The Wiley Handbook of Sustainability in Higher Education Learning and Teaching (Wiley Handbooks in Education)

A comprehensive resource for higher education professionals interested in sustainability pedagogy In The Wiley Handbook of Sustainability in Higher Education Learning and Teaching , a team of distinguished researchers delivers an insightful reference for higher education professionals seeking to embed sustainability in learning and teaching. The book offers a way for higher education institutions to implement sustainability goals in their curricula and provides comprehensive guidance to educators, researchers and practitioners. The authors discuss recent developments in technological innovations, best practices, lessons learned, current challenges, and reflections in the area of sustainability teaching in higher education. They also examine the impact of the COVID-19 pandemic on sustainability education. With contributors from a variety of disciplines, including engineering, medicine, urban design, business, environmental science, and social science, the book considers the embedding of sustainability in regenerative learning ecologies, living laboratories, and transgressive forms of learning. It also includes: A thorough introduction to activist learning for sustainability and outcome-based education towards achieving sustainable goals in higher education Comprehensive explorations of factors that hinder the implementation of sustainability initiatives in higher education institutions Practical discussions of developing stakeholder agency in higher education sustainability initiatives In-depth examinations of global trends and country-specific initiatives in sustainability teaching Perfect for education developers seeking to incorporate sustainability, The Wiley Handbook of Sustainability in Higher Education Learning and Teaching is also ideal for academics, researchers, policymakers, and accreditation personnel working in the area of sustainability. Cover Title Page Copyright Page Contents List of Figures and Tables List of Contributors Chapter 1 Sustainable Development: Embedding Sustainability in Higher Education 1.1 Introduction 1.2 Background 1.3 Promoting Sustainability in Higher Education References Part I Transforming the Curriculum – Pedagogy Focused Initiatives Chapter 2 Activist Learning for Sustainability: A Pedagogy for Change 2.1 Introduction 2.1.1 Education for Sustainability in Higher Education 2.1.2 Activist Learning and Education for Sustainability 2.1.3 Aim 2.2 Methodology and Case Description 2.2.1 Case Description: The Sustainable Student House 2.2.2 Method 2.3 Student Motivations and Experiences of the SSH Project 2.3.1 Motivations for Initiation and Involvement in the Project 2.3.2 A Sustainability Community: Benefits and Challenges 2.3.3 Students’ Transience 2.3.4 Time Management and Competing Priorities 2.4 Areas of Student Learning: Embodied vs. Abstract Learning 2.5 Activist Learning across the Formal, Informal, and Hidden Curriculum 2.6 The Relationships Between Staff and the Activist Learner 2.7 Conclusion and Recommendations Acknowledgments References Chapter 3 Outcome-Based Education Toward Achieving Sustainable Goals in Higher Education 3.1 Outcome-Based Education (OBE) and its Significance 3.1.1 Significance of OBE 3.1.2 Sustainable Growth in Higher Education 3.2 Pragmatic Mapping of Student Learning Outcomes and Learning Objectives 3.2.1 Specific Outcomes in ECE 3X20 3.2.2 Set of Skills Developed in CSE 5X08 3.2.3 Question Level Mapping with CEOs and COs 3.2.4 Topic Level Mapping 3.3 Current Research on OBE 3.3.1 OBE versus the Traditional Education System 3.4 Strategies to Enhance Student Learning Outcomes and Concluding Remarks 3.4.1 Strategies for Meeting SDG 4 3.4.2 Knowledge Economy Through OBE 3.4.3 Concluding Remarks Acknowledgment References Chapter 4 Transforming Ourselves to Transform Societies: Cultivating Virtue in Higher Education for Sustainability 4.1 Introduction 4.2 A Call for a Different Paradigm of Education: From Reproducing Systems to Transforming Ourselves and Society 4.3 A Response from Virtue Tradition 4.3.1 Virtues Are Directional 