CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: sustainability education</title> <meta name="description" content="Search results for: sustainability education"> <meta name="keywords" content="sustainability education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="sustainability education" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="sustainability education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9490</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: sustainability education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9490</span> A Case Study on Blended Pedagogical Approach by Leveraging on Digital Marketing Concepts towards Inculcating Concepts of Sustainability in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narendra%20Babu%20Bommenahalli%20Veerabhadrappa">Narendra Babu Bommenahalli Veerabhadrappa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching sustainability concepts along with profit maximizing philosophy of business in management education is a challenge. This paper explores and evaluates various learning models to inculcate sustainability concepts in management education. The paper explains about a new pedagogy that was tested in a business management school (Indus Business Academy, Bangalore, India) to teach sustainability. The pedagogy was designed by intertwining concepts related to sustainability with digital marketing concepts. As part of this experimental method, students (in groups) were assigned with various topics of sustainability and were asked to work with concepts of digital marketing and thus market the concepts of sustainability. The paper explains as a case study as to how sustainability was integrated with digital marketing tools and how learning towards sustainability was facilitated. It also explains the outcomes of this pedagogical method, in terms of inculcating sustainability concepts amongst management students as well as marketing and proliferation of sustainability concepts to bring about the behavioral changes amongst target audience towards sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management-education" title="management-education">management-education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a> </p> <a href="https://publications.waset.org/abstracts/80250/a-case-study-on-blended-pedagogical-approach-by-leveraging-on-digital-marketing-concepts-towards-inculcating-concepts-of-sustainability-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9489</span> Sustainability Education among the Malaysian Media </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Saifudin%20Mohamad%20Saleh">Mohamad Saifudin Mohamad Saleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides a discussion of the importance of sustainability education among the Malaysian media. Without doubt, media play a crucial role in promoting the sustainable or so called “eco-system” society for a better future. Since 2002, the role of media as one of the vital stakeholders particularly in educating the society in three main areas of sustainable education including on environment, economy and society has been clearly highlights on the World Summit for Sustainable Development (WSSD) that was held in Johannesburg. In this paper, six media practitioners from two local Malaysia newspapers organization were interviewed by the researcher in order to identify their understanding about sustainability education; their perception about the pivotal role in sustainability education and the challenges faced by them in the process of educating society about sustainability issues. The findings of this study showed that most of Malaysian media practitioners have displayed clear understanding about sustainability education and they also realize their huge responsibility for not only informing but also educating society in having a sustainable lifestyle. The ultimate challenge in sustainability education faced by the media is to make the public really understand the importance of sustainable lifestyle. Overall, from this study, it is hoped to provide more possible direction in sustainability education not only among the Malaysian media but also all media in the entire world, particularly the developing and Southeast Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media" title="media">media</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20education" title=" sustainability education"> sustainability education</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/24814/sustainability-education-among-the-malaysian-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">598</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9488</span> Developing Creativity as a Scientific Literacy among IT Engineers towards Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chunfang%20Zhou">Chunfang Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing issues of sustainability have increased the discussions on how to foster “green engineers” from diverse perspectives in both contexts of education and organizations. As creativity has been considered as the first stage of innovation process that can also be regarded as a path to sustainability, this paper will particularly propose creativity as a scientific literacy meaning a collection of awareness, ability, and skills about sustainability. From this sense, creativity should be an element in IT engineering education and organizational learning programmes, since IT engineers are one group of key actors in designing, researching and developing social media products that are most important channels of improving public awareness of sustainability. This further leads this paper to discuss by which pedagogical strategies and by which training methods in organizations, creativity and sustainability can be integrated into IT engineering education and IT enterprise innovation process in order to meeting the needs of ‘creative engineers’ in the society changes towards sustainability. Accordingly, this paper contributes to future work on the links between creativity, innovation, sustainability, and IT engineering development both theoretically and practically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20engineers" title=" IT engineers"> IT engineers</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/44494/developing-creativity-as-a-scientific-literacy-among-it-engineers-towards-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9487</span> Exploring the Contribution of Higher Education to Sustainable Development: A Bibliometric Analysis of Research on Social Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mestawot%20Beyene%20Tafese">Mestawot Beyene Tafese</a>, <a href="https://publications.waset.org/abstracts/search?q=Erika%20Kopp"> Erika Kopp</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable development, aimed at meeting current needs while safeguarding the needs of future generations, is a global imperative. Higher education stands as a pivotal force in fostering sustainable values and behaviors. However, most scholars and governments primarily focus on environmental and economic aspects. Consequently, this study examines the distribution patterns of higher education for social sustainability. The study highlights overall annual scientific production trends, leading journals and countries in scientific publication, most researched topics, and frequently used keywords. The study utilized a bibliometric method with the aid of the R Studio program. The analysis reveals Sustainability (Switzerland) as the leading journal, with 292 articles published, followed by the International Journal of Sustainability in Higher Education, which published 186 articles. Additionally, the USA is identified as the leading country, with Spain ranking second in producing research related to higher education for socially sustainable development. Among the 54 African countries, only South Africa ranks 13th, contributing fifty-nine scientific articles. Furthermore, higher education for sustainability, sustainable education, sustainable development goals, etc., emerge as the most researched topics, while the term "higher education" is prevalent in 29% and "sustainability" in 28% of the documents. Notably, according to the analysis, social sustainability is the focus of only 3% of articles. This suggests that academics researching sustainable development