PROMOTING SUSTAINABLE DEVELOPMENT IN FINNISH HIGHER EDUCATION

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

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Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

Sustainability ◽

10.3390/su13147683 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7683

Author(s):

Amila Omazic ◽

Bernd Markus Zunk

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Literature Review ◽

Systematic Literature Review ◽

Higher Education Institutions ◽

Main Research ◽

Agenda 2030 ◽

Research Themes ◽

Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

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Higher Education for Sustainable Development

Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality ◽

10.1145/3434780.3436695 ◽

2020 ◽

Author(s):

Manuel Felgueiras ◽

Nidia Caetano ◽

Ricardo Costa

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Education For Sustainable Development

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A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)

Sustainability ◽

10.3390/su13031393 ◽

2021 ◽

Vol 13 (3) ◽

pp. 1393

Author(s):

Karolina Adach-Pawelus ◽

Anna Gogolewska ◽

Justyna Górniak-Zimroz ◽

Barbara Kiełczawa ◽

Joanna Krupa-Kurzynowska ◽

...

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Raw Materials ◽

Research Question ◽

Science And Technology ◽

Mining Industry ◽

Mining Engineer ◽

European Institute ◽

Innovation And Technology ◽

Development Goals

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer.

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Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

Sustainability ◽

10.3390/su13020712 ◽

2021 ◽

Vol 13 (2) ◽

pp. 712

Author(s):

Andrea Okanović ◽

Jelena Ješić ◽

Vladimir Đaković ◽

Simonida Vukadinović ◽

Andrea Andrejević Panić

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Comparative Analysis ◽

Environmental Problems ◽

Green Jobs ◽

Positive Effects ◽

The World ◽

Different Types ◽

Novi Sad ◽

The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

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

Sustainability ◽

10.3390/su13010392 ◽

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.

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