4.3.2 Virtues Are Relational 4.3.3 Virtues Are Situational 4.3.4 Virtues Are Learnable (and Teachable) 4.4 Virtue Education in Practice: Exploring Pathways to Develop Phronesis for Sustainability 4.4.1 Perceiving (Constitutive Function) 4.4.2 Judging (Integrative Function) 4.4.3 Understanding (Blueprinting Function) 4.4.4 Feeling (Emotional Regulative Function) 4.5 Final Remarks References Chapter 5 Factors that Hinder the Implementation of Sustainability Initiatives in Higher Education Institutions 5.1 Introduction 5.2 Sustainability in Higher Education 5.2.1 The Role of HEIs in Sustainability 5.2.2 Higher Education on the 2030 Agenda 5.3 Sustainability Initiatives in HEIs 5.3.1 Greening the Campus 5.3.2 Campus Mobility 5.3.3 Building Energy Efficiency in HEIs 5.3.4 Waste Management in HEIs 5.3.5 Education for Sustainable Development 5.4 Challenges for the Implementation of Sustainability Initiatives in HEI 5.4.1 HEI Policies for SD 5.4.2 Economic Challenges 5.4.3 Sociopolitical Challenges 5.4.4 Technical Challenges 5.5 Factors that Overcome the Challenges for the Implementation of Sustainability Initiatives in HEIs References Chapter 6 Developing Stakeholder Agency in Higher Education Sustainability Initiatives: Insights from a Change Laboratory Research Intervention 6.1 Introduction 6.2 Literature Review 6.2.1 Sustainability-Related Terminology in Higher Education 6.2.2 Stakeholder Engagement and Sustainability Initiatives in Higher Education 6.3 Transformative Agency 6.3.1 Conceptualizing Stakeholder Agency 6.3.2 Expressions of Transformative Agency 6.3.3 Turning Points in the Development of Agency 6.4 The Change Laboratory 6.4.1 Activity Theory 6.4.2 Expansive Learning 6.4.3 Double-Stimulation 6.5 Research Design 6.5.1 The Research Site 6.5.2 Conceiving the Project 6.5.3 Recruiting Stakeholders 6.5.4 Designing Stakeholder Workshops 6.5.5 Data Generation and Analysis 6.6 Findings 6.6.1 Development of the Campus Sustainability Statement 6.6.2 Recognizing the Lack of a Sustainability Framework 6.6.3 A Mission Statement as a Shared Framework 6.6.4 A Proposal for a Mission Statement that Encourages Students to Think for themselves 6.6.5 Determining a Suitable Title for the Statement and Seeking Inclusion of all Campus Stakeholders 6.6.6 Emphasizing the Importance of Expressing Commitment 6.6.7 Consequential Actions 6.7 Discussion 6.8 Conclusion References Chapter 7 Technology-Enhanced Education: Improving Students’ Learning Experience in the Higher Education Context 7.1 Introduction of Sustainable Higher Education Made by Technology-Enhanced Learning (TEL) 7.2 Sustainable Higher Education and TEL 7.2.1 Mapping and Understanding the Debate on TEL 7.3 Integrating Blended Learning in Higher Education (HE) 7.3.1 Introduction of Blended Learning 7.3.2 Pros and Cons of Blended Learning in Contemporary HE 7.3.3 Blended Learning: Improving Students’ Learning Experience 7.4 Exploring Innovative Ubiquitous Learning Tools in HE Context 7.4.1 Adopting Computer-Based Technology and Internet-Based Learning in the HE Context 7.4.2 Adopting Augmented Reality in the HE Context 7.4.3 Adopting Mobile Technology in the HE Context 7.4.4 Adopting Audio Technology in the HE Context 7.4.5 Adopting Social Media and Social Platforms on the HE Context 7.5 The Impact of the Tech-Enhanced Classroom to Students’ Learning Experience under Various Courses 7.5.1 Tech-Enhanced Classroom in the Language Course 7.5.2 Tech-Enhanced Classroom Course in the Science Department 7.6 From Passive to Active: TEL Improving Students’ Learning Experience in an HE Flipped Classroom References Chapter 8 Sustainability Assessment Tools in Higher Education Institutions: Comprehensive Analysis of the Indicators and Outlook 8.1 Introduction 8.2 An Overview of Sustainability Assessment and the Associated Tools at HEIs 8.3 Methods and Steps 8.4 Results and Comparative Analysis 8.4.1 Tools Structure 8.4.2 Analysis of Core Elements of Sustainability Implementation at HEIs 8.4.3 Sustainability Dimensions 8.4.4 Thematic Areas 8.5 Overall Discussion and Potential Areas of Improvement 8.6 Conclusions References Chapter 9 COVID-19 Disruptions to SDG 4 in