and higher education have overlooked social sustainability, a crucial human component of sustainable development. Consequently, the researchers concluded that social academics who are interested in studying sustainable development and higher education should give priority to social sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title=" bibliometric analysis"> bibliometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sustainability" title=" social sustainability"> social sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/184077/exploring-the-contribution-of-higher-education-to-sustainable-development-a-bibliometric-analysis-of-research-on-social-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9486</span> Assessment of Sustainability Initiatives at Applied Science University in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bayan%20Ahmed%20Alsaffar">Bayan Ahmed Alsaffar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to assess the sustainability initiatives at Applied Sciences University (ASU) in Bahrain using a mixed-methods approach based on students, staff, and faculty perceptions. The study involves a literature review, interviews with faculty members and students, and a survey of ASU's level of sustainability in education, research, operations, administration, and finance that depended on the Sustainability Tracking, Assessment & Rating System (STARS). STARS is a tool used to evaluate the sustainability performance of higher education institutions. The study concludes that a mixed-methods approach can provide a powerful tool for assessing sustainability initiatives at ASU and ultimately lead to insights that can inform effective strategies for improving sustainability efforts. The current study contributes to the field of sustainability in universities and highlights the importance of user engagement and awareness for achieving sustainability goals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environment" title="environment">environment</a>, <a href="https://publications.waset.org/abstracts/search?q=initiatives" title=" initiatives"> initiatives</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=STARS" title=" STARS"> STARS</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/179861/assessment-of-sustainability-initiatives-at-applied-science-university-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9485</span> The Relevance of Sustainability Skills for International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Panko">Mary Panko</a>, <a href="https://publications.waset.org/abstracts/search?q=Rashika%20Sharma"> Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title="education for sustainability">education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/76378/the-relevance-of-sustainability-skills-for-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9484</span> Education for Sustainability Using PBL on an Engineering Course at the National University of Colombia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hern%C3%A1n%20G.%20Cort%C3%A9s-Mora">Hernán G. Cortés-Mora</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20I.%20P%C3%A9na-Reyes"> José I. Péna-Reyes</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfonso%20Herrera-Jim%C3%A9nez"> Alfonso Herrera-Jiménez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article describes the implementation experience of Project-Based Learning (PBL) in an engineering course of the Universidad Nacional de Colombia, with the aim of strengthening student skills necessary for the exercise of their profession under a sustainability framework. Firstly, we present a literature review on the education for sustainability field, emphasizing the skills and knowledge areas required for its development, as well as the commitment of the Faculty of Engineering of the Universidad Nacional de Colombia, and other engineering faculties of the country, regarding education for sustainability. This article covers the general aspects of the course, describes how students team were formed, and how their experience was during the first semester of 2017. During this period two groups of students decided to develop their course project aiming to solve a problem regarding a Non-Governmental Organization (NGO) that works with head-of-household mothers in a low-income neighborhood in Bogota (Colombia). Subsequently, we show how sustainability is involved in the course, how tools are provided to students, and how activities are developed as to strengthen their abilities, which allows them to incorporate sustainability in their projects while also working on the methodology used to develop said projects. Finally, we introduce the results obtained by the students who sent the prototypes of their projects to the community they were working on and the conclusions reached by them regarding the course experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20for%20sustainability" title=" higher education for sustainability"> higher education for sustainability</a> </p> <a href="https://publications.waset.org/abstracts/69628/education-for-sustainability-using-pbl-on-an-engineering-course-at-the-national-university-of-colombia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9483</span> How to Integrate Sustainability in Technological Degrees: Robotics at UPC</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antoni%20Grau">Antoni Grau</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolanda%20Bolea"> Yolanda Bolea</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Sanfeliu"> Alberto Sanfeliu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Embedding Sustainability in technological curricula has become a crucial factor for educating engineers with competences in sustainability. The Technical University of Catalonia UPC, in 2008, designed the Sustainable Technology Excellence Program STEP 2015 in order to assure a successful Sustainability Embedding. This Program takes advantage of the opportunity that the redesign of all Bachelor and Master Degrees in Spain by 2010 under the European Higher Education Area framework offered. The STEP program goals are: to design compulsory courses in each degree; to develop the conceptual base and identify reference models in sustainability for all specialties at UPC; to create an internal interdisciplinary network of faculty from all the schools; to initiate new transdisciplinary research activities in technology-sustainability-education; to spread the know/how attained; to achieve international scientific excellence in technology-sustainability-education and to graduate the first engineers/architects of the new EHEA bachelors with sustainability as a generic competence. Specifically, in this paper authors explain their experience in leading the STEP program, and two examples are presented: Industrial Robotics subject and the curriculum for the School of Architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=curricula%20improvement" title=" curricula improvement"> curricula improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=STEP%20program" title=" STEP program"> STEP program</a> </p> <a href="https://publications.waset.org/abstracts/13257/how-to-integrate-sustainability-in-technological-degrees-robotics-at-upc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9482</span> Integrated Approach of Knowledge Economy and Society in the Perspective of Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation, sustainability, and higher education are vital issues of the knowledge economy and society. In fact, the concentration on these issues, educators and researchers convinced the learners to prepare productive citizens for the knowledge economy and society, and many initiatives have been launched worldwide. The concept of a knowledge economy requires simultaneous and balanced progress in three dimensions (Innovation, Education and Sustainability) which are totally interdependent and correlated. The paper discusses the importance of an integrated approach to the knowledge economy and society from the perspective of higher education institutions. It remarks on the advent of a knowledge-based economy and society and the need for the combination of Innovation, sustainability, and education. This paper introduces nine (9) important issues or challenges of higher education institutions that have emphasized, cross-linked