A pilot study on education for sustainable development in the Romanian economic higher education

Abstract

Purpose -This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania's sustainable development, in particular.Design/methodology/approach -The conclusions are based on a pilot questionnaire conducted by the authors on the level of Romanian students enrolled in public and private economic faculties. The results were based on a sample of 1,250 respondentsstudents, master and PhDfrom the economic faculties of some prestigious Romanian universities. To identify differences between some groups, t-test analysis and ANOVA were conducted.Findings -Education is an important pillar for ensuring sustainable development because through education, people understand and learn how to become more responsible toward the environment. Studies conducted in the twenty-first century are showing a direct link between the investment in education and economic, social and human development. The present study revealed that the economic higher education system in Romania has started with small steps to adapt to the environmental requirements. Unfortunately, the efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality. Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students' reactions are positive.Originality/value -This paper provides useful insights, allowing a better understanding of the role of universities in fostering sustainable development. This research is useful to find solutions for developing Education for sustainable development 817

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

“…Novo-Corti et al [25] argue that education is a key factor in ensuring sustainable development, since, through education, people learn to become more responsible for the environment. In this context, higher education institutions need to become sustainable in order to contribute to the creation and development of a sustainable society.…”

Education for sustainable development

“…[…] Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students' reactions are positive" [40]. "The present structure of the teacher training system can be described as a good practice example concerning higher education professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one's teaching career" [41].…”

“…"The present structure of the teacher training system can be described as a good practice example concerning higher education professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one's teaching career" [41]. "Stakeholders expressed highly favourable opinions of the university's dealings with different sustainability aspects … its establishment of an attractive and innovative educational programme, in compliance with sustainability principles, environmental protection and modern attitudes towards society" [42] "The efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality" [40]. "The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all" [41].…”

Sustainable Development, Poverty, and Risk of Exclusion for Young People in the European Union: The Case of NEETs

“…However, this situation in the labor market was similar to what happened in other areas of the economy. Specifically, the general environment, due to the policies adopted in those countries to deal with the economic situation, which have been accompanied by restrictions on public spending on fundamental aspects, such as health [23] and education [24]. As a result, some social groups, like today's youth, who were in their childhood or adolescence at the time of application of these policies and, therefore, have been affected by them, are at risk of being part of the NEETs group.…”

“…The European Union considers youth to be those aged between 15-24 years, but for analyzing NEETs, EUROSTAT provide data for those aged from 15 to 29 years. In this paper, we take all these range of age [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29], due to the relevance for the last stretch of ages. The economic environment latent variable (ξ 1 ) was constructed with the aim of collecting information about different spheres of the economy: One related to the general economic position of the country, the other to consumers' purchasing capability and another about the public policies that exist to support citizens.…”