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Higher education institutions (HEIs) have been steadily progressing towards the integration of sustainable practices in their structures and operations. Several studies have reported the variety of drivers of change and the barriers to change that universities have found in the integration process. The present investigation is aimed at further characterizing and ranking the drivers for, and barriers of, sustainability integration in HEIs within their structures and operating functions. Open-ended expert opinion interviews of key sustainability leaders appointed at 45 HEIs from 10 Latin-American countries were conducted in order to learn lessons from their diverse experiences of the process. Additionally, a thematic workshop on HEI sustainability was organized to facilitate further discussions between 23 sustainability scholars and/or national coordinators of university networks from 11 Latin American countries. As a result, 15 barriers were identified as hindering the institutionalization of sustainability in HEIs. This study also examined the relationship between these reported barriers with 13 main drivers that were identified to be facilitating the integration of sustainable practices within the organizational and academic structures at the universities. The strong correspondence between the several observed drivers for, and barriers to, change highlights the importance of strategic planning that offers integrated actions. The findings of this paper can serve as a reference to assist HEIs in identifying drivers of, and barriers to, sustainability, so that the former can be fostered and the latter addressed effectively. This can help identify and plan targeted actions to make the transition towards sustainability in HEIs more natural and effective.

Recognition of the need to include economic criteria in the conservation policy decision-making process has encouraged the use of economic-valuation techniques. Nevertheless, whether it is possible to accurately assign economic values to biodiversity and if so what these valuesPalabras Clave: actitudes hacia los animales, conservación de la biodiversidad, meta análisis, política de conservación, valoración económica de la biodiversidad, disposición a pagar

Purpose The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators – building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. The purpose of this paper is to focus on university educators and critically review the professional development and policy landscape challenges that influence their effective engagement with Education for Sustainable Development (ESD). The paper is informed by a pan-European collaboration involving 33 countries that identified emerging scholarship and practice in this area and assessed the lessons learned from ESD professional development initiatives. It sets the context for a special issue titled “Professional Development in Higher Education for Sustainable Development” that draws together a collection of articles focusing on professional development of university educators across the world. Design/methodology/approach This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels. A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD, and not simply the embedding of content about sustainability into learning opportunities. It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD. Findings ESD has grown in visibility and status worldwide, with a clear increase in activity in higher education. The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff or to integrate ESD into their institutional teaching and learning priorities. Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD. The contributions to this special issue show the need for greater understanding of the multi-level task of integrating ESD into professional development activities, not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education. Originality/value There are few research studies and documented activities on ESD professional development in higher education available in the literature. This paper attempts to explore what ESD professional development involves and describes its complexity within the higher education sector. The special issue provides a collection of innovative research and practical initiatives that can help those involved in education and learning to develop ESD as a priority for future university innovative pathways.

Urbanization is a major driver of land use change and global environmental decline. With accelerated urbanization worldwide, it is essential to put in place new policies to conserve urban ecosystems, species and the services these provide in order to secure more sustainable, resilient and livable cities for the 21st century. In urban planning, the concept of resilience has broadly replaced the word sustainability. In recent years, resilience indicators have been gradually developed, but few address urban resilience from a social-ecological systems perspective. We develop a methodological framework to measure urban resilience, define an urban resilience index and apply it to Spanish province capitals as a case study. Results show that most Spanish province capitals are far from being resilient. We conclude that increased efforts to measure urban resilience should be in place, and we offer the urban resilience index as a theoretical framework for measuring resilience in urban social-ecological systems that can be gradually improved as more data become available.

National ecosystem assessments provide evidence on the status and trends of biodiversity, ecosystem conditions, and the delivery of ecosystem services to society. I this study, we analyze the complex relationships established between ecosystems and human systems in Spain through the combination of Driver-Pressure-State-Impact-Response framework and structural equation models. Firstly, to operationalize the framework, we selected 53 national scale indicators that provide accurate, long-term information on each of the components. Secondly, structural equation models were performed to understand the relationships among the components of the framework. Trend indicators have shown an overall progressive biodiversity loss, trade-offs between provisioning and cultural services associated with urban areas vs. regulating and cultural services associated with rural areas, a decoupling effect between material and non-material dimensions of human wellbeing, a rapid growing trend of conservation responses in recent years and a constant growing linear trend of direct or indirect drivers of change. Results also show that all the components analyzed in the model are strongly related. On one hand, the model shows that biodiversity erosion negatively affect the supply of regulating services, while it is positively related with the increase of provisioning service delivery. On the other hand, the most important relationship found in the model is the effect of pressures on biodiversity loss, indicating that response options for conserving nature cannot counteract the effect of the drivers of change. These results suggest that there is an insufficient institutional response to address the underlying causes (indirect drivers of change) of biodiversity loos in Spain. We conclude that more structural changes are required in the Spanish institutional framework to reach 2020 biodiversity conservation international targets.