each other, and combined in a new education system that can form a new generation for the completive world as well as able to manage the knowledge-based economy and societal system. Moreover, the education system must be the foundation for building the necessary knowledge-based economy and society, which must manage the innovation process through a more sustainable world. In this viewpoint, Innovation, sustainability and higher education are becoming more and more central in our economy and society, and it is directly associated with the possibility of global wealth distribution to the economy and society. The objective of this research is to demonstrate the knowledge-based economy and social paradigm in order to create the opportunity for higher education institutions' development. The paper uses the collective action methodologies to examine “the mechanisms and strategies” used by higher education institutions’ authority to accommodate an integrated pattern as per connecting behaviors of knowledge economy and society. The paper accomplishes that the combination of Innovation, sustainability and education is a very helpful approach to building a knowledge-based economy and society for practicing the higher education institution’s challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20economy" title=" knowledge economy"> knowledge economy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/168663/integrated-approach-of-knowledge-economy-and-society-in-the-perspective-of-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9481</span> Analyzing the Implementation of Education for Sustainability: Focusing on Leadership Skills in Secondary School in Côte d'Ivoire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elysee%20Guy%20Yohou">Elysee Guy Yohou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Côte d'Ivoire established a National Commission for Sustainable Development with a view to implementing the ESD. This study aims to understand the knowledge, attitude and practice about education for sustainability of teachers, students, principals, and staff in secondary schools in Côte d’Ivoire while exploring the barriers, levers and examines the leadership skills needed to help carrying out ESD. The data collection took place in October and December 2015. Questionnaires were administered to 400 participants, which involved teachers, students, principals and staff in 25 public and private secondary schools in four regional offices of education. 297 questionnaires were collected producing a collection-rate of 74.25%. Descriptive statistics, independent t-test, dependent sample t-test, One way ANOVA, Pearson correlation were used to analyze the data. Thereupon, knowledge, attitudes about education for sustainability of teachers, principals and staff in secondary school are better than students. However, there is little practice of ESD. 68.3% of participants are not familiar with the Decade of Education for Sustainable Development. In addition, 92.8% of schools do not have a school Agenda 21. The major barriers that prevent the teaching of education for sustainability are lack of access to technical tools, insufficient funding and lack of information. The main levers are teacher and staff training, financing, awareness of students, and public engagement. Principals do possess good human and technical skills but limited conceptual skills. The study showed that conceptual and human skills are convenient assets which rhyme more with education for sustainability. Thereupon, if schools’ principal need to improve education for sustainability through practice, they need more conceptual skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=C%C3%B4te%20d%27Ivoire" title="Côte d'Ivoire">Côte d'Ivoire</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title=" education for sustainability"> education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20skills" title=" leadership skills"> leadership skills</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/99943/analyzing-the-implementation-of-education-for-sustainability-focusing-on-leadership-skills-in-secondary-school-in-cote-divoire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99943.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9480</span> Framing a Turkish Campus Sustainability Indicator Set</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cansu%20Tari">Cansu Tari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ute%20Poerschke"> Ute Poerschke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable campus design and planning in Higher Education requires an entire action plan and coordination of physical, educational, and social systems. Many institutions in the world are defining their sustainable development path and some are following existing green building and sustainable campus rating/ranking systems, guidelines. In the context of higher education, Turkish universities have limited academic, social and financial support related to sustainable living, building, and campus studies. While some research has been conducted in the last 60 years by farsighted academics, most of these works are based on individuals’ or small organizations’ own interests and efforts, and they are not known enough by the population of universities and possible prospective investors. Regarding the recent fast and uncontrolled growth in the Turkish Higher Education environment, setting a campus sustainability indicator set is a necessity for sustainable development of universities. The main objective of this paper is to specify the applicable sustainability indicators in the national context of Turkey, and propose a model guideline for sustainable Turkish university campuses. The analysis of Turkish legislation on environmental issues, special conditions of Turkish Higher Education system, and Turkey’s environmental risks and challenges set the backbone of the study and distinguish the set of indicators from generalized guidelines. Finally, the paper outlines some concrete suggestions for Turkish Universities to integrate sustainability efforts in their regional context. It will be useful for campus sustainability managers and planners, interested in developing action plans in their national and regional scope. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20sustainability" title="campus sustainability">campus sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20indicators" title=" sustainability indicators"> sustainability indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20universities" title=" Turkish universities"> Turkish universities</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20campus%20sustainability%20action%20plan" title=" national campus sustainability action plan"> national campus sustainability action plan</a> </p> <a href="https://publications.waset.org/abstracts/43668/framing-a-turkish-campus-sustainability-indicator-set" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9479</span> Enhancing Sustainability Awareness through Social Learning Experiences on Campuses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashika%20Sharma">Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The campuses at tertiary institutes can act as a social environment for peer to peer connections. However, socialization is not the only aspect that campuses provide. The campus can act as a learning environment that has often been termed as the campus curriculum. Many tertiary institutes have taken steps to make their campus a ‘green campus’ whereby initiatives have been taken to reduce their impact on the environment. However, as visible as these initiatives are, it is debatable whether these have any effect on students’ and their understanding of sustainable campus operations. Therefore, research was conducted to evaluate the effectiveness of sustainable campus operations in raising students’ awareness of sustainability. Students at two vocational institutes participated in this interpretive research with data collected through surveys and focus groups. The findings indicated that majority of vocational education students remained oblivious of sustainability initiatives on campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=campus%20learning" title="campus learning">campus learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title=" education for