A Comparative Analysis of Approaches to Integrating Sustainability into the Curriculum at a University in a Small Island Developing State in the Caribbean

Griffith, Alana; Moore, Winston

doi:10.1108/s2055-364120200000018021

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…This conclusion aligns with the results from other work at both the secondary and post-secondary levels [26]. The value of this framework is that it can be used regardless of location; it works equally well in Barbados [17], the United Kingdom [27], or West Africa [28]. Further, the framework is applicable regardless of the specific grade level or content area; courses on chemistry, economics, and history can all be organized using the SDGs as a frame of reference.…”

Section: Going Forwardsupporting

confidence: 88%

“…The use of sustainability as a framework in higher education has received growing attention in recent years [13][14][15]. Substantial progress has been made through incorporating sustainability into the curriculum [16,17]. Far less attention has been paid to using sustainability as a lens for high school or secondary education, even though this level has a much broader reach for this vital content in preparing an educated citizenry.…”

Section: Why Sustainabilitymentioning

confidence: 99%

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Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues

et al. 2023

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The Science Education Program for Public Understanding System (SEPUP) at the Lawrence Hall of Science at the University of California, Berkeley, recently redesigned its high school biology program, Science and Global Issues, which is centered around sustainability-related socioscientific issues. The goal of this work was to fill a gap in standards-based, sustainability-themed high school biology curricula. Curriculum developers began the redesign process by asking the question: What does it look like for students to think about sustainability/sustainable development in the context of operationalized goals for sustainability (such as the UN Sustainable Development Goals) while also allowing them to be successful in meeting rigorous science standards (in this case, the US Next Generation Science Standards)? The process used by the developers is described, from conceptualizing the program and units to enacting the program in student-facing materials. The framework for presenting sustainability to students is described, as are the specific contexts that allow students to develop a deep understanding of scientific concepts while addressing current and important socioscientific issues. A selection of feedback from teachers and students gathered during the field test of the curriculum is shared, as is feedback from teachers who used the published program. The developers concluded that sustainability provides a powerful framework for allowing students to learn biological concepts and apply them to real-world issues.

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Section: Going Forwardsupporting

confidence: 88%

Section: Why Sustainabilitymentioning

confidence: 99%

Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues

et al. 2023

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“…Stough et al (2021) reveal that programmes focusing on sustainability topics can positively influence sustainability integration in other programmes through cross-pollination. Griffith and Moore (2020) compare teaching approaches in economics and sociology, highlighting innovative strategies like the flipped classroom in a Jamaican university to engage students and integrate sustainability into the curriculum, linking units to the SDGs.…”

Section: Resultsmentioning

confidence: 99%

Assessing the provisions for sustainability in economics degree programmes

Leal Filho,

Dinis,

Morales

et al. 2024

IJSHE

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Purpose Higher education institutions (HEIs) offer courses and programmes focusing on sustainability in economics, as courses on sustainable development (SD), which examine the economic, social and environmental dimensions of SD. This paper aims to examine sustainability integration in economics degree programmes. Design/methodology/approach Through an extensive literature review in Web of Science (WoS) and information search in Google, conducting to 28 relevant case studies, this paper elucidates the emphasis given to sustainability as part of economics degree programmes in HEIs. Findings The results suggest that, whereas the inclusion of sustainability components in this field is a growing trend, much still needs to be done to ensure that matters related to SD are part of the routine of university students studying economics. Research limitations/implications It is worth noting that the literature review conducted in WoS was primarily aimed at assisting in the selection of university case studies. The 28 university case studies scrutinised in this study may lack sufficient representation from numerous developing countries. Practical implications This study highlights challenges in integrating the SD into economics degree programmes, suggesting the need for curriculum adjustments as underscoring operational issues, acting as barriers. The inclusion of sustainability in economics programmes must navigate operational issues stemming from packed timetables and busy schedules, requiring innovative solutions. Social implications As far as the authors are aware, this study holds substantial importance in its emphasis on implementing sustainability within HEIs’ economics programmes, assisting in pursuing SD. Originality/value The novelty of this study lies in addressing sustainability with the specific economics focus programmes within the HEIs context.

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“…Research has also evolved from simply providing sustainability training and instruction to now include learning, capacity building and participation information on sustainability (Mintz and Tal, 2018). As suggested by Griffith and Moore (2020), it is paramount that universities integrate sustainability and and the SDGs into course delivery to protect future development and to avoid compromising future generations. Sustainability in teaching is outlined in the ISCN principle three that seeks to align UCT's core mission with sustainable development through ensuring facilities, research and teaching are linked to create a living laboratory for sustainability (UCT, 2019b).…”

Section: Sustainability In Teachingmentioning

confidence: 99%

On the Roles of World-Class Universities and the Sustainability Agenda in Africa: A Case Study of Two Universities in South Africa and Egypt

Mutinda¹,

Liu²

2021

HES

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In the past decade, the World Class University discussion has become rampant due to the integral role that higher education plays in any economy's aspiration to compete globally while still pursuing sustainability. This article reports on a study that explored the roles played by world-class universities (WCUs) in fostering sustainability initiatives and practices in the African context. The article harnesses a document review approach that facilitates in-depth document analysis using two world-class institutions in Africa: The University of Cape Town in South Africa and American University in Cairo in Egypt as case studies. This study finds that world-class institutions in the two countries have rigorous, comprehensive sustainability organisations, synthesised and adopted from international agreements and concepts. The sustainability organisation is characterised by a less hierarchical approach to its management and leadership. Sustainability in research is fostered through environmental research and other key research areas such as food and medicine. Sustainable teaching is fostered through living-learning labs, redesigned curriculums, targeted degree programs and lecturer development through training and awards as incentives. Tangible, sustainable technology and innovation initiatives are also evident. This article comprehensively establishes the links and roles played by WCUs in fostering sustainability. It aids potential WCUs in Africa to understand and adopt sustainable initiatives within different and dynamic institutional contexts.

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A Comparative Analysis of Approaches to Integrating Sustainability into the Curriculum at a University in a Small Island Developing State in the Caribbean

Cited by 3 publications

References 5 publications

Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues

Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues

Assessing the provisions for sustainability in economics degree programmes

On the Roles of World-Class Universities and the Sustainability Agenda in Africa: A Case Study of Two Universities in South Africa and Egypt

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