The implementation of SDG12 in and from higher education institutions: universities as laboratories for generating sustainable cities

Abstract

IntroductionIt is known that the world is facing and will face significant sustainability challenges. Sustainable Development Goal 12 (SDG12), responsible consumption and production, is one of the most relevant SDGs for building Sustainable Cities. This study is based on the analysis of the implementation of SDG12 in cities, starting from universities as laboratories or first examples of sustainability.MethodsThe study was carried out through a multilevel scale approach. A systematic review of the literature (global scale) of the last 5 years (2018–2022) was conducted. An analysis of the program and the initiatives of a Higher Education Institution (Tecnologico de Monterrey) is presented (local scale). Finally, a survey was applied to Faculty at this University (micro-scale).ResultsThe systematic review indicated that the main themes or aspects addressed in SDG12 by higher education institutions were sustainable food, supply chains, community, infrastructure, technology, policies, energy consumption, the collaborative economy, smart cities, and curricula. The local scale analysis highlighted the Distrito Tec project, 37 institutional initiatives, and 26 courses directly related to SDG12. The survey showed that 8% of Faculty considered SDG12 the most important of the SDGs and stated that this goal is necessary to reduce environmental impacts. As the most significant impact that Universities can have on SDG12, 52% of the Faculty consider that Universities should become living labs in the transition toward sustainable cities, followed by 36% who think it would be better to implement operational facilities.DiscussionThe diverse contributions of the HEIs at the three scales were classified into six categories: culture, mitigation, adaptation, education, research, and outreach. The study indicates that SDG 12 has been achieved by universities in different ways, which overlaps widely with the performance of other SDGs. Results demonstrate that following a multistakeholder approach, international collaborations between HEIs can foster technology-driven multi-disciplinary research projects to consolidate sustainable cities. Building capacity to accelerate the transition of universities into urban living labs will promote climate action among the students who enroll every year.

Energy Efficiency and Thermal Comfort Analysis in a Higher Education Building in Brazil

“…PROCEL and the Institute of Metrology, Standardization, and Industrial Quality (INMETRO), through the Labelling Program in Buildings (PBE Edifica), launched the Regulation for Energy Efficiency Labelling of Commercial, Service and Public Buildings (RTQ-C) in 2009 and of Residential Buildings (RTQ-R) in 2010 [7,9,15]. PROCEL ushered in a new set of dynamics guiding the quest for architectural solutions, supplementary lighting, and air-conditioning projects that would upgrade buildings' thermal and energy performances [16].…”

“…Furthermore, many publications highlight the campus as a living laboratory where students and other users' involvement can transform the environment. In addition, a more general concept was suggested by Martinez-Acosta [9], from the perspective of universities as laboratories of sustainable cities.…”

Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education

“…The practices associated with this orientation relate to adaptive management to emerging topics (Brown, 2012), cooperation with NGOs (Perez-Foguet et al, 2018) 5 , initiatives for greening the whole campus (Leal Filho et al, 2018), interdisciplinarity andsilo-breaking (Blanco-Portela et al, 2017), as well as the creation of new departments such as green offices (Bautista-Puig & Sanz-Casado, 2021) or dedicated programs in Environmental or Humanitarian engineering (Mitcham & Munoz, 2010). Teaching is focused on learning by doing and doing by learning (Loorbach, 2007), whole systems thinking (Sterling, 2005;Loorbach & Rotmans, 2006, p.10), closed-loop systems (Kopnina, 2021), biomimicry tools and methods (Martínez-Acosta et al, 2023;Stevens et al, 2021), problem reframing (Sterling & Schumacher Society, 2001), technology appropriation and critiques of global technology transfers (Nieusma & Riley, 2010), questioning dominant paradigms and privilege in international development (Xavier et al, 2019), humanitarian engineering (Lucena et al, 2007;Mazzurco & Murzi, 2017), cross-cultural design projects (Fairfax & Lee, 2016) or eco-designs (Nickel et al, 2022). The identity promoted through these practices is of the engineer as a planetary citizen (Thompson, 2001), transition manager (Loorbach, 2007), or change agent (Van Poeck et al, 2017).…”

Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

“…SDG 7 aligns with the imperative for clean energy, crucial for reducing carbon emissions and promoting sustainability within higher education [15]. SDG 12 emphasizes responsible consumption and production, addressing the need for sustainable practices within academic institutions [16]. Lastly, SDG 13 focuses specifically on climate action, aligning with the overarching theme of decarbonization in higher education.…”