Design Thinking for Sustainable Development: a bibliometric analysis and case study research

This paper describes the role of Design Thinking (DT) in the context of sustainable development (SD), based on a perceived research need to identify the features which may characterise its deployment, and identify ways via which it may be optimised, especially in the implementation of the United Nations Sustainable Development Goals (UN SDGs). The main goal of this study is to examine the connection between DT and SD and showcase examples of what has been done to deploy it, using real-case situations. From a methodological perspective, the paper deploys a set of two methods: bibliometric analysis and case studies. Among other findings, the paper shows that DT can be used to help implement the UN SDGs by providing an approach that emphasises human-centred design. This includes identifying problems, creating user-friendly solutions, and testing them in order to ensure that they are effective. Also, by using DT, companies, organisations, and governments can create low-cost, high-impact, and sustainable solutions to help achieve SDGs such as SDG8, SDG9, SDG12, and SDG13, among others. Overall, DT provides a framework for combining creative and analytical reasoning, specific mindsets, and diverse hands-on tools and techniques to improve critical thinking abilities towards sustainability challenges. The novelty of the paper relies on the fact that the combined use of the two methods allowed the identification of some useful features of DT, which may facilitate its deployment in sustainability contexts. This may assist future studies since it provides a theoretical basis for the field

Promoting gender equality across the sustainable development goals

Gender issues, and gender equality in particular, can be regarded as cross-cutting issues in the implementation of the Sustainable Development Goals (SDGs), even though it is unclear how they are taken into account. This study addresses this information gap by performing an assessment of the emphasis on gender issues across all the other 16 SDGs, in addition to SDG5, through a literature review and case study analysis, the basis for the newly developed framework, highlighting specific actions associated to each SDG. The 13 countries addressed in the 16 case studies include China, India, or Australia and illustrate the inclusion of SDG5 into the SDGs. Using an SDG matrix, the SDG targets are analysed. Those where an emphasis on gender equality is important in allowing them to be achieved are listed. The novelty of our approach resides in offering an in-depth analysis of how gender issues interact with the other SDGs, proposing a new analysis framework clearly identifying SDGs 1, 4, 11, 12, 14 and 16 demanding further attention for successful SD gender implementation and illustrating specific areas where further actions may be necessary, which may be used by policy-makers, raising further awareness on gender equality contribution to achieve the SDGs. A set of recommendations aimed at placing gender matters more centrally in the SDGs delivery are presented as a final contribution. These focus on the need for greater awareness and attention to good practices, to achieve successful implementation initiatives.peer-reviewe

Promoting gender equality across the sustainable development goals.

Gender issues, and gender equality in particular, can be regarded as cross-cutting issues in the implementation of the Sustainable Development Goals (SDGs), even though it is unclear how they are taken into account. This study addresses this information gap by performing an assessment of the emphasis on gender issues across all the other 16 SDGs, in addition to SDG5, through a literature review and case study analysis, the basis for the newly developed framework, highlighting specific actions associated to each SDG. The 13 countries addressed in the 16 case studies include China, India, or Australia and illustrate the inclusion of SDG5 into the SDGs. Using an SDG matrix, the SDG targets are analysed. Those where an emphasis on gender equality is important in allowing them to be achieved are listed. The novelty of our approach resides in offering an in-depth analysis of how gender issues interact with the other SDGs, proposing a new analysis framework clearly identifying SDGs 1, 4, 11, 12, 14 and 16 demanding further attention for successful SD gender implementation and illustrating specific areas where further actions may be necessary, which may be used by policy-makers, raising further awareness on gender equality contribution to achieve the SDGs. A set of recommendations aimed at placing gender matters more centrally in the SDGs delivery are presented as a final contribution. These focus on the need for greater awareness and attention to good practices, to achieve successful implementation initiatives. Supplementary Information: The online version contains supplementary material available at 10.1007/s10668-022-02656-1

Moving forward : visions on the future of sustainable development

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International trends on transformative learning for urban sustainability

Abstract It is widely assumed that transformative societal action is required to address the world's many sustainability challenges of today. This is especially true in an urban context, since urban sustainability may assist in improving the conditions of the urban environment and the quality of life of humans. Nevertheless, and despite the many advantages that urban sustainability may bring about, there is a need for studies that look at the role that transformative learning may play in influencing it. This study will address this need. It provides an analysis of the subject matter of transformative learning and how it may be practised and experienced in an urban context, thus contributing to urban sustainability in practical terms. It reports on a survey specifically directed to the teaching staff, on the extent to which transformative learning is being deployed in Higher Education Institutions (HEIs) in supporting urban sustainability efforts. In addition, the study ends by listing and presenting examples of approaches, methods, and initiatives in transformative learning within an urban sustainability context, and provides an analysis of its main features and learned lessons. It concludes with some best practices for transformative learning that could assist in designing and implementing urban sustainability teaching at HEIs, on a broader scale. It can be stated that not only can sustainability thought improve the urban conditions, but as the developing world gets further urbanised, sustainability in the urban context specifically becomes a matter of particular relevance

Digital transformation and sustainable development in higher education in a post-pandemic world

Digital technologies are now part of our daily lives, and the speed of their implementation and use has been accelerated as a result of the COVID-19 pandemic. Digital transformation, seen in the past as a problem, is now perceived as an important component in the future of sustainable development (SD), especially at higher education institutions whose operations have been adversely affected by the pandemic in many ways. The purpose of this paper is to analyse the subject matter of digital transformation and how it relates to a SD context. It reports on the results of a worldwide survey at higher education institutions, which identified some areas where the pandemic impacted and/or influenced their activities. The survey received 158 responses and a principal component analysis was performed to model the items associated with digital tools boosting SD, innovative business opportunities and ideas, and needs for improvement at HEIs. The results indicate that most part of the respondents developed digital skills and increased their involvement with e-learning and distance learning; however, more digital training is needed. Findings also support the role played by digital technologies in boosting SD at HEIs, and the role of institutions in promoting innovation through digital tools. Apart from an analysis of the extent to which the COVID-19 pandemic has contributed to digital transformation in an SD context in higher education institutions, the paper provides an assessment of trends and recommendations that may guide future developments in a post-pandemic work