Sustainability in higher education: A review of contributions from Portuguese Speaking Countries

Bizerril, Marcelo Ximenes Aguiar; Rosa, Maria João; Carvalho, Teresa; Pedrosa, Júlio

doi:10.1016/j.jclepro.2017.10.048

Cited by 51 publications

(45 citation statements)

References 64 publications

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“…The highest frequency term was clearly ESD (516). If we left out the search terms (ESD (516), SE (163), and EfS (138)) together with S (300) and SD (288), the most frequent topics studied in the literature were: education (247), higher education (232), environmental education (219), university (146), knowledge (105), curriculum (98), science (96), attitudes (74), students (73), management (57), competences (51), framework (49), pedagogy (44), environment (39), challenges (39), future (38), teachers (38), policy (37), behavior (36), and engineering education (36).…”

Section: Co-occurrence Analysismentioning

confidence: 99%

“…Although the WoS Core Collection also comprises non-English journals or literature (with the non-English titles translated into English), the number of publications in other languages is much lower. In their study about promoting sustainability in HE in Portuguese speaking countries, Bizerril et al [105] searched the SciELO (Scientific Electronic Library Online) database as well, showing that the number of papers on the topic was much bigger in Portuguese than in English provided by WoS. Thus, an analysis on non-English language databases would be interesting to do.…”

mentioning

confidence: 99%

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Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

2019

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In recent years, the interest in research concerning Education for Sustainable Development (ESD) has grown considerably. Therefore, a thorough (re)evaluation of this field and its challenges is highly necessary and can help us better understand the diversity of ESD approaches and the ways in which various scholars, countries, institutions, or universities reacted through research and scientific publications to the study of ESD. Using a bibliometric approach, we analyzed 1813 papers on the subject, indexed by the Web of Science, between 1992 and 2018. The main findings increased our understanding of the ESD domain: we identified vital research, landmark studies in the development of the field, critical past contributions, emerging trends, and potentially transformative ideas. The number of publications, authors, and journals has increased, proving that ESD has gained momentum over the period examined in the study. Similarly, there are more and more works written in collaboration by people (scholars, researchers, etc.) from different parts and cultures of the world, indicating that publishing on ESD is like a legacy to international efforts to bring this area of inquiry into the mainstream. Finally, the study illustrates two main research directions for the entire timespan: integration of education into sustainable development and of sustainable development into education.

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Section: Co-occurrence Analysismentioning

confidence: 99%

mentioning

confidence: 99%

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

2019

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“…However, it is very often confined to pure rhetoric and is, to some extent, already part of the normative and/or political [19,32] common sense [7] and sometimes in an uncritical way. This is a still very fragmented field [5,19,33,34], and the concept of sustainability has, to some extent, different definitions depending on the subject area [5,8,1,25,35,36,37]. What is exactly sustainability?…”

Section: Sustainabilitymentioning

confidence: 99%

“…However, the institutionalisation of sustainability in HEIs is neither easy nor automatic and faces numerous challenges and difficulties [35]. Indeed, over the last few years, HEIs have focused essentially on their own sustainability and survival, and these institutional priorities have not fully integrated the development and implementation of a broad sustainability literacy that leads to a societal transformation from an unsustainable development towards more sustainable solutions in social and environmental terms [15,58].…”

Section: Scientific Knowledge and Higher Educationmentioning

confidence: 99%

“…Regarding specific learning in higher education in general, Halsall, Powell and Snowden [55], Aragon-Correa, Marcus, Rivera and Kenworthy [59], Hedden, Worthy, Akins, Slinger-Friedman and Paul [56], Bizerril, Rosa, Carvalho and Pedrosa [35], Ortiz and Huber-Heim [83], Arends [84], Strode [85], Jacobs [86], Balakrishnan and Claiborne [87], Jones, Baran and Steuber [88], Kindon and Elwood [89] and Kersten, Crul, Geelen, Meijer and Franken [90] stress the need for an active learning. Arends [84] emphasises the need to implement several learning practices so as to make learning profitable and more efficient, considering the learning objectives, the environmental conditions and the traits of both students and teachers.…”

Section: Sociology Of Education and Quality Esdmentioning

confidence: 99%

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Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education

Serpa¹,

Sá²

2018

Preprint

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Sustainability, sustainable development and education for sustainable development are increasingly central concepts, both in social practice and in the field of scientific knowledge. Sociology, and in particular Sociology of Education as a specialised Sociology, can provide relevant contributions in its promotion. This article aims to explore the importance of Sociology of Education in promoting sustainability literacy in higher education, using the Sustainable Development Goals and key competencies (United Nations and UNESCO) as the central reference in this field, and intends, thus, to become an added contribution for this discussion. The article seeks to demonstrate that the learning of sustainability literacy would benefit from the use of a sociological stance throughout this whole process that considers dimensions that are often not directly emphasised and articulated between each other, such as: interconnection of scale levels, sociological imagination, multi-paradigmatic nature, heuristic interdisciplinarity, reflexivity and use of Sociology for action.

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Perceptions of the academic community on the performance of sustainable development initiatives in higher education

Filho,

de Vasconcelos,

Ferreira

et al. 2023

Sustainable Development

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Since the UN Conference on the Human Environment was held in Stockholm in 1972, higher education institutions (HEIs) have been adapting to assume their social role in supporting societies in promoting sustainable lifestyles. However, HEIs are complex institutions composed of several interdependent subsystems. Sustainable improvement requires holistic assessment measures to comply with established goals. To date, few studies have focused on comparing the different perceptions of sustainability in HEIs and considering the views of the academic community in shaping the efforts and better disseminating sustainable development initiatives. To fill this gap, this work aimed to implement a methodology that compares the perceptions of sustainability and the implemented actions among members of HEIs to show the discrepancies between perceptions and facts. Many studies report either the perception of members of the academic community or the technical assessment of the sustainable performance of the institution in isolation. The novelty of this work lies in developing a tool that allows the use of a similar scale to compare the perception of users of academic services with the valuation attributed by technicians responsible for implementing sustainable development initiatives at HEIs. Analysing of these results enables the identification of dimensions with discrepancies, guiding managers as they carry out actions to promote greater community engagement in implementing sustainability initiatives that boost the consolidation of these values in the institutional culture. Additionally, it is highlighted that the proposed methodology could be adapted for use in other types of institutions, maintaining the same benefits described here.

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Sustainability in higher education: A review of contributions from Portuguese Speaking Countries

Cited by 51 publications

References 64 publications

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education

Perceptions of the academic community on the performance of sustainable development initiatives in higher education

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