is increasingly recognized as a crucial component of quality education and an essential tool for achieving sustainable development goals. It is crucial in addressing global challenges such as climate change, environmental degradation, poverty, and inequality. By educating individuals on the importance of sustainability and equipping them with the necessary skills and knowledge to contribute to sustainable development, ESD can help create a more just and sustainable world for present and future generations. Overall, the growing recognition of ESD high

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38

Poel, Julia, Tiffany Clark, Nicholas Leonardi, and Barbara Hug. "Sustainability-Centered Science Education." Science and Children 62, no. 4 (2025): 36–43. https://doi.org/10.1080/00368148.2025.2504140.

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39

Laine, Marja. "Culture in Sustainability – Defining Cultural Sustainability in Education." Discourse and Communication for Sustainable Education 7, no. 2 (2016): 52–67. http://dx.doi.org/10.1515/dcse-2016-0016.

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Abstract The definition of cultural sustainability in education is explored in this article by looking into conceptions of cultural sustainability collected through expert queries and focus group engagement. These conceptions are compared with the scientific and especially pedagogical discourse on the matter as well as Soini and Birkeland’s theory of story lines of cultural sustainability and Barth’s theory of micro-, median- and macro-levels of culture. The analysis shows that the viewpoint of education brings a new dimension to the discussion on cultural sustainability. It specifically broad

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40

Missingham, Bruce, and Brian S. McIntosh. "Water Education for Sustainability in Higher Education." Journal of Contemporary Water Research & Education 150, no. 1 (2013): 1–5. http://dx.doi.org/10.1111/j.1936-704x.2013.03144.x.

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41

Karlina, Rina, and Mayla Khoiriyah. "Sustainability of Education Process in Higher Education." AKRUAL: Jurnal Akuntansi 13, no. 1 (2021): 56–68. http://dx.doi.org/10.26740/jaj.v13n1.p56-68.

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The purpose of this study is to analyzed tensions faced by higher education in integrating sustainability into their curriculum, practices and policies during COVID-19 outbreak especially in accounting education. As we know, higher education has an important role in implementing economic, social, and environmental dimensions simultanously. During this pandemic, higher education gets greater tensions in integrating sustainability. This research used qualitative descriptive approach and single case study with several unit of analysis. This research begins with a study of sustainability integrati

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42

Akinsemolu, Adenike A., and Foluke V. Arijeniwa. "Current Trends in Sustainability Education and the Future of Sustainability Education in Nigeria." Journal of Sustainable Development Law and Policy (The) 12, no. 2 (2021): 421–41. http://dx.doi.org/10.4314/jsdlp.v12i2.11.

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This article examines the current trends in sustainability education and the future of sustainability education in Nigeria. It contends that development and environment are intertwined and thus should be systematically embedded into educational activities to yield environmentally responsible and accountable policies and citizens in the quest for sustainable development. The significant roles of Environmental Education (EE) as a tool for propagating United Nations sustainable development goals (SDGs) have been identified within Nigeria's national guidelines and policy visions. While there is th

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43

Temple, Paul. "Sustainability." Perspectives: Policy and Practice in Higher Education 14, no. 4 (2010): 105–7. http://dx.doi.org/10.1080/13603108.2010.502742.

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44

Al Kharusi, Sami, and Sree Rama Murthy Y. "Financial sustainability of private higher education institutions: the case of publicly traded educational institutions." Investment Management and Financial Innovations 14, no. 3 (2017): 25–38. http://dx.doi.org/10.21511/imfi.14(3).2017.03.

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Public and private education can unlock different doors and help to flood the country with a rising power, sunlight and sustainable development. Hence, this paper argued that there is a need to sustain both public and private higher education. Financial difficulties restrict private higher education from balancing their budget and maintain a balance between a quality education and maximization of shareholders wealth. This paper outlines and analyzes a critical business model for higher education institutions, Dhofar University and Majan College, both of which are publicly traded in Muscat Secu

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45

Hwang, Hyunkyung. "Sustainability, Agency Empowerment, Neoliberalism in Global Citizenship Education." Criticism and Theory Society of Korea 29, no. 2 (2024): 187–223. http://dx.doi.org/10.19116/theory.2024.29.2.187.

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This paper explores the impact of evolving sustainability discourse and its integration into Global Citizenship Education (GCE) since 2015 on the formation of neoliberal subjectivity. While the post-2015 sustainability discourse and GCE model aim to systematize GCE approaches and empower individuals as change-makers, they consequently reinforce the neoliberal principles of self-governance and economic rationalization. Utilizing Michel Foucault’s theories on neoliberalism and neoliberal subject formation, this study examines how the post-2015 GCE model’s emphasis on standardization, measurement

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46

Jeronen, Eila, Irmeli Palmberg, and Eija Yli-Panula. "Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review." Education Sciences 7, no. 1 (2016): 1. http://dx.doi.org/10.3390/educsci7010001.

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47

Roberts, Philip, and Natalie Downes. "Conflicting messages: sustainability and education for rural-regional sustainability." Rural Society 25, no. 1 (2016): 15–36. http://dx.doi.org/10.1080/10371656.2016.1150196.

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48

Sulkowski, Adam J., Wojciech Kowalczyk, Bruce L. Ahrendsen, Robert Kowalski, and Edward Majewski. "Enhancing sustainability education through experiential learning of sustainability reporting." International Journal of Sustainability in Higher Education 21, no. 6 (2020): 1233–47. http://dx.doi.org/10.1108/ijshe-06-2019-0185.

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Purpose While progress has been made in the realm of teaching about sustainability to business students, integrating sustainability into experiential learning with a systemic mindset has been identified by leading scholars as an area for improvement. The purpose of this paper is to describe a pilot project in which students prepared a sustainability report for a client company and to answer the question of whether the experiment yielded the anticipated benefits. Design/methodology/approach The paper presents an initiative that was part of an MBA course delivered at the Warsaw University of Lif

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49

Browne, Katherine. "Michigan Sustainability Cases: An International Platform for Sustainability Education." Proceedings of the African Futures Conference 1, no. 1 (2016): 276. http://dx.doi.org/10.1002/j.2573-508x.2016.tb00077.x.

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50

Sund, Per, and Jonas Lysgaard. "Reclaim “Education” in Environmental and Sustainability Education Research." Sustainability 5, no. 4 (2013): 1598–616. http://dx.doi.org/10.3390/su5041598.

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