Higher Education Institutions 9.1 Introduction 9.2 The Educational Background of the 2030 Agenda 9.3 The Genesis of SDG 4 in Higher Education 9.4 SDG 4 in the Context of Inclusive Higher Education 9.5 SDG 4 in the Context of Sustainable Higher Education 9.6 COVID-19 Disruption to SDG 4, at a Glance 9.7 Higher Education During the COVID-19 Pandemic 9.8 Wrap up References Part II Transforming the Curriculum – Discipline-Specific Initiatives Chapter 10 Integrating Harmonious Entrepreneurship into the Curriculum: Addressing the Sustainability Grand Challenge 10.1 Introduction 10.2 The Challenge 10.2.1 The Teaching Challenge 10.2.2 The Implementation Challenge 10.3 Barriers to Integration into the Curriculum 10.4 Overcoming the Barriers 10.5 Conclusion References Chapter 11 Sustaining Place Transformations in Urban Design Education: Learning and Teaching Urban Density, Mix, Access, Public/Private Interface, and Type 11.1 Introduction 11.2 Urban Design and Its Multiple Pedagogies 11.3 The Urban Density, Mix, Access, Public/Private Interface, and Type 11.3.1 Density 11.3.2 Mix 11.3.3 Access 11.3.4 Public/Private Interface 11.3.5 Type 11.4 Case Study 11.5 Concluding Discussions Acknowledgments References Chapter 12 Sustainability of Innovations in Health Professions Education 12.1 Introduction 12.2 Curriculum Development and Evaluation 12.2.1 Curriculum Development 12.2.2 Curriculum Evaluation 12.3 Teaching and Learning 12.3.1 Problem-Based Learning (PBL) 12.3.2 Work-Based Learning 12.3.3 Reflective Practice 12.3.4 Community-Based Learning 12.3.5 E-Learning 12.4 Assessment 12.4.1 Assessment of Knowledge at “Knows” and “Knows How” Levels 12.4.2 Assessment of Behavior at “Shows How” Level 12.4.3 Assessment of Behavior at “Does” Level 12.5 Conclusion References Chapter 13 Sustainability in Energy Systems Analysis and Design 13.1 Introduction 13.2 Energy Systems 13.2.1 Definition of a “System” 13.2.2 Energy Systems, Economics, Society, and Climate Change 13.2.3 Scale of the Challenge 13.3 Requisite Learning Outcomes 13.3.1 Requirements of Jobs and Careers 13.3.2 Program Outcomes 13.3.3 Teaching Toward Learning Outcomes 13.4 Summary and Recommendations References Part III Global Trends – Country Specific Initiatives Chapter 14 Sustainability Teaching in Higher Education and Universities in Spain 14.1 The Shift Toward More Sustainable Practices: Global Framework 14.2 Changes in Educational Policies: The Specific Case of Spain 14.3 Skills in Education: Focus on Environmental Good Practices 14.4 Real Implementation at Higher Education and University Levels 14.5 Main Challenges for Sustainability Implementation in Spanish Education 14.6 The Role of Curricular Adaptation and Transversality 14.7 Success Stories 14.8 Conclusions and Future Trends References Chapter 15 Sustainability in Higher Education in Egypt: Perception, Challenges, and Way Forward 15.1 Introduction 15.2 The Structure of the Education System in Egypt 15.3 Sustainability and Education: Cultural Perception 15.3.1 The Concept of Education for Sustainability 15.3.2 Sustainability and Education: Literature Review and Cultural Perception in Egypt 15.4 Higher Education for Sustainable Development: An Overview 15.4.1 A General Outlook 15.4.2 Education for Sustainable Development in Egyptian Higher Education Institutes 15.5 Higher Education for Sustainable Development: Challenges and the Way Forward 15.5.1 A Global Insight 15.5.2 Challenges and Opportunities in Egypt 15.6 Conclusions and Recommendations References Chapter 16 Youth Communicators as an Engine for Sustainable Development: A Case Study for Achieving SDGs in Remote Higher Education Institutions 16.1 Introduction 16.1.1 Assessment of Current Curricula 16.1.2 Youth Development at HEIs 16.1.3 Using Sustainability Lens for Evaluation of Pakistan HEIs 16.2 Do HEIs Complement Community Needs? 