sustainability"> education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/76297/enhancing-sustainability-awareness-through-social-learning-experiences-on-campuses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9478</span> Integrating Lessons in Sustainable Development and Sustainability in Undergraduate Education: The CLASIC Way</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Intan%20Azura%20Mokhtar">Intan Azura Mokhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaacob%20Ibrahim"> Yaacob Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, learning about sustainable development and sustainability has become an increasingly significant component in universities’ degree programmes and curricula. As the world comes together and races to fulfil the 17 United Nations’ sustainable development goals (SDGs) by the year 2030, our educational curricula and landscapes simultaneously evolve to integrate lessons and opportunities for sustainable development and sustainability to redefine our university education and set the trajectory for our young people to take the lead in co-creating solutions for a better world. In this paper, initiatives and projects that revolved around themes of sustainable development and sustainability in a young university in Singapore are discussed. These initiatives and projects were curated by a new centre in the university that focuses on community leadership, social innovation, and service learning and was led by the university’s academic staff. The university’s undergraduate students were also involved in these initiatives and projects and played an active role in reaching out to and engaging members of different segments of the community – to better understand their needs and concerns and to co-create with them relevant and sustainable solutions that generate positive social impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=singapore" title="singapore">singapore</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20education" title=" undergraduate education"> undergraduate education</a> </p> <a href="https://publications.waset.org/abstracts/149804/integrating-lessons-in-sustainable-development-and-sustainability-in-undergraduate-education-the-clasic-way" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9477</span> Accessible Sustainability Assessment Tools and Approach of the University level Academic Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The innovative knowledge threshold significantly shifted education from traditional to an online version which was an emergent state of arts for academic programs of any higher education institutions; the substantive situation thus raises the importance of deliberative integration of education, Knowledge, technology and sustainability as well as knowledge platforms, e.g., ePLANETe. In fact, the concept of 'ePLANETe' an innovative knowledge platform and its functionalities as an experimental digitized platform for contributing sustainable assessment of academic programs of higher education institution(HEI). Besides, this paper assessed and define the common sustainable development challenges of higher education(HE) and identified effective approach and tools of 'ePLANETe’ that is enable to practices sustainability assessment of academic programs through the deliberation methodologies. To investigate the effectiveness of knowledge tools and approach of 'ePLANETe’, I have studied sustainable challenges digitized pedagogical content as well as evaluation of academic programs of two public universities in France through the 'ePLANETe’ evaluation space. The investigation indicated that the effectiveness of 'ePLANETe’s tools and approach perfectly fit for the quality assessment of academic programs, implementation of sustainable challenges, and dynamic balance of ecosystem within the university communities and academic programs through 'ePLANETe’ evaluation process and space. The study suggests to the relevant higher educational institution’s authorities and policymakers could use this approach and tools for assessing sustainability and enhancing the sustainability competencies of academic programs for quality education <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ePLANETe" title="ePLANETe">ePLANETe</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberation" title=" deliberation"> deliberation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a> </p> <a href="https://publications.waset.org/abstracts/168218/accessible-sustainability-assessment-tools-and-approach-of-the-university-level-academic-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9476</span> Empowering Tomorrow's Educators: A Transformative Journey through Education for Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helga%20Mayr">Helga Mayr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In our ongoing effort to address urgent global challenges related to sustainability, higher education institutions play a central role in raising a generation of informed and empowered citizens committed to sustainable development. This paper presents the preliminary results of the so far realized evaluation of a compulsory module on education for sustainable development (ESD) offered to students in the bachelor's program in elementary education at the University College of Teacher Education Tyrol (PH Tirol), Austria. The module includes a lecture on sustainability and education as well as a project-based seminar that aims to foster a deep understanding of ESD and its application in pedagogical practice. The study examines various dimensions related to the module's impact on participating students, focusing on prevalent sustainability concepts, intentions, actions, general and sustainability-related self-efficacy, perceived competence related to ESD, and ESD-related self-efficacy. In addition, the research addresses assessment of the learning process. To obtain a comprehensive overview of the effectiveness of the module, a mixed methods approach was/is used in the evaluation. Quantitative data was/is collected through surveys and self-assessment instruments, while qualitative findings were/will be obtained through focus group interviews and reflective analysis. The PH Tirol is collaborating with another University College of Teacher Education (Styria) and a university of applied sciences in Switzerland (UAS of the Grisons) to broaden the scope of the analysis and allow for comparative findings. Preliminary results indicate that students have a relatively rudimentary understanding of sustainability. The extent to which completion of the module influences understanding of sustainability, awareness, intentions, and actions, as well as self-efficacy, is currently under investigation. The results will be available at the time of the conference and will be presented there. In terms of learning, the project-based seminar, which promotes hands-on engagement with ESD, was evaluated for its effectiveness in fostering key sustainability competencies as well as sustainability-related and ESD-related self-efficacy. The research not only provides insights into the effectiveness of the compulsory module ESD at the PH Tirol but also contributes to the broader discourse on integrating ESD into teacher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness%20measurements" title=" effectiveness measurements"> effectiveness measurements</a> </p> <a href="https://publications.waset.org/abstracts/175575/empowering-tomorrows-educators-a-transformative-journey-through-education-for-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9475</span> Contribution of a Higher Education Institute towards Built Environment Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayyab%20Ahmad">Tayyab Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerard%20Healey"> Gerard Healey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The potential role of higher education institutes in sustainable development cannot be undermined. In this regard, it is important to investigate the established concept of sustainability in such institutes to explore the room for further improvement. In this paper, a case study of the University of Melbourne is conducted, and the institute’s commitments towards sustainability are examined by a detailed qualitative review of its policy and design standard documents. These documents are reviewed as through these; the institute portrays its vision of building environment facilities, which it aspires to procure and use. From detailed review, it is realized that these documents are updated at different times, creating the potential for mismatch between them. The occurrence of different goals and objectives in different documents is highlighted, and the interrelationships between different goals and operational objectives are explored. The role of the university aspired goals/objectives in terms of built environment sustainability is discussed, and the gaps in the articulation of goals and operational objectives are highlighted. Recommendations are provided for enhancing the built environment sustainability at the University of Melbourne. