Rethinking Higher Education Models: Towards a New Education Paradigm for the UN 2030 Agenda for Sustainable Development

The United Nations 2030 Agenda unfolded a comprehensive package of Sustainable Development Goals that seek global cooperation, participation, and coordinated efforts to 2030 for the betterment of humanity within the ecological constraints of the planet. However, it has become evident that the agenda is very ambitious and afflicted by a lack of solid governance principles vital to ensuring the successful achievement of the goals and targets. This paper offers critical insights into the pivotal role of higher education in promoting and implementing the goals. We argue that there is a need to raise awareness of the goals and educate relevant stakeholders on how to coordinate their efforts to respond to the complexities associated with achieving sustainability. We find that higher education institutions are poised to play a more relevant and influential role, but to do so, they need to engage in a bold educational transformation process. Given that the achievement of the goals is predicated on collaboration between multiple actors, ranging from governments, businesses, non-governmental organisations, civil society, researchers, academics, and students, specific actions within higher education must focus on the circularity of the education model. Moreover, stakeholders need to work together to address the numerous failures associated with governance if they seek to achieve meaningful change and progress around sustainability issues. Therefore, we argue that HEIs need to rethink and reconsider their educational models to update their leadership role in achieving the 2030 Agenda and beyond

Understanding Economic Sustainability Through the Lens of Education: Insights from Higher Education in Ireland

The IPCC’s 6th Assessment report reasserts overwhelming evidence that global warming is primarily due to anthropogenic activities causing imbalances in the carbon cycle. Our economic reliance on fossil fuels for industrialisation, urbanisation and farming exerts pressure on the Earth system. Population growth, affluence and technology represent significant sources of environmental pressure. Rapidly dispersed anthropogenic deposits constitute an alarming cause of modification of the Earth\u27s crust, which has already become overwhelmingly dominant over nonhuman ecological processes. The current trajectory of socio-ecological interaction risks irreversible changes to the Earth system, where positive feedback may propel our life-supporting ecosystems beyond tipping points. The disappearing Greenland ice sheet, the clearing of the Amazon for farming, coral bleaching, the slowing of Atlantic thermohaline circulation and the melting of the Yedoma permafrost are highlighted as early warning signs. Despite the continuance of environmental and humanitarian problems, there are opportunities for creative remedies to emerge in concert with our increased understanding of these problems. In this context, education is uniquely positioned to promote, envision, and lead change in the direction of the United Nations 2030 Agenda and the identified Sustainable Development Goals (SDGs). This paper critically examines the need for high-quality learning and teaching to support an effective Education for Sustainable Development provision. In particular, we seek to understand the importance of higher education in driving meaningful change, reflecting on Ireland\u27s economic and educational model for fostering sustainability as a useful case-study

A Critical Reflection on the Importance of Education for Sustainable Development

The United Nations (UN) 2030 Agenda and Sustainable Development highlights the value of the Sustainable Development Goals (SDGs) in enabling societal progress. Contemporary society needs to consider sustainable development in a broader context where equity, diversity, and inclusion are integral to design of educational systems. Education can act as a disruptor that brings change to existing economic growth models misaligned with the needs and demands of modern society. As we transition to economic models that are more attuned to the needs of global society and planet, access to education, natural resources, and human talent is crucial for sustaining development, and allowing societies to continue advancing. However, it is imperative to deliberate on the necessity of adopting an alternative perspective on economic growth and its facilitation while adhering to the principles of sustainability. Inclusive, diverse, and transdisciplinary education can help to enhance quality learning, social equity, and resilience in nations, fostering intellectual empowerment, lifelong learning values, and a cohesive society. The prominence of education and its partners, training, and awareness has been recurrently underscored in UN assemblies, illuminating its capacity to address concerns such as climate change, violations of human rights, and degradation of the environment. Conversely, minimal headway in this realm indicates enduring and formidable hurdles obstructing the progress of education. Broadening the reach of education is fundamental for supporting an improved future. Although the expansion of educational opportunities is applauded, it is insufficient if the requirements of global economies are not considered. A thriving community requires substantial investment, and the capability of world economies to bring about change through capital investment is finite and dependent on access to scarce resources and their level of economic development. In addition, the fact that education has become an unattainable luxury good contributes to the widening gaps and distinctions between wealthier and less affluent nations. As such, there is a need to critically introspect on the role that education plays in driving sustainable development

Special Issue - Editorial

Editorial for this Special Issue

Circular Pedagogy and Digitisation A New Educational Paradigm

Existing educational systems and models are insufficient to address the challenges associated with our evolving socio-economic and environmental systems. In this paper, we offer critical insights on the core elements defining Higher Education Institutions, the digitisation of teaching and learning practices with a dominant trend favouring STEM education that overlooks the value of social sciences. The neglection of social sciences and the criticism and negative connotations that affect research in the field of pedagogy are also considered as they are essential in articulating our vision of the need for pedagogical innovations that acknowledge our new learning and teaching realities and the importance of introducing new practices that help on the transition towards a new educational paradigm. We propose a new pedagogy called Circular Pedagogy, where the role of the teacher, the learner and the researcher are identified as interchangeable over the lifelong learning process. Our research offers some initial insights into how Circular Pedagogy can be connected to Bloom\u27s Taxonomy as we are at the early stages of developing the theoretical foundations of this new pedagogy

