scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The case study of the University of the Basque Country

2020 ◽  
Author(s):  
Estibaliz Saez de Camara Oleaga ◽  
Idoia Fernandez Fernandez ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Practical Case ◽  
The Sustainable Development ◽  
Development Indicators ◽  
Development Goals ◽  
Education Model ◽  
The University

This paper presents a practical case illustrating how the Sustainable Development Goals (SDGs) of the 2030 Agenda have been designed and articulated in the context of the University of the Basque Country (UPV/EHU). Even though there is a widespread formal adherence of universities to the SDGs, there is a lack of solid commitment to go beyond the compartmentalization of their implementation and to contribute to a holistic approach. The EHUagenda 2030 is a roadmap to move towards an integrated, verifiable and pragmatic contribution to this international agenda. It describes the UPV/EHU's contribution to 12 of the 17 SDGs, with the addition of its own commitment to linguistic and cultural diversity (SDG 17 + 1), along with the three sectoral plans: the Equality Campus, the Inclusion Campus and the Planet Campus. It also describes the refocus of its education model IKD i3; i3 is ikaskuntza x ikerketa x iraunkortasuna, Basque for learning x research x sustainability. Additionally, it includes the UPV/EHU’s Panel of Sustainable Development Indicators, which addresses the technical aspects of monitoring the implementation of the SDGs. The systematic methodology used in this process (mapping; mainstreaming; diagnosis and definition and, finally, estimation) and presented in this paper could be replicated in other universities yet to embark on this integration. The steps and findings presented here can also be applied to other organizations and help the integration process.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

scholarly journals The concept of sustainable development as the foundation for changing education in the North

2021 ◽  
Vol 112 ◽  
pp. 00048
Author(s):  
Vasiliy Savvinov
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Global Changes ◽  
The Sustainable Development ◽  
The North ◽  
North Eastern ◽  
Development Goals ◽  
Northern Territories ◽  
The University

The article reveals the experience of the implementation of the Sustainable Development Goals in Russian universities based on the case study of North-Eastern Federal University (NEFU). The article presents a comparative analysis of strategic programs to manage the development of universities in the North of Russia and the northern countries of Europe and America in the context of global changes and growing uncertainty of the environment. It shows NEFU’s groundwork for the implementation of the sustainable development model of the northern territories and justifies the key principles and the directions of change in the academic and innovative activities of the university related to the implementation of the UN Sustainable Development Goals.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals Using citizen science data to monitor the Sustainable Development Goals: a bottom-up analysis

2021 ◽  
Author(s):  
Laura Ballerini ◽  
Sylvia I. Bergh
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Comparative Case Study ◽  
Science Data ◽  
The Sustainable Development ◽  
Case Study Analysis ◽  
Wide Range ◽  
Development Goals

AbstractOfficial data are not sufficient for monitoring the United Nations Sustainable Development Goals (SDGs): they do not reach remote locations or marginalized populations and can be manipulated by governments. Citizen science data (CSD), defined as data that citizens voluntarily gather by employing a wide range of technologies and methodologies, could help to tackle these problems and ultimately improve SDG monitoring. However, the link between CSD and the SDGs is still understudied. This article aims to develop an empirical understanding of the CSD-SDG link by focusing on the perspective of projects which employ CSD. Specifically, the article presents primary and secondary qualitative data collected on 30 of these projects and an explorative comparative case study analysis. It finds that projects which use CSD recognize that the SDGs can provide a valuable framework and legitimacy, as well as attract funding, visibility, and partnerships. But, at the same time, the article reveals that these projects also encounter several barriers with respect to the SDGs: a widespread lack of knowledge of the goals, combined with frustration and political resistance towards the UN, may deter these projects from contributing their data to the SDG monitoring apparatus.

scholarly journals Integrating Sustainable Development and Children’s Rights: A Case Study on Wales

2021 ◽  
Vol 10 (3) ◽  
pp. 100
Author(s):  
Rhian Croke ◽  
Helen Dale ◽  
Ally Dunhill ◽  
Arwyn Roberts ◽  
Malvika Unnithan ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Integrated Approach ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
The Sustainable Development ◽  
Rights Of The Child ◽  
Development Goals ◽  
Deliberative Processes

The global disconnect between the Sustainable Development Goals (SDGs) and the Convention on the Rights of the Child (CRC), has been described as ‘a missed opportunity’. Since devolution, the Welsh Government has actively pursued a ‘sustainable development’ and a ‘children’s rights’ agenda. However, until recently, these separate agendas also did not contribute to each other, although they culminated in two radical and innovative pieces of legislation; the Rights of Children and Young Persons (Wales) Measure (2013) and the Well-being and Future Generations (Wales) Act (2015). This article offers a case study that draws upon the SDGs and the CRC and considers how recent guidance to Welsh public bodies for implementation attempts to contribute to a more integrated approach. It suggests that successful integration requires recognition of the importance of including children in deliberative processes, using both formal mechanisms, such as local authority youth forums, pupil councils and a national youth parliament, and informal mechanisms, such as child-led research, that enable children to initiate and influence sustainable change.

Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review

2021 ◽  
Author(s):  
Antonio Miñán-Espigares ◽  
Claudia-Amanda Juárez-Romero
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Situated Learning ◽  
Sustainable Development Goals ◽  
University Teaching ◽  
Teaching Innovation ◽  
The Sustainable Development ◽  
Development Goals ◽  
The University ◽  
Quality Learning

The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.

scholarly journals Perception and Knowledge on Climate Change: A Case Study of University Students in Bangladesh

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Bezon Kumar ◽  
Arif Ibne Asad ◽  
Purnima Banik
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Global Warming ◽  
University Students ◽  
Descriptive Statistics ◽  
Primary Data ◽  
The Sustainable Development ◽  
The University ◽  
Change Problem

This paper mainly investigates the perception and knowledge on climate change of the university students in Bangladesh. To carry out this study, primary data are collected from 370 students and uses several statistical methods. Perception and knowledge on the causes, effects and mitigation ways of climate change problems, and perceived duties to combat against climate change are analyzed with descriptive statistics. This paper finds that deforestation is the main cause of global warming and climate change and, the effects of climate change is very serious on people’s health. Majority portion of the students think that it is difficult to combat against climate change problem because it has already been too late to take action. Besides this study also finds that government is crucially responsible for combating against climate change problem. The study calls for government mainly besides industry and youths to aware people about the causes, effects, mitigation ways of climate change so that they can contribute to the sustainable development by mitigating climate change problem.

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