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university" title="university">university</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20standards" title=" design standards"> design standards</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title=" built environment"> built environment</a> </p> <a href="https://publications.waset.org/abstracts/85046/contribution-of-a-higher-education-institute-towards-built-environment-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85046.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9474</span> The Awareness of Sustainability Concerns in Design Studio Education Process: A Case from TOBB ETU University, Interior Architecture Department in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pelin%20Atav">Pelin Atav</a>, <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6zen%20G%C3%BCner%20Akta%C5%9F"> Gözen Güner Aktaş</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Ayalp"> Nur Ayalp</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s world has started to develop design process within an interdisciplinary working environment. There is an aim of creating the most permanent design for the future. While satisfying people’s needs, environment and people relationships should be considered. When this relationship was considered for the future, the sustainability term comes to mind. The term Sustainability has been adapted very well by designer and architects. It is also one of the main and significant parts of the design process. As the education process cultivates the future professionals, the awareness of those concepts in the education process has a vital importance. The question is stated as thus: Are the 3rd and 4th year design studio students, familiar and sensitive to the concept of sustainability in the TOBB ETU University Interior Design Studio. Design studios and the instructors should be taken into consideration while this sustainability term is taught. The term "Sustainability" can not be learned without making any application in the actual real world. While students make this study, They can have the chance to search the topic of sustainability step by step. Due to having various extent, sustainability term becomes quite a comprehensive issue. In order not to create negative consequences, designers and architects work by adapting this term. In terms of material, construction process, lighting, building service, furniture, systems that are used, energy consumption issues that are considered and creating positive drawbacks for the future are aimed. This research is aimed at how university education shapes designer’s works in terms of sustainability. By giving a project that is a main interest in the field of sustainability, students are expected to reach well-thought-of results and analysis. Project process were conducted with instructor and student studies together. According to critics from their instructors, students try to product well- designed results. TOBB University was choosen as a research area situated in Ankara in Turkey. Third and fourth class (interior designer/architect department) students who are from the Faculty of Fine Arts Design and Architecture are the subject group selected for this study. Aim of this study is demonstrating sustainability as a term having application in design studio. Thus, awareness of sustainability terms will be evaluated and its development process in the university education will be observed. Consequently, results that are expected is how sustainability term is conducted in project and for the sustainability term awareness in design studios and their projects have been sufficient or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20education" title="design education">design education</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process"> design process</a>, <a href="https://publications.waset.org/abstracts/search?q=interior%20design%20studios" title=" interior design studios"> interior design studios</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/27354/the-awareness-of-sustainability-concerns-in-design-studio-education-process-a-case-from-tobb-etu-university-interior-architecture-department-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9473</span> A Training Perspective for Sustainability and Partnership to Achieve Sustainable Development Goals in Sub-Saharan Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nwachukwu%20M.%20A.">Nwachukwu M. A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Nwachukwu%20J.%20I."> Nwachukwu J. I.</a>, <a href="https://publications.waset.org/abstracts/search?q=Anyanwu%20J."> Anyanwu J.</a>, <a href="https://publications.waset.org/abstracts/search?q=Emeka%20U."> Emeka U.</a>, <a href="https://publications.waset.org/abstracts/search?q=Okorondu%20J."> Okorondu J.</a>, <a href="https://publications.waset.org/abstracts/search?q=Acholonu%20C."> Acholonu C.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Actualization of the 17 sustainable development goals (SDGs) conceived by the United Nations in 2015 is a global challenge that may not be feasible in sub-Saharan Africa by the year 2030, except universities play a committed role. This is because; there is a need to educate the people about the concepts of sustainability and sustainable development in the region to make the desired change. Here is a sensitization paper with a model of intervention and curricular planning to allow advancement in understanding and knowledge of SDGs. This Model Center for Sustainability Studies (MCSS) will enable partnerships with institutions in Africa and in advanced nations, thereby creating a global network for sustainability studies not found in sub-Saharan Africa. MCSS will train and certify public servants, government agencies, policymakers, entrepreneurs and personnel from organizations, and students on aspects of the SDGs and sustainability science. There is a need to add sustainability knowledge into environmental education and make environmental education a compulsory course in higher institutions and a secondary school certificate exam subject in sub-Saharan Africa. MCSS has 11 training modules that can be replicated anywhere in the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20institutions" title=" higher institutions"> higher institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=SDGs" title=" SDGs"> SDGs</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=sub-Saharan%20Africa" title=" sub-Saharan Africa"> sub-Saharan Africa</a> </p> <a href="https://publications.waset.org/abstracts/159607/a-training-perspective-for-sustainability-and-partnership-to-achieve-sustainable-development-goals-in-sub-saharan-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159607.