Education to Enable Sustainable Economic Development

Sustainable development has been widely discussed in the economic and political debate for the past 20 years, but practical, sustainable measures are still lacking. This fact poses a serious challenge to governments as they strive to balance the demand for natural and social resources while ensuring economic progress and risking severe environmental degradation. The urgent need for an economically sustainable development model raises essential questions, such as integrating education into business models and government policies. Education plays a vital role in sustainable development, as recognised by the United Nations. Technological solutions alone are insufficient; our society requires a shift in thinking and behaviour towards sustainable lifestyles and consumption patterns, which can only be achieved through education. However, we face a significant dilemma as current educational models seem to prioritise the interests of the political and business elite over socio-economic and environmental needs. In this paper, we critically assess the role of education in fostering economic sustainability and inclusive development. We conclude that education can play a critical role in achieving the United Nations 2030 Agenda and he Sustainable Development Goals. We argue that our education system should prioritise the well-being of humanity, challenging the prevailing focus on profit maximisation and economic growth as currently understood. Therefore, we need to reevaluate the meaning of growth and reconsider how economic elements should be approached

A Circular Pedagogy for Higher Education

Over the last two decades, higher education has been subject to significant scrutiny due to increasing pressures to provide a meaningful and relevant learning experience to the student population, and by their strong connection to the functioning of the economic and political systems. By reflecting on the controversies surrounding pedagogy, this paper contributes to the current debate by exploring pedagogy as a circular process where learners grow and develop by taking different roles and identities as they navigate a research-informed learning continuum defined by growing levels of complexity and uncertainty. This study introduces a new pedagogical paradigm for adult education, inspired by the Humboldtian model for higher education and that we have coined as “circular pedagogy” where the role of the teacher, student and researcher are indissoluble

Circular Pedagogy for Smart, Inclusive and Sustainable Education

Higher education institutions seem to be engaged in a reactive process when thinking about education for sustainable development, instead of being proactive. A every stage, educational models remain very limited to specific goals and agendas driven by the fad of the moment and without articulating a sustainable educational model that we argue should be uttered within the concepts of intercultural competencies, smart, inclusive, and sustainable education where learners engage on a circular learning process as captured by the circular pedagogy for higher education. If the academic community is serious about driving actions that help us to enact change and impact to develop a more sustainable conscious socio-economic and environmental global society, we need to rethink our education models and pedagogies so that they are attuned with the complexity of our evolving reality

Education for Sustainability – Are we Forgetting the Economic Dimension?

The world\u27s economies face acute anthropocentric challenges. We are witnessing significant structural disruption, driven by an urgent need to redress a historical focus on unchecked economic growth and unequal access to resources, requiring seismic transformations of our economic, social, and educational systems. Debate about sustainable development is becoming less controversial. Yet, many countries still struggle to commit to action. Whist political leaders engage in commendable discussion on sustainable practices, impacts range from rhetoric to constrained solutions. Our socio-economic and environmental challenges require collective effort, as we witness a contestation of development models that omit environmental preservation, lack inclusivity and compromise future generations. In this context, in which we seek alternative models that are more applicable to reality, education emerges as a driving force for change. Education already plays a role in the design of the socio-political economy. So, thoughtfully designed, it can help to define our understanding of sustainability beyond political and economic selection of goals and self-serving dimensions. Given transformative character, education can help to bridge the need for an inclusive and sustainable economic development model. Through an economic lens, this paper offers critical and reflective insights into how education can contribute to the necessary transformation for the achievement of the UN Sustainable Development Goals (SDGs). We argue that, with the right changes, education and economic development can be synergistic in pursuit of circularity, thereby meeting the requirements for just and equitable access, and preventing the depletion of natural resources needed for a thriving and flourishing humanity

Circular Pedagogy to Support Technological Universities Cultural Transformation

European countries need active and proactive educational systems assisted by models that can drive a cultural transformation, which supports sustainable socio-economic and environmental development. In this paper, we reflect on the future of European education by engaging on a critical review of the literature, which informs the further development of a novel pedagogy that we have coined as “Circular Pedagogy.” We offer some insights on how the foundations of a new educational model (ANEM) could be cemented and solidly supported by pillars that acknowledge our societies\u27 rich and diverse cultures. Furthermore, the discussions are framed as part of the European University of Technology\u27s (EUt+) consortium, as we reflect on its future educational model. Technological universities are in need of novel pedagogies that drive change as we “think human first.” European education faces significant challenges derived from the need to enable learning environments guided by equity, diversity, and inclusive frameworks for all categories of diverse learners. We propose a learner-centred, dynamic, and proactive pedagogy that can help us to manage and navigate the inevitable cultural conflict that will emerge as different societies and individuals seek to work together, to enable a better understanding and identification of the triggers that might arise due to potential cultural clashes and detachment