Higher Education Institutions (HEIs) play a crucial role in implementing practices for Education for Sustainable Development (ESD). This implementation should be done in different dimensions according to a holistic and whole-school approach. Different tools have been adapted and developed to assess this integrated approach. The aim of this research is to critically reflect the existing tools to assess and benchmark ESD implementation and to discuss their applicability in two case studies. Two public Universities in Southern Europe, with headquarters in the capitals of Portugal and Spain were selected to assess and compare the integration of ESD according to a whole-school approach-Universidade Aberta in Portugal and Universidad Autónoma de Madrid in Spain. After a critical analysis of the existing tools based on literature review and a list of criteria classified by experts, two tools were selected to be applied in the case studies. The online Sustainability Tracking, Assessment & Rating System Reporting Tool was used in Universidade Aberta and Green Metrics tool was used in Universidad Autónoma de Madrid. The tools were complemented with focus group with key-actors in both universities. The results obtained allowed to identify the need to define a common objective of the assessment tools and limitations they still have. The tools need improvements on their development namely to integrate the external impact of Higher Education Institutions on sustainability, to integrate participatory processes and to assess non-traditional aspects of sustainability. This research hopes to contribute to the continuous research about the usefulness of these assessment and benchmarking tools as drivers to HEIs improve their sustainability performance and their role as agents of changes.

Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.

Cities generate environmental impacts that have focused the global interest of scientists and authorities on the search for environment-friendly alternatives. The 'Ecocity' concept provides an innovative and sustainable vision of how to build and live in these settlements. Translating this vision to the university campus as a small-scale replica of a city is one of the challenges facing higher education institutions. Through teaching, research, outsourcing, association and university management, these institutions can promote and disseminate more advanced activities in sustainability. The purpose of this paper is to analyze the experiences in this area on two different campuses, one urban in a historic city and another suburban in the outskirts of a large city. The methodology adopts a qualitative method based on the technique of the focus group and in-depth interviews with academics and the 'Ecocampus' offices from two Spanish universities, one in an urban context and another in a suburban. The hypotheses indicate that sustainable policies in terms of setting, infrastructure, waste and water are best met by the suburban university. The sustainability efforts of the university in an urban environment stand out in energy-related indicators, transportation and education. In general, the paper suggests that higher institutions adapt their sustainability policies depending on the location of the campus; that is, in urban and suburban areas. The implications of this work addresses two perspectives, the first consists in sustainability policies of universities and the second in the contribution of these best practices to the environmental problems of the city. The originality of this study is to learn from the different experiences of sustainability policies of universities with different types of campuses and the influence of these in the development of cities.

This article provides a procedure to universities for understanding the social perception of their activities in the sustainability field, through the analysis of news published in the printed media. It identifies the Spanish news sources that have covered this issue the most and the topics that appear in that news coverage. Using a probabilistic topic model called Latent Dirichlet Allocation, the study includes the nine dominant topics within a corpus with more than seventeen thousand published news items (totaling approximately five and a quarter million words) from a database of almost thirteen hundred national press sources between 2014 and 2017. The study identifies the news sources that published the most news on the issue. It is also found that the amount of news on sustainability and universities declined during the covered period. The nine identified topics point towards the relevance of higher education institutions’ activities as drivers of sustainability. The social perception encapsulated within the topics signals how the public is interested in these activities. Therefore, we find some interesting relationships between sustainable development, higher education institutions’ missions and behaviors, governmental policies, university funding and governance, social and economic innovation, and green campuses in terms of the overall goal of sustainability.