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9472</span> Attitudes to Thinking and Learning in Sustainability Education: Case Basics of Natural Stone Industry in Circular Economy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anne-Marie%20Tuomala">Anne-Marie Tuomala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education for sustainable development (ESD) aims to provide students with the attitudes, values, and behaviors necessary for the contribution to sustainability. The research was implemented as a part of the Horizons Europe research project, where each partner organization had at least one pilot project locally. The pilot in question was an online course about the basics of the natural stone industry in Finland and its sustainability and circular economy aspects. The course was open to all students of applied universities in Finland, and it was implemented twice during the research. The Stone from Finland association participated in the course design, and it was also an expert in the local context and real-life provider. The multiple case-study method was chosen, as it enables purposeful sampling of cases that are tailored to the specific study. It was also assumed that it predicts quite comparable results of two different course implementations of the course with the same topic and content. The Curtin University of Technology’s Attitudes Towards Thinking and Learning Survey was adapted. The results show the importance of the trans-disciplinary nature of sustainability education. In addition, the new industry areas with the general - but also industry-specific sustainability issues - must be introduced to students and encourage them to do critically reflective learning. Surveys that guide them to analyze their own attitudes to thinking and learning may expose students to their weaknesses but also result in forms of more active sustainability interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitudes" title=" learning attitudes"> learning attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20of%20circular%20economy" title=" learning of circular economy"> learning of circular economy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning" title=" virtual learning"> virtual learning</a> </p> <a href="https://publications.waset.org/abstracts/186447/attitudes-to-thinking-and-learning-in-sustainability-education-case-basics-of-natural-stone-industry-in-circular-economy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9471</span> Corporate Governance and Corporate Sustainability: Evidence from a Developing Country</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edmund%20Gyimah">Edmund Gyimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using data from 146 annual reports of listed firms in Ghana for the period 2013-2020, this study presents indicative findings which inspire practical actions and future research. Firms which prepared and presented sustainability reports were excluded from this study for a coverage of corporate sustainability disclosures centred on annual reports. Also, corporate sustainability disclosures of the firms on corporate websites were not included in the study considering the tendency of updates which cannot easily be traced. The corporate sustainability disclosures in the annual reports since the commencement of the G4 Guidelines in 2013 have been below average for all the dimensions of sustainability and the general sustainability disclosures. Few traditional elements of the board composition such as board size and board independence could affect the corporate sustainability disclosures in the annual reports as well as the age of the firm, firm size, and industry classification of the firm. Sustainability disclosures are greater in sustainability reports than in annual reports, however, firms without sustainability reports should have a considerable amount of sustainability disclosures in their annual reports. Also, because of the essence of sustainability, this study suggests to firms to have sustainability committee perhaps, they could make a difference in disclosing the enough sustainability information even when they do not present sustainability information in stand-alone reports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disclosures" title="disclosures">disclosures</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=board" title=" board"> board</a>, <a href="https://publications.waset.org/abstracts/search?q=reports" title=" reports"> reports</a> </p> <a href="https://publications.waset.org/abstracts/148733/corporate-governance-and-corporate-sustainability-evidence-from-a-developing-country" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9470</span> Revitalizing Higher Education for a Brighter, Sustainable Future: Weaving ESG into the Fabric of Malaysian Institutions.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamilah%20Ahmad">Jamilah Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2023, Malaysia's International Trade and Industry Ministry (MITI) introduced the i-ESG framework to establish environmental, social, and governance (ESG) standards to enhance organisations' ethical conduct and social responsibility. The role of education, particularly universities, is crucial in preparing future generations to understand the significance of ESG and confront sustainability challenges. This study employs a mixed-methods approach, utilizing semi-structured interviews with university leaders and students to investigate the implementation of University Social Responsibility (USR) in Malaysian universities and the impact of ESG on sustainable development in alignment with Malaysia's SDG Agenda 2030. The findings underscore the critical role of USR and ESG in fostering sustainable development, ensuring that graduates are well-equipped to address environmental and sustainability issues in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=USR" title="USR">USR</a>, <a href="https://publications.waset.org/abstracts/search?q=ESG" title=" ESG"> ESG</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20in%20Malaysia" title=" higher education in Malaysia"> higher education in Malaysia</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/193153/revitalizing-higher-education-for-a-brighter-sustainable-future-weaving-esg-into-the-fabric-of-malaysian-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9469</span> Raising Awareness of Education for Sustainable Development Oriented School Programs and Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20L.%20DiSantis">Dina L. DiSantis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD) provides an opportunity for teachers from the United States and Japan to travel to each other’s countries in order to experience and learn how each country is implementing efforts to educate for sustainability. By offering programs such as the Japan-U.S. Teacher Exchange Program for Education for Sustainable Development (ESD); teachers from both countries become more aware of what ESD school programs and curricula are being implemented in both countries. Teachers gain a greater sense of global interconnectedness when they are given the opportunity to share in each other’s culture and life. The primary objectives of the program are to foster a mutual exchange between the teachers in the United States and Japan, to increase an understanding of culture and educational systems, to give teachers opportunities to collaborate on lessons and projects in areas of sustainability and to enhance professional development opportunities for both U.S and Japanese teachers. The two areas of focus for teachers, are food education and environmental education. Teachers from both countries collaborate and design curriculum and projects for their students in order to help them become more aware of the importance of global sustainability. An overview of the program and the results of an international collaborative project, encouraging local eating and forging a cultural connection to food will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20education" title=" food education"> food education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20collaboration" title=" international collaboration"> international collaboration</a> </p> <a href="https://publications.waset.org/abstracts/84181/raising-awareness-of-education-for-sustainable-development-oriented-school-programs-and-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9468</span> A Model of Sustainability in the Accommodation Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20S.