16.3 A Pilot Project for Pakistan’s Rural Universities 16.3.1 Project Goal 16.3.2 Training Modules 16.3.3 The Fieldwork 16.4 The Role of TVET toward Community Development 16.5 Conclusion References Chapter 17 Streamlining Higher Education in the Maldives: Issues and Challenges 17.1 Introduction 17.1.1 Background 17.1.2 Establishment of Higher Education in the Maldives 17.1.3 System of Higher Education in the Maldives 17.2 Emerging Issues and Challenges in Streamlining Higher Education in the Maldives up to the Global Standards 17.2.1 Lack of Understanding of Basic Terminologies and Concepts 17.2.2 Link Between School Education and Higher Education 17.2.3 Mode of Study 17.2.4 Delivery Modality 17.2.5 Medium of Instruction in Higher Education 17.2.6 Time of Teaching at Universities, Colleges, and Institutes 17.2.7 Library 17.2.8 Issues with Assessment 17.2.9 For-Profit Provision of Higher Education 17.2.10 Neglect of Standard Entry Criteria 17.2.11 Negative Impact of Cross-Border Higher Education 17.2.12 Challenges and Implications 17.2.13 Challenges for Maintaining Quality Higher Education 17.3 Addressing the Issues for Embedding Sustainability in Higher Education 17.3.1 Distinguishing Between Malpractices and Best Practices 17.3.2 Respect of Knowledge Acquisition 17.4 Conclusions References Chapter 18 Embedding Sustainability into the Education Process in the Faculty of Horticulture and Landscape Engineering, SUA in Nitra, Slovakia 18.1 Introduction 18.2 Education System in the FHLE, SUA in Nitra, Slovakia 18.3 Embedding Sustainability into the Landscape Engineering Program 18.3.1 Setting the Study Subjects 18.3.2 Setting the Practical Training 18.4 Embedding Sustainability into the Landscape Architecture Program 18.4.1 Setting the Study Subjects 18.4.2 Setting the Practical Training 18.5 Embedding Sustainability into the Horticulture Programs 18.5.1 Setting the Study Subjects 18.5.2 Setting the Practical Training 18.6 Further Education Activities for Students, the Public, and Professionals 18.6.1 Further Education Programs for Professionals 18.7 Projects Focused on the Sustainability Application into the Study Programs 18.7.1 Projects Funded by the Cultural and Educational Grant Agency in Slovakia 18.7.2 Projects Funded by the EU Related to the Education Process 18.7.3 Educational Activities with International Cooperation 18.7.4 Projects Supported by the Visegrad Fund 18.7.5 Activities Supported by the Non-governmental Grants 18.7.6 Scientific Projects Related to the Education Process 18.8 Involvement of Students 18.9 Conclusions and Recommendations Acknowledgment References Part IV Equity and Inclusion within Sustainability Education Chapter 19 Inclusive Education and Sustainable Development: Challenges and Opportunities in Higher Education for Students with Disabilities 19.1 Introduction 19.2 Government Policies for Inclusive Education 19.2.1 India 19.2.2 Sri Lanka 19.3 Challenges and Opportunities in Higher Education for Students with Disabilities 19.3.1 Attitudes and Society 19.3.2 Accessibility 19.3.3 Awareness of the Needs of Disabled Students 19.3.4 Lack of Resources (Physical and Human) 19.3.5 Employability 19.4 Conclusion – Achieving Sustainable Development through Inclusive Education References Chapter 20 Embedding Sustainability in Learning and Teaching: Communication Barriers to Learners with Special Needs 20.1 Introduction 20.1.1 Objectives 20.1.2 Methodology 20.2 Education and Communication of SNLs When Embedding Sustainability in Learning and Teaching 20.2.1 Emotion as Nonverbal Communication and its Transformative Role 20.2.2 Removal of Communication Barriers in SNLs through the Practice of Expressive Arts when Embedding Sustainability in Learning and Teaching 20.2.3 Expressive Arts as a Tool to Overcome Communication Barriers in SNLs 20.3 Curriculum with Assessment and Evaluation Criteria to Overcome Communication Barriers of SNLs when Embedding Sustainability in Learning and Teaching 20.3.1 Communication Skills Development Course for SNLs 20.3.2 Course Content 20.3.3 CSD Course Schedule for 04 Semesters 20.4 Conclusion 20.5 Recommendations References Chapter 21 Sustainable Higher Education for Disabled Students: Comprehensive and Quality Support for All Process Participants – University of Zagreb Support Model 21.1 Introduction 21.1.1 Terminology 21.1.2 Who Are Disabled Students? 