Non-conventional learning on sustainable development: achieving the SDGs

Learning has been identified as a critical tool for the achievement of sustainable development. But whereas the literature predominantly focuses on the use of classroom-based teaching methods and approaches, there is a perceived need to shed some light on the potential role which can be played by non-conventional learning. Based on the relevance of addressing this need, this commentary describes the role of non-conventional learning methods in supporting the achievement of the UN Sustainable Development Goals. In particular, it discusses the contribution of non-conventional teaching as a catalyst for a more active participation of learners, and also shows some of the trade-offs

Will climate change disrupt the tourism sector?

Purpose: This paper aims to explore the links between climate change and tourism and explores the connections between these themes. Design/methodology/approach: The paper provides an analysis based on the literature and evidences from recent studies. Findings: The tourism sector was already severely affected by the COVID-19 pandemic, and whereas it is now on a slow pathway to recover, climate change is adding an additional pressure to it. Social implications: Knock-on effects could also trigger disruptions in various other sectors. This includes not only local agriculture but also important sources of income for people in tourist destinations such as service providers (e.g. drivers, tourism guides), local handicraft industries and many other small businesses, which rely on tourism as source of employment or of direct income. Originality/value: The paper points out to the fact that, whereas adaptation to climate change is a long-term process, a strategic approach to handle its immediate impacts to the tourism sector are important

COVID-19, sustainable development and higher education: towards a recovery path

© 2020, Emerald Publishing Limited. Purpose: This paper aims to outline the impact of the COVID-19 pandemic to universities and how they may react. Design/methodology/approach: A description of the impact of the COVID-19 pandemic to higher education institutions is presented at different levels. Findings: Even though the COVID-19 pandemic affects higher education institutions in many ways, there are some measures which may be undertaken to mitigate its impacts. Practical implications: The measures suggested may assist universities at present, and in future recovery efforts. Originality/value: The value of the paper resides on a multi-perspective analysis of higher education institutions can do, as part of the recovery efforts in face of the pandemic

Integrative Approaches to Environmental Sustainability at Universities: an overview of challenges and priorities

The principles of sustainable development are becoming extremely relevant for organisations. In the case of universities, these institutions can act as agents in promoting these principles within society. The literature contains a wide range of studies which show how universities may play a critical role in disseminating sustainability principles on the one hand, and their translation into practice, on the other. At present, many Higher Education Institutions are becoming more aware of their impact on the environment, and trying to understand the environmental needs and implications of their operations. Going further, some universities are incorporating sustainability principles into their activities. One of the questions that universities are now facing is how education for sustainable development can be translated into practice so that it can be effective in transforming society. This paper will discuss the need for and the usefulness of integrative approaches to implement sustainable development in higher education. In addition to a theoretical review of the state of the art, the paper will use case studies from the Hamburg University of Applied Sciences (Germany) and Bournemouth University (UK), to illustrate the effectiveness of integration of sustainable development principles in university research and teaching activities, and the many benefits integrative approaches may bring about

Evaluating the engagement of universities in capacity building for sustainable development in local communities

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda

An analysis of the measurement of the construct “buying behaviour” in green marketing

The process behind people´s decisions to buy green products is a complex one, and the factors that influence purchase behaviours are still not fully understood. This paper is an attempt to contribute to the state of knowledge in this field, by providing an analysis of the measurement of the construct buying behaviour in green marketing. In particular, it reports on the results of a study involving a sample of 1175 university students from four countries using a survey approach to test a green behavioural model. The method of data collection took the form of a self-administered questionnaire. The results gathered in the research have shown that the Straughan and Roberts’ scale of green buying behaviour studied presents a high level of reliability, above other commonly used scales and is a useful measure of green buying behaviour; some of the findings may help to improve the effectiveness of green marketing

Land, Water, and Wind Watershed Cycle: a strategic use of water, land and wind for climate change adaptation

