Role of Higher Education Institutions in the Implementation of Sustainable Development Goals

Zhou, Leocadia; Rudhumbu, Norman; Shumba, Jenny; Olumide, Abiodun

doi:10.1007/978-3-030-26157-3_7

Cited by 39 publications

(25 citation statements)

References 11 publications

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“…Scholars agree that universities play an important role in meeting the challenges of sustainable development through education (Sady et al , 2019; Puig et al , 2019) and are one of the most significant incubators of ideas and solutions to global problems given their central position among networks of government, civil society and industry partners (UNESCO, 2020). Zhou et al (2019) are of the view that higher education curricula and their implementation satisfy students’ sustainability-related knowledge and skills to be able to successfully deal with the current and future global socioeconomic and environmental sustainability challenges. Besides, several initiatives that aim at maximizing the potentials of higher education institutions in achieving the SDGs have been introduced including the principles for responsible management education and the Higher Education Sustainability Initiative.…”

Section: Literature Reviewmentioning

confidence: 99%

Drivers of sustainable entrepreneurial intentions among university students: an integrated model from a developing world context

Agu

Kalu

Esi-Ubani

et al. 2021

IJSHE

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Purpose The purpose of this study is to integrate and extend two models of entrepreneurial intention to investigate the drivers of sustainable entrepreneurial intention among intermediate undergraduate university students in Nigeria. Specifically, this paper aims to introduce education for sustainable entrepreneurship into the integrated model, thereby fitting the model into the context of sustainable entrepreneurship. Design/methodology/approach Data was gathered with the help of a structured questionnaire from 435 students of a university in Nigeria. The students passed through a special entrepreneurship training in which they were educated on the concept and practice of sustainable entrepreneurship. SmartPLS was used to test the proposed structural model. Findings The findings revealed that education for sustainable entrepreneurship significantly influences all variables of the integrated model, but has nonsignificant direct influence on sustainable entrepreneurial intention. Sustainable entrepreneurial intention is significantly driven by attitude and propensity to act. Therefore, the inclusion of education for sustainable entrepreneurship into the regression equation adds to its explanatory power. Originality/value This study contributes toward understanding of sustainable entrepreneurial intention of intermediate university students in a developing world context – Nigeria. Above all, it is among the few studies that shed light on the strength of education for sustainable entrepreneurship in the formation of sustainable entrepreneurial intention among students. This study proposes integration and extension (by adding education for sustainable entrepreneurship) of the theory of planned behavior and entrepreneurial event model in learning about students’ intentions to engage in sustainable entrepreneurship.

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Section: Literature Reviewmentioning

confidence: 99%

Drivers of sustainable entrepreneurial intentions among university students: an integrated model from a developing world context

Agu

Kalu

Esi-Ubani

et al. 2021

IJSHE

View full text Add to dashboard Cite

show abstract

“…It is evident that the SDGs are being woven into the fabric of higher education on many fronts (de Miranda Azeiteiro and Davim, 2020;Ketlhoilwe et al, 2020;Nhamo and Mjimba, 2020;Zhou et al, 2020). This paper provides an overview of the field and a case study example from the USF where we have directly integrated the SDGs in curricular and cocurricular arenas, civic engagement events and college branding, and indirectly incorporated them in facilities, operations and administration.…”

Section: Sdg Integration and Reportingmentioning

confidence: 99%

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

Hansen

Stiling

2021

IJSHE

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Purpose As the UN Sustainable Development Goals (SDGs) have been widely adopted since 2015, higher education institutions (HEIs) are experimenting with ways they can be measured, reported and incorporated into all realms of the university. In this process, the challenges of SDG integration into HEIs have become more evident, from lack of resources and sustainability literacy to having multiple disconnected programs that feature the SDGs. Design/methodology/approach A mixed methods approach using archival materials, literature reviews, interviews and participant observation has been adopted for a case study at a university in the process of adopting the SDGs in multiple areas. Findings The University of South Florida began with efforts to incorporate SDGs at the undergraduate level, such as the Global Citizens Project that brands both events and courses with SDGs. Institutional changes coupled with the launch of the Times Higher Education University Impact Rankings provided more opportunities to have broader conversations about SDGs in all areas of campus.

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“…SDGs issues need to be embedded in textbooks and implemented in the lecture process. This is because the SDGs can be achieved through contributions from the university as higher education system (Zhou, et al, 2019). Higher education institutions have a crucial role in facing the challenges of sustainable development by increasing training and skills development (Nhamo & Mjimba, 2019).…”

Section: Introductionmentioning

confidence: 99%

Socioscientific Issues-based Textbook on the Topic of Sustainable Development Goals to Develop Prospective Teachers’ 21st Century Thinking Skills

Herawati

Istiana

2021

JPSI

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The emergence of the 4.0 industrial revolution requires university graduates to have 21st-century thinking skills that can support them to compete globally. However, the low 21st-century thinking skills of prospective teachers in the group of ways of thinking (critical thinking, problem-solving, and decision making) make the learning process should be able to train and develop these thinking skills. One way to train prospective teachers' 21st-century thinking skills is through the textbooks used in lectures. This study aims to develop textbooks based on socioscientific issues on the topic of Sustainable Development Goals (SDGs). This study used the RD research method with ADDIE design which is composed of 5 stages: Analyze, Design, Develop, Implement, and Evaluate. textbooks were applied at the implementation stage by involving second-semester prospective teachers who contract Environmental Knowledge courses. The instruments used in this study included textbook validation sheets and essay tests. The validation results were analyzed using descriptive analysis, while the essay test results were analyzed using SPSS. The results of the study showed that the socioscientific issues-based textbooks on the SDGs topic received a very good expert assessment and had met the standards of the appropriateness of the content, language, graphics, presentation, and socioscientific issues. Prospective teachers' 21st-century thinking skills in the group of the way of thinking also improved significantly after using socioscientific issues-based textbooks. These indicated that the textbooks which have been developed were effective in practicing the 21st-century thinking skills of prospective teachers.

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Role of Higher Education Institutions in the Implementation of Sustainable Development Goals

Cited by 39 publications

References 11 publications

Drivers of sustainable entrepreneurial intentions among university students: an integrated model from a developing world context

Drivers of sustainable entrepreneurial intentions among university students: an integrated model from a developing world context

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

Socioscientific Issues-based Textbook on the Topic of Sustainable Development Goals to Develop Prospective Teachers’ 21st Century Thinking Skills

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