%20Zavodna">L. S. Zavodna</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Zavodny%20Pospisil"> J. Zavodny Pospisil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to identify the factors for sustainability in the accommodation sector. Although sustainability is a current trend in tourism, not many facilities know how to apply the concept in practice. This paper presents a model for the implementation of sustainability in hotels, hostels, campgrounds, or other facilities. First, there are identified sections of each accommodation facility, which can contribute to sustainability. Furthermore, concrete steps are presented to transfer this model into reality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accommodation%20sector" title="accommodation sector">accommodation sector</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20tourism" title=" sustainable tourism"> sustainable tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/48417/a-model-of-sustainability-in-the-accommodation-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9467</span> Vocational Education for Sustainable Development: Teaching Methods and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyilnan%20Hannah%20Wadak">Seyilnan Hannah Wadak</a>, <a href="https://publications.waset.org/abstracts/search?q=Dangway%20Monica%20Clement"> Dangway Monica Clement</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This theoretical study explores distinct teaching methods and practices for integrating sustainable development principles into vocational education. It examines how vocational institutions can prepare students for a sustainability-oriented workforce while addressing environmental and social challenges. The research analyzes current literature, case studies, and emerging trends to identify effective strategies for incorporating sustainability across various vocational disciplines. Key approaches discussed include experiential learning, green skills training, and interdisciplinary projects that simulate real-world sustainability challenges. The study also investigates the role of technology, such as virtual reality and online collaboration tools, in enhancing sustainability education. Additionally, it addresses the importance of industry partnerships and community engagement in creating relevant, practical learning experiences. The paper highlights potential barriers to implementation and proposes solutions for overcoming them, including professional development for educators and curriculum redesign. Findings suggest that integrating sustainability into vocational education not only enhances students’ employability but also contributes to broader societal goals of sustainable development. This research provides a comprehensive framework for educational institutions and policymakers to transform vocational programs, ensuring they meet the evolving demands of a sustainable future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title="vocational education">vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20skills" title=" green skills"> green skills</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20integration" title=" curriculum integration"> curriculum integration</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20partnerships" title=" industry partnerships"> industry partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a> </p> <a href="https://publications.waset.org/abstracts/190111/vocational-education-for-sustainable-development-teaching-methods-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9466</span> Key Affecting Factors for Social Sustainability through Urban Green Space Planning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raziyeh%20Teimouri">Raziyeh Teimouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadasivam%20Karuppannan"> Sadasivam Karuppannan</a>, <a href="https://publications.waset.org/abstracts/search?q=Alpana%20Sivam"> Alpana Sivam</a>, <a href="https://publications.waset.org/abstracts/search?q=Ning%20Gu"> Ning Gu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urban Green Space (UGS) is one of the most critical components of urban systems to create sustainable cities. UGS has valuable social benefits that closely correlate with people's life quality. Studying social sustainability factors that can be achieved by green spaces is required for optimal UGS planning to increase urban social sustainability. This paper aims to identify key factors that enhance urban social sustainability through UGS planning. To reach the goal of the study international experts’ survey has been conducted. According to the results of the survey analysis, factors of proper distribution, links to public transportation, walkable access, sense of place, social interactions, public education, safety and security, walkability and cyclability, physical activity and recreational facilities, suitability for all ages, disabled people, women, and children are among the key factors that should consider in UGS planning programs to promote urban social sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=UGS" title="UGS">UGS</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sustainability" title=" social sustainability"> social sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20factors" title=" key factors"> key factors</a> </p> <a href="https://publications.waset.org/abstracts/159964/key-affecting-factors-for-social-sustainability-through-urban-green-space-planning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9465</span> Integration of LCA and BIM for Sustainable Construction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20%C3%81lvarez%20Ant%C3%B3n">Laura Álvarez Antón</a>, <a href="https://publications.waset.org/abstracts/search?q=Joaqu%C3%ADn%20D%C3%ADaz"> Joaquín Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The construction industry is turning towards sustainability. It is a well-known fact that sustainability is based on a balance between environmental, social and economic aspects. In order to achieve sustainability efficiently, these three criteria should be taken into account in the initial project phases, since that is when a project can be influenced most effectively. Thus the aim must be to integrate important tools like BIM and LCA at an early stage in order to make full use of their potential. With the synergies resulting from the integration of BIM and LCA, a wider approach to sustainability becomes possible, covering the three pillars of sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20information%20modeling%20%28BIM%29" title="building information modeling (BIM)">building information modeling (BIM)</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20industry" title=" construction industry"> construction industry</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20phase" title=" design phase"> design phase</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment%20%28LCA%29" title=" life cycle assessment (LCA)"> life cycle assessment (LCA)</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/8658/integration-of-lca-and-bim-for-sustainable-construction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9464</span> Sustainability Modelling and Sustainability Evaluation of a Mechanical System in a Concurrent Engineering Environment: A Digraph and Matrix Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anand%20Ankush">Anand Ankush</a>, <a href="https://publications.waset.org/abstracts/search?q=Wani%20Mohammed%20Farooq"> Wani Mohammed Farooq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A procedure based on digraph and matrix method is developed for modelling and evaluation of sustainability of Mechanical System in a concurrent engineering environment.The sustainability parameters of a Mechanical System are identified and are called sustainability attributes. Consideration of attributes and their interrelations is rudiment in modeling and evaluation of sustainability index. Sustainability attributes of a Mechanical System are modelled in termsof sustainability digraph. The graph is represented by a one-to-one matrix for sustainability expression which is based on sustainability attributes. A variable sustainability relationship permanent matrix is defined to develop sustainability expression(VPF-t) which is also useful in comparing two systems in a concurrent environment. The sustainability index of Mechanical System is obtained from permanent of matrix by substituting the numerical values of attributes and their interrelations. A higher value of index implies better sustainability of system.The ideal value of index is obtained from matrix expression which is useful in assessing relative sustainability of a Mechanical System in a concurrent engineering environment. The procedure is not only useful for evaluation of sustainability of a Mechanical System at conceptual design stage but can also be used for design and development of systems at system design stage. A step-by-step procedure for evaluation of sustainability index is also suggested and is illustrated by means