21.1.3 Needs of Disabled Students in Higher Education 21.1.4 Support for Disabled Students in Higher Education 21.1.5 Individualization, Development, Quality 21.2 Participants in Higher Education of Disabled Students 21.2.1 Disabled Students 21.2.2 Peers 21.2.3 University Teachers 21.2.4 Administrative and Professional University Staff 21.2.5 Other Participants 21.3 University of Zagreb Support Model 21.3.1 University Course “Peer Support for Students with Disabilities” 21.3.2 Educational Materials 21.3.3 Education for University Teachers and Administrative and Professional University Staff 21.3.4 Minimal Standards of Accessibility of Higher Education for Students with Disabilities 21.3.5 Coordinators for Students with Disabilities 21.3.6 Commission for Students with Disabilities 21.3.7 Office for Students with Disabilities 21.3.8 Cooperation of University Bodies 21.3.9 Local Community Role 21.3.10 Ministry of Education Role 21.4 Is this Model Inclusive and Sustainable? 21.5 Guidelines for Progress and Sustainability References Chapter 22 Barriers, New Developments, and Emerging Trends in Sustainability in HE 22.1 Barriers to Embedding Sustainability in Learning and Teaching 22.2 Emerging Good Practice in Promoting Sustainability in HE 22.3 Conclusion References Index EULA Sustainable development : embedding sustainability in higher education -- Activist learning for sustainability : a pedagogy to drive change -- Outcome-based education (OBE) towards achieving sustainable goals in higher education -- Transforming ourselves to transform societies : cultivating virtue in higher education for sustainability -- Factors that hinder the implementation of the sustainability initiatives in higher education institutions -- Developing stakeholder agency in higher education sustainability initiatives : insights from a change laboratory research-intervention -- Technology enhanced education improved students' learning experience in the higher education context -- Sustainability assessment tools in higher education institutions : comprehensive analysis of the indicators and outlook -- COVID-19 disruptions to SDG 4 in higher education institutions -- Integrating harmonious entrepreneurship into the curriculum : addressing the sustainability grand challenge -- Sustaining place transformations in urban design education : learning and teaching urban density, mix, access, public/private interface, and type -- Sustainability of innovations in health professions education -- Sustainability in energy systems analysis and design -- Sustainability teaching in high education and universities in Spain -- Sustainability in higher education in Egypt : perception, challenges and way forward -- Youth communicators as engine for sustainable development : a case study for achieving SDGs in remote higher education institutions (HEIs) -- Streamlining higher education in the Maldives : issues and challenges -- Embedding sustainability into the education process in the Faculty of Horticulture and Landscape Engineering, SUA in Nitra, Slovakia -- Transformative learning and sustainability : implications for Indian higher education -- Inclusive education and sustainable development : challenges and opportunities in higher education for students with disabilities -- Embedding sustainability in learning and teaching : communication barriers to learners with special needs -- Sustainable higher education for students with disabilities : comprehensive and quality support for all process participants : University of Zagreb model -- Barriers, new developments and emerging trends in sustainability in HE "This book provides a reference for the higher education community to embed sustainability in learning and teaching. Sustainable development goals describe key development challenges faced by humans; many higher education institutions are committed to implement sustainability as a part of their learning and teaching delivery strategy, to boost the 2030 Agenda for Sustainable Development adopted by the UN General Assembly. This book explores sustainability in learning and teaching in various disciplines in higher education and offers comprehensive guidance to educators and researchers to implement sustainability in education"-- Provided by publisher.