Incorporating Sustainability into the Academic Institution

Abstract

This research examines environmental sustainability in the UK university context. Universities are prioritising sustainability commitments with many declaring a Climate Emergency, as well as recognising the importance of educating students about climate change. This research used a case-study approach in which semi-structured interviews were coupled with secondary data analysis, and suggests universities are pivotal for greater environmental sustainability. The results reiterate the urgent need to significantly improve environmental performance and educate people in the field of sustainability, whilst presenting the challenges and realities faced in doing so. It is recommended that in order to achieve optimum sustainability solutions a cohesive approach is required to embed a common sustainability narrative for all.

Analysis of UNESCO ESD Priority Areas’ Implementation in Romanian HEIs

“…Unfortunately, the budget allocations make it impossible to compare Romania to other European countries in this regard [ 68 ]. The need to empower the young generation and make them the factors of change can be achieved through the teacher’s capacity [ 62 ].…”

“…Although in previous research papers, the results revealed no interest in adding ESD competencies to the curriculum [ 69 ], now, through partnerships or by adding to their strategy in the University Charter for Sustainable Development, steps have been taken in this area [ 70 ]. The overcrowding of curricula, the apparent lack of significance to the curriculum, educational legitimacy, and limitations are cited as the key causes of institutions’ unwillingness to participate in sustainable education [ 62 ]. According to other researchers, for universities to become the drivers of sustainability issues and change agents, they must make sure that the needs of both the present and the future generations are better understood and built upon.…”

“…Therefore, the methodology used is qualitative, the main aim being to see if the five UNESCO priority areas were/are/will be considered by HEIs in Romania. This method was chosen due to the fact that examples can help bring more value to research and better express the responder’s additional information, thus the results and findings of this paper [ 62 ].…”

Education for Sustainable Development (ESD) in Romanian Higher Education Institutions (HEIs) within the SDGs Framework

“…Therefore, the methodology used is qualitative, having as its main aims to assess (1) the adoption of ESD and also (2) the barriers encountered by universities in its implementation. The researchers opted for this type of approach as it offers deeper understanding regarding respondents’ opinions [ 28 ]. In addition, the authors decided in favor of a qualitative research because they considered that the analysis will be enriched with the examples provided by the participants, whereas the quantitative analysis did not provide this alternative.…”