of an example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digraph" title="digraph">digraph</a>, <a href="https://publications.waset.org/abstracts/search?q=matrix%20method" title=" matrix method"> matrix method</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20system" title=" mechanical system"> mechanical system</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/25964/sustainability-modelling-and-sustainability-evaluation-of-a-mechanical-system-in-a-concurrent-engineering-environment-a-digraph-and-matrix-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9463</span> Reculturing: The Key to Sustainability of Private Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20Sing%20Ong">Yu Sing Ong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores the key issues and challenges facing private university leaders today. Universities are reculturing their operational processes, academic content and interactions with stakeholders. Many challenges centred around the need for university leaders to reculture the institutions and the redesigning of the teaching profession. It recommends a framework for university leaders to deal with the challenges they face. Only through reculturing, private universities can maintain the sustainability of its workforce and student population. The article has both theoretical and practical significance for private university leaders to follow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20leadership" title="university leadership">university leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=reculturing" title=" reculturing"> reculturing</a>, <a href="https://publications.waset.org/abstracts/search?q=improvement" title=" improvement"> improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20education" title=" private education"> private education</a> </p> <a href="https://publications.waset.org/abstracts/50099/reculturing-the-key-to-sustainability-of-private-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9462</span> Exploring the Current Practice of Integrating Sustainability into the Social Studies and Citizenship Education Curriculum in the Saudi Educational Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aiydh%20Aljeddani">Aiydh Aljeddani</a>, <a href="https://publications.waset.org/abstracts/search?q=Fran%20Martin"> Fran Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study mainly aims at exploring and understanding the current practice of social studies and citizenship education curriculum contribution to sustainability literacy and competency of the ninth and tenth grade students in the Saudi general education context. This study stems from a need for conducting research in general education contexts in order to prepare future graduate students who possess fundamental elements of education for sustainable development. To the best of our knowledge, the literature on education for sustainable development reveals that little research has been conducted so far on general education contexts and this study will add new knowledge in the literature. The study is interpretive in nature and employs a qualitative case study approach, and ethnography methodologies to understand deeply this complex educational phenomenon. 167 participants took part in this study, they were from six general education schools and made up of 25 teachers, and 142 students. Document analysis, semi-structured interviews, nominal group technique, and passive participant observation were used in order to gather the data for this study. The outcomes of the study showed the keenness of the Saudi government on promoting and raising awareness education for sustainable development among its younger generation via a sustainable development promoting curriculum. However, applying this vision in a real school setting, particularly via the social studies and citizenship education curriculum in grades nine and ten, has been challenging for different reasons as revealed by this study. First, incorporating sustainability in the social studies and citizenship education curriculum in the Saudi grade ninth and tenth grade, is based on the vision of the Saudi government but the ministry of education’s rules and regulations do not support it. Moreover, the circulars issued by the ministry are also not supportive of teachers and students efforts to implement a sustainable development education curriculum. Second, teachers, as members of this community who play a significant role in achieving the objectives of incorporating sustainability, are often seen as technicians and not as professional human beings. They are confined to the curriculum, the classroom and stripped of their will power by the school management and the educational administration. The subjects, who are students here, are also not prepared nor guided to achieve the objects. In addition, the tools mediated between subjects and objects are not convenient. There were some major challenges regarding the contradictions in incorporating sustainability processes such as demanding creativity from a teacher who is overloaded with tasks irrelevant to teaching and teachers’ training programs not meeting the teachers’ training needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practice" title="practice">practice</a>, <a href="https://publications.waset.org/abstracts/search?q=integrating%20sustainability" title=" integrating sustainability"> integrating sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20context" title=" educational context"> educational context</a> </p> <a href="https://publications.waset.org/abstracts/78045/exploring-the-current-practice-of-integrating-sustainability-into-the-social-studies-and-citizenship-education-curriculum-in-the-saudi-educational-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78045.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9461</span> Sustainable Campus Assessment Tool: Case Study of Engineering Faculty, Alexandria University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faten%20Fares">Faten Fares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Undoubtedly, the world today faces difficult environmental, financial, and social challenges. In order to change people’s lifestyle to be more sustainable, one must change people’s culture then spaces by focusing on education. Further, the higher education has a key role to play in the move toward a more sustainable world. In the overall analysis, the true sustainable university will make a significant effect. Since the sustainable campus is not only a green built environment, which aims at energy efficiency, water efficiency, waste management, and conserving resources but also it is how to implement green built environment. This implementation takes place while engaging the campus stakeholders (students, academic staff, assistants, workers, and administrators) through educating for sustainability. The main purpose of the research is to develop a tool to assess the sustainable campus and to be a framework for achieving more sustainable campuses. In the case study, the data were analyzed to know existing efforts and capabilities then measure the sustainability performance using the proposal framework at Alexandria University Engineering Campus. Finally, the findings of the research explain that campus is partially adherence with the proposal tool and need to be more sustainable in a formally implemented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20campus" title=" sustainable campus"> sustainable campus</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20teaching%20and%20research" title=" sustainability teaching and research"> sustainability teaching and research</a>, <a href="https://publications.waset.org/abstracts/search?q=campus%20participation%20culture" title=" campus participation culture"> campus participation culture</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20improvement" title=" environmental improvement"> environmental improvement</a> </p> <a href="https://publications.waset.org/abstracts/63471/sustainable-campus-assessment-tool-case-study-of-engineering-faculty-alexandria-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=316">316</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=317">317</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sustainability%20education&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>