An Overview of Sustainability Content in Higher Education: Applications for University Landscape Architecture Programs

Higher education institutions worldwide have recognized the importance of integrating sustainability into their programs, with over 600 universities offering courses focused on sustainable development. This trend has led to the emergence of Education for Sustainable Development (ESD). This multidimensional approach aims to empower individuals to create a sustainable future by integrating environmental, social, and economic systems. In particular, ESD has been implemented in various aspects of higher education, such as course content, teaching methodologies, curriculum design, and faculty roles. Design and planning education are critical components of shaping future decision-makers who will positively and negatively impact society and the environment. However, despite its potential to tackle complex design challenges, sustainability education in landscape architecture (LA) has received less attention from academia than other design and planning disciplines. As such, there is a need to prioritize integrating ESD into LA education to prepare future professionals for addressing social and environmental challenges. The objective of this dissertation is to investigate the integration of ESD in LA education and to identify the approaches utilized and the benefits and challenges of integrating ESD into LA programs. The research method combines quantitative and qualitative research approaches, including surveys, syllabi, and document analysis. Therefore, the findings of this paper will inform LA educators and practitioners on best practices for integrating ESD into LA programs, preparing future professionals to address complex social and environmental challenges

Area Efficient Device Optimization for ESD Protection in High Speed Interface ICs

Electrostatic discharge (ESD) protection is considered as a vital step in integrated circuit (IC) manufacturing process. IC chips are unable to overcome the effects of transient events without adequate discharge protection. Recent trend in the industry has seen the incorporation of system level ESD protection within the IC chip. Incorporating system level on-chip ESD protection often increases cost, degrades circuit performance and consumes layout area which could otherwise be used for improving the circuit performance. These design challenges could be easily overcome if the parasitic components in a circuit were used for ESD protection. Despite the various design challenges, on-chip ESD protection is still desirable as it saves the area on the circuit board by eliminating the traditional ESD protection devices resulting in more compact circuits. Furthermore, using parasitic components while designing on-chip system level ESD protection can save layout area. In order to effectively implement this solution, a study on ESD events, protection circuits and high-speed ICs was carried out. Different types of ESD events and the different models pertaining to ESD events were studied and are discussed in detail. An overview of high-speed integrated circuits was also carried out with emphasis on the protection topologies that are commonly used. The ESD characteristics of parasitic PNP devices in rail-based ESD protection structure was then studied to summarize its viability as a protection circuit. The turn-on or breakdown voltage of the parasitic PNP is studied by technology computer aided design (TCAD) simulations performed in Silvaco software. The breakdown voltage, holding voltage, on resistance and failure current were studied and modeled to maximize ESD protection

Learning for change : Cross-disciplinary postgraduate programmes in sustainability

Through connecting the local and global, higher education institutions play a vital role in addressing social, environmental and economic challenges and ultimately achieving a sustainable future. New Horizons: Responding to the Challenges of the 21st Century (Scottish Government, 2008), outlines the contributions which Scottish universities should make to the economy, culture and society, and to the political priorities of the Scottish Government. Learning for Change: Scotland’s Action Plan for the Second Half of the UN Decade of Education for Sustainable Development (Scottish Government, 2010) examines progress to date and sets out the actions that higher education institutions have committed to undertaking in the second half of the decade and beyond. These two important documents provide the context for work that has taken place at the University of Strathclyde in response to the challenges set out within them. The University of Strathclyde has been ranked first in the Engineering Education for Sustainable Development (ESD) Observatory Report 2008 and plans to build on this success. The challenges presented by Sustainable Development are inherently holistic, demanding equal responses from all disciplines and this requires the development of a framework for University-wide, cross disciplinary teaching. This paper describes work that has taken place within the University to develop a new university-wide, multi-disciplinary, Strathclyde Masters programme in Sustainability (SMS) aimed at articulating a framework for integrating flagship postgraduate courses & classes, sustainability literacy, skills training workshops and subsequent continuing professional development courses. Conclusions are presented from the three main bodies of work involved: a review of current thinking in ESD; a multi-stakeholder consultation process involving students, academic and professional services staff within the university, and external stakeholders, and the creation of a Sustainability Map detailing current postgraduate provision of ESD at the University

Comparing education for sustainable development in initial teacher education across four countries

Purpose: This paper undertakes a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada, and Australia. It provides insights into issues arising internationally, implications for ESD in ITE, and offers learnings for other countries and contexts. Design/methodology/approach: A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings: The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in initial teacher education to some extent. Comparing and contrasting approaches has revealed learnings focused on ESD in relation to governance and regulation, practices, and leadership. Research limitations/implications: Making comparisons between different contexts is difficult and uncertain, and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in initial teacher education will be better understood and overcome if countries can learn from one another. Originality/value: Scrutinising different approaches is valuable for broadening views about possibilities, and understanding how policies and initiatives translate in practice

