Integration of sustainability in the curricula of public higher education institutions in Portugal: do strategic plans and self-report align?

Abstract

Purpose This study aims to explore the alignment between strategic plans of the Portuguese public higher education institutions (HEIs) and their perception of the integration of sustainability in education and curricula. Design/methodology/approach The strategic plans from 15 institutions were selected for content analysis; data about the integration of sustainability in education and curricula, from these HEI, were collected with an online questionnaire (self-report survey). Qualitative and quantitative analyses were performed. Findings Strategic plans of the Portuguese public HEIs seem to not be sufficiently aligned with self-assessment integration of sustainability in education and curricula. Research limitations/implications The classifications used in the content analysis were constructed and revised by the authors to reduce coder interpretation issues and subsequent bias in the results. However, some subjectivity could remain. The analysis of strategic plans and self-report surveys answered by top management, or a technician, does not assess the practices and sustainability implementation in education and curricula. Practical implications This study allows the self-report of already-implemented practices to be compared to the planned strategy of HEI governance in Portugal as stated in their strategic plans. Originality/value An analysis and respective insights on the lack of connection between strategic planning and self-report practices about sustainability implementation, using Portugal as a case study.

Sustainability Integration in Philippine Higher Education Curricula: A Structural Equation Modeling Assessing Teacher Intention to Integrate

“…These studies emphasize the need for sustainable assessment tools and a feedback system to facilitate sustainability integration in teaching and research. Another study highlights the importance of developing sustainability competencies in teacher training programs, aligning with Sustainable Development Goals, and promoting a holistic educational approach [31][32][33].…”

“…In this study, assessment is vital for understanding the roles and responsibilities of teachers from higher education institutions in fostering sustainable education. It contributes to evaluating the effectiveness of sustainability teaching, research, and practice within higher education settings [30][31][32][33][34][35]. Thus, to bridge the disparity, the present research examined a range of factors related to teachers' intentions.…”

“…Therefore, the researchers utilized the expanded Theory of Planned Behavior (TPB) [36] to explore and quantify the respondent's intention. This study will also help to recognize obstacles to the integration of sustainability and determine the effectiveness of current practices, thus offering insights into how higher education can more effectively contribute to global sustainability efforts [30][31][32][33][34][35].…”

Empowering Non-Academic Staff for the Implementation of Sustainability in Higher Education Institutions

“…Also, Leal Filho et al [10] argued that HEIs that adopt sustainability policies as instruments of governance will most likely witness a greater engagement of their staff. In Portugal, there is no formal law or regulation at the governmental level advocating for change towards sustainability in HEIs [11]. To overcome this issue, the sustainable campus network Rede Campus Sustentável (RCS) was recently established, aiming to increase action and collaboration between Portuguese HEIs to allow for advanced sustainability implementation within Portuguese HEIs [12].…”

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“…4. Overcoming policy resistance to the implementation of sustainable practices (Duarte et al, 2023;Farinha, Caeiro & Azeiteiro, 2020).…”