Principal sustainability components: empirical analysis of synergies between the three pillars of sustainability

Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think”

“…Clearly, such a "LOCS-to-HOCS" paradigms shift in conceptualization, thinking and education, needs to be consonant with, and enhanced by, generic trans-intra-interdisciplinary and contextually-bound research-based "sustainability thinking" teaching strategies and assessment methodologies targeted at their integration into SSSEE [5,[14][15][16][17][19][20][21][22][23][24][25]. They have been shown by research to be interrelated to one another in STESEP contexts and to empower the students'/learners' capability of "sustainability thinking" and conceptualization [5,[14][15][16][17][20][21][22][23][24][25].…”

“…They have been shown by research to be interrelated to one another in STESEP contexts and to empower the students'/learners' capability of "sustainability thinking" and conceptualization [5,[14][15][16][17][20][21][22][23][24][25]. Consequently, SSSEE teachers, educators, researchers, economists, politicians, cognitive psychologists and sociologists consider the development and assessment of students' HOCS capabilities to be important in the assessment of students' (our future citizens)-learning within the STESEP 'sustainability thinking' paradigm.…”

A Framework for Integrated Sustainability Assessment to support decision making. Application to solar thermal and natural gas combined cycle electricity production in Mexico

“…Over the last few years, in light of the above mentioned global challenges, various sustainability assessment methods as well as related studies have emerged (Jørgensen et al 2008;Hansmann et al 2012;Carraro et al 2013;Linke et al 2013;Macombe et al 2013;Graymore 2014;Chhipi-Shrestha et al 2015;Sawaengsak and Gheewala 2017). Despite the value of such studies, they are not exempt of some methodological or conceptual limitations.…”

“…Recently, various sustainability assessment methodological approaches have been developed (Kuitunen et al 2008;Bezerr 2012;Hansmann et al 2012;Carraro et al 2013;Linke et al 2013;Graymore 2014). Despite the value of such studies, they are not exempt of some methodological or conceptual limitations.…”

“…Therefore, information on the location of the different life cycle stages becomes very relevant to rigorously assess the sustainability implications of the analyzed products or services (Benoit et al 2010;Zamagni et al 2011;Alsamawi et al 2014). Finally, most sustainability assessment studies are conducted in developed countries (Hansmann et al 2012;Graymore 2014), and the extrapolation of the impact results to developing countries may lead to inadequate conclusions due to the different contexts (underlying economic structure, cultural aspects, regulation, resilience of ecosystems, etc. ).…”