Exploring the current position of ESD in UK higher education institutions

© 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD). Design/methodology/approach: By means of a mixed-method approach underpinned by a concurrent triangulation design strategy, this research presents evidence from an online questionnaire survey and in-depth semi-structured interviews. Findings: Insights are presented from case studies of a group of UK Higher Education Institute (HEIs) which have made significant progress in embedding ESD in the curricula. Research limitations/implications: Central to this study is an exploration of the ESD integration process of this group including a description of the approaches to integration, the challenges faced and overcome and the critical success factors. It examines the role of a guidance instrument in simplifying and accelerating the ESD curricular integration process. The results of the study show that there is a multitude of integration approaches applied varying in their emphasis. Practical implications: The main challenge HEIs face is engaging staff that may question the relevance of the ESD concept, and that lack an understanding regarding its implications for their discipline. Critical success factors identified are institution-wide people support, high-level institutional support and funding. The QAA and HEA guidance has successfully supported HEIs in developing their ESD commitments. Originality/value: The results of this research can support HEIs in developing their own approach to ESD, as they learn from similar UK HE providers, particularly with respect to overcoming barriers and enhancing critical success factors to ESD curricular integration

Towards a framework for university-wide postgraduate programmes in sustainability

The role of Higher Education Institutions in addressing social, environmental, and economic challenges and opportunities in today's world is immense, complex, and vital (GUNI, 2008). Traditionally responses to sustainable development (SD) have been concentrated within specific subjects, however there has been a gradual penetration of sustainability issues into a wide spectrum of disciplines (HEA, February 2009. The definition and priorities of SD are complex and multi-layered and the challenges presented, being inherently holistic, require equal responses from all disciplines. This requires the development of a framework for University-wide, cross disciplinary teaching. The University of Strathclyde has been ranked first in the Engineering Education for Sustainable Development (ESD) Observatory Report 2008. Building on this success, work is underway to develop a university-wide, interdisciplinary Strathclyde Masters programme in Sustainability (SMS, aimed at articulating a framework for integrating flagship postgraduate courses & classes, sustainability literacy & skills training workshops. This paper summarises the theories of sustainability and its inherent interdisciplinary nature by examining current thinking in ESD. This has highlighted the need to review the current curriculum, identifying current interdisciplinary provision aligned with ESD, and implement a multistakeholder consultation process. The paper describes how these theories might be put into practice, detailing the conclusions drawn from the initial consultation process involving external organisations, students, academic staff and the university's professional services. In addition, a model 'Sustainability Map' is presented offering an overview of postgraduate provision of ESD within the institution as a whole, alongside details of the courses offered and contributing departments. The outcome of the multistakeholder consultation process, in conjunction with the 'Sustainability Map', will help inform future consultation focusing on structural refinement and the academic content of the interdisciplinary programme

Non-formal education for a sustainable development program in Cairo

Education for Sustainable Development (ESD) is important for moving countries toward a sustainable future. In Egypt, ESD is not a common subject found in the national formal educational system, so non-formal education in ESD is needed. The research question is what is the best-suited structure for an experiential learning based ESD non-formal education program designed for private middle-school students in Egypt? To answer this question a review of existing international non-formal ESD programs and a needs assessment was conducted. The review examined five programs for common components; these components included activities such as experiments, camps, research, community engagement, general discussions about the topic at hand, and post courses activities to ensure the sustainability of their program. The needs assessment surveyed 285 students and 89 parents, and 15 interviews were conducted with science teachers in five international and private schools. Questions about the schools’ inclusion of sustainable development activities, personal behaviors, and specifics about the design of the program like the length, learning styles used, and the frequency of field trips was included. The results indicated that respondents saw a need for non-formal ESD programs in Egypt focused on three main topics; energy, water, and waste. They felt that the design of the program should be customized according to different students’ needs regarding the length and timing. Respondents also mentioned several challenges that should be considered such as the security status of the country, and the existing cultural barriers found in the Egyptian society towards conservation and SD. Based on these results, recommendations for a non-formal ESD program in Egypt are discussed

Education responses to climate change and quality : two parts of the same agenda?

Increasing attention to climate change and the current global economic crisis has underscored the need for approaches to education that equip and empower people of all ages to deal with uncertain environmental, economic and political futures. A range of educational and research initiatives already exist which could support this aim, however, policy and discussion continue to focus on technical solutions or 'knowledge transfer' without seriously engaging with the content of education. This paper suggests that education responses are needed which attend to provision of both appropriate educational infrastructure and relevant knowledge and skills. It also explores the connections between education for sustainable development (ESD) and education quality, and argues that these frameworks already support potentially effective education responses to climate change. © 2009 Elsevier Ltd

Kompetence za poucevanje za trajnostni razvoj na podrocju izobrazevanja uciteljev

Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples. (DIPF/Orig.