The increase in population and the improvement of life standards are stretching the boundaries between water-energy-land management, and demanding innovative and holistic solutions. This article proposes an approach for increasing the water availability of two or more water basins taking into consideration land use and wind patterns, and was named Land, Water, and Wind Watershed Cycle (L3WC). This approach can be applied to one watershed or a combination of watersheds. In the first case, if wind patterns blow mainly in the opposite direction of the main river flow, plantations with high water demand should be focused on the lowest part of the basin. The transpired moisture would then return to the basin with the wind and possibly increase the water availability of the basin. Applying this method to a series of basins, water is transposed from one basin to another, used for irrigated agriculture, returned to the atmosphere with evapotranspiration and pushed back to the basin where the water was extracted by the wind. Case studies of this methodology are presented in the São Francisco basin and between the Tocantins, Amazonas, and Paraná basins and the São Francisco basin in Brazil. The São Francisco basin was selected because it is located in a dry region, its flow has considerably reduced in the past decade and because the trade winds blow constantly from the ocean into the continent all year around. L3WC is a strategy to plan the allocation of water consumption in a watershed, taking into account wind patterns to support the sustainable development of a region. It has the potential of increasing water availability and creating a climate change adaptation mechanism to control the climate and reduce vulnerability to climatic variations

The COVID-19 pandemic and the growing need to train engineers aligned to the sustainable development goals

© 2020, Emerald Publishing Limited. Purpose: Considering the requirements of sustainable development regarding professionals training and the challenges evidenced during Coronavirus disease (COVID-19) pandemic, this study aims to contribute to the debates regarding the need to insert sustainability into engineering education in the current context. Design/methodology/approach: For this, the literature about sustainability in engineering education was considered, and the need for sustainability insertion in the context of the COVID-19 pandemic was debated. It is important to emphasize that this debate was based on the authors’ experience regarding sustainability research and teaching. Findings: The current moment unveiled companies’ financial management problems, constantly evidenced by media. In this sense, the interest of engineering students in business management may lead them to believe that companies’ survival depends only on financial aspects, neglecting environmental and social aspects. This study is characterized as a reminder to academic staff in the field of engineering to continue valuing the principles of sustainable development with their students during the COVID-19 pandemic. Originality/value: The need to make engineering students understand the importance of social projects in the current period is emphasized. The training of professionals to consider all the sustainability aspects even during crisis moments is evidenced now and should be used as a learning lesson for the future

Climate change education: an overview of international trends and the need for action

Climate change is perceived as one of the major challenges of modern times. But in order to help people to comprehend the various messages around climate change, it is important to foster climate change education. This paper reviews the state of the art on climate change education at university level, and examines the problems associated with it. Its novelty is based on the fact that it presents the results of an international analysis, which illustrates different understandings and engagements of a variety of universities with climate change across diverse audiences and geographical conditions. The paper concludes by outlining some of the lessons learned and some areas where interventions are needed

Climate change education for universities: a conceptual framework from an international study

The role of universities in climate change education (CCE) is of great importance if the scientific, social, environmental and political challenges the world faces are to be met. Future leaders must make decisions from an informed position and the public will need to embed climate change mitigation tools into their work and private life. It is therefore essential to understand the range of CCE strategies being taken globally by Higher Education Institutions (HEIs) and to explore and analyse the ways that HEIs could better address this challenge. Consistent with this research need, this paper offers an analysis of the extent to which HEIs in 45 countries approach CCE and provides a conceptual framework for exploring how HEIs are embedding CCE into their curricula. In addition to the specialist approach (where students choose to study a degree to become experts in climate change adaptation and mitigation tools), the CCE framework developed identifies and highlights three other approaches HEIs can deploy to embed CCE: Piggybacking, mainstreaming and connecting (transdisciplinary). Using data gathered in an explorative international survey involving participants working across academic and senior management, this paper illustrates the different approaches taken and analyses practical examples of current CCE practice from across the world. Responses from 212 university staff from 45 countries indicated that CCE was highly variable – no clear pattern was identified at the country level, with CCE approaches varying significantly, even within individual HEIs. This plurality highlights the wide range of ideas and examples being shared and used by institutions in very different countries and contexts, and underlines the importance of the independence and autonomy of HEIs so that they can choose the right CCE approaches for them. To highlight the breadth and variety of approaches that were uncovered by our survey, the paper offers a range of examples illustrating how climate change education may be embedded in a higher education context, some of which could be replicated in HEIs across the world. The conceptualisation of CCE and the examples given in this paper are valuable for anyone who is thinking about strategies for embedding more climate education in the higher education curriculum