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Группа авторов. The Wiley Handbook of Sustainability in Higher Education Learning and Teaching
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Wiley Handbooks in Education
The Wiley Handbook of Sustainability in Higher Education Learning and Teaching
List of Figures and Tables
List of Contributors
1 Sustainable Development: Embedding Sustainability in Higher Education
1.1 Introduction
1.2 Background
1.3 Promoting Sustainability in Higher Education
References
2 Activist Learning for Sustainability: A Pedagogy for Change
2.1 Introduction. 2.1.1 Education for Sustainability in Higher Education
2.1.2 Activist Learning and Education for Sustainability
2.1.3 Aim
2.2 Methodology and Case Description. 2.2.1 Case Description: The Sustainable Student House
2.2.2 Method
2.3 Student Motivations and Experiences of the SSH Project. 2.3.1 Motivations for Initiation and Involvement in the Project
2.3.2 A Sustainability Community: Benefits and Challenges
2.3.3 Students' Transience
2.3.4 Time Management and Competing Priorities
2.4 Areas of Student Learning: Embodied vs. Abstract Learning
2.5 Activist Learning across the Formal, Informal, and Hidden Curriculum
2.6 The Relationships Between Staff and the Activist Learner
2.7 Conclusion and Recommendations
Acknowledgments
References
Note
3 Outcome‐Based Education Toward Achieving Sustainable Goals in Higher Education
3.1 Outcome‐Based Education (OBE) and its Significance
3.1.1 Significance of OBE
3.1.2 Sustainable Growth in Higher Education
3.2 Pragmatic Mapping of Student Learning Outcomes and Learning Objectives
3.2.1 Specific Outcomes in ECE 3X20
3.2.2 Set of Skills Developed in CSE 5X08
3.2.3 Question Level Mapping with CEOs and COs
3.2.4 Topic Level Mapping
3.3 Current Research on OBE
3.3.1 OBE versus the Traditional Education System
3.4 Strategies to Enhance Student Learning Outcomes and Concluding Remarks
3.4.1 Strategies for Meeting SDG 4
3.4.2 Knowledge Economy Through OBE
3.4.3 Concluding Remarks
Acknowledgment
References
4 Transforming Ourselves to Transform Societies: Cultivating Virtue in Higher Education for Sustainability
4.1 Introduction
4.2 A Call for a Different Paradigm of Education: From Reproducing Systems to Transforming Ourselves and Society
4.3 A Response from Virtue Tradition
4.3.1 Virtues Are Directional
4.3.2 Virtues Are Relational
4.3.3 Virtues Are Situational
4.3.4 Virtues Are Learnable (and Teachable)
4.4 Virtue Education in Practice: Exploring Pathways to Develop Phronesis for Sustainability
4.4.1 Perceiving (Constitutive Function)
4.4.2 Judging (Integrative Function)
4.4.3 Understanding (Blueprinting Function)
4.4.4 Feeling (Emotional Regulative Function)
4.5 Final Remarks
References
Notes
5 Factors that Hinder the Implementation of Sustainability Initiatives in Higher Education Institutions
5.1 Introduction
5.2 Sustainability in Higher Education
5.2.1 The Role of HEIs in Sustainability
5.2.2 Higher Education on the 2030 Agenda
5.3 Sustainability Initiatives in HEIs
5.3.1 Greening the Campus
5.3.2 Campus Mobility
5.3.3 Building Energy Efficiency in HEIs
5.3.4 Waste Management in HEIs
5.3.5 Education for Sustainable Development
5.4 Challenges for the Implementation of Sustainability Initiatives in HEI
5.4.1 HEI Policies for SD
5.4.2 Economic Challenges
5.4.3 Sociopolitical Challenges
5.4.4 Technical Challenges
5.5 Factors that Overcome the Challenges for the Implementation of Sustainability Initiatives in HEIs
References
6 Developing Stakeholder Agency in Higher Education Sustainability Initiatives: Insights from a Change Laboratory Research Intervention
6.1 Introduction
6.2 Literature Review
6.2.1 Sustainability‐Related Terminology in Higher Education
6.2.2 Stakeholder Engagement and Sustainability Initiatives in Higher Education
6.3 Transformative Agency
6.3.1 Conceptualizing Stakeholder Agency
6.3.2 Expressions of Transformative Agency
6.3.3 Turning Points in the Development of Agency
6.4 The Change Laboratory
6.4.1 Activity Theory
6.4.2 Expansive Learning
6.4.3 Double‐Stimulation
6.5 Research Design. 6.5.1 The Research Site
6.5.2 Conceiving the Project
6.5.3 Recruiting Stakeholders
6.5.4 Designing Stakeholder Workshops
6.5.5 Data Generation and Analysis
6.6 Findings
6.6.1 Development of the Campus Sustainability Statement
6.6.2 Recognizing the Lack of a Sustainability Framework
6.6.2.1 Cr1: Criticizing Relating to the Lack of Agreement on Terminology
6.6.2.2 Cr2: Criticizing Relating to the Diversity of Views
6.6.2.3 Cr3: Criticizing the Lack of a Framework or Formal Structure
6.6.3 A Mission Statement as a Shared Framework
6.6.3.1 Ex1: Explicating the Potential of a Mission Statement
6.6.4 A Proposal for a Mission Statement that Encourages Students to Think for themselves
6.6.4.1 R1: Resisting Mission Statements as Corporate
6.6.4.2 En1: Envisioning a Statement that is Phrased in Terms of Students' Opportunities
6.6.4.3 Cr.4: Criticizing How the Mission Statement Could Help Accomplish the Aims of the Group
6.6.4.4 En2: Envisioning the Specific Wording of the Statement
6.6.4.5 Cr5: Criticizing How the Statement Wording Would Be Understood
6.6.5 Determining a Suitable Title for the Statement and Seeking Inclusion of all Campus Stakeholders
6.6.5.1 R2: Resisting Duplication of the Term “Mission Statement”
6.6.5.2 Cr6: Criticizing the Title
6.6.5.3 En3: Envisioning a more Appropriate Title
6.6.5.4 Cr7: Criticizing the Lack of Campus‐Wide Collaboration
6.6.5.5 En.4: Envisioning a Collaboratively Developed Campus‐Wide Vision
6.6.5.6 Cr8: Criticizing of Mission Statements as Having Little Impact
6.6.6 Emphasizing the Importance of Expressing Commitment
6.6.6.1 Co1: Committing to Commit
6.6.7 Consequential Actions
6.7 Discussion
6.8 Conclusion
References
7 Technology‐Enhanced Education: Improving Students' Learning Experience in the Higher Education Context
7.1 Introduction of Sustainable Higher Education Made by Technology‐Enhanced Learning (TEL)
7.2 Sustainable Higher Education and TEL
7.2.1 Mapping and Understanding the Debate on TEL
7.2.1.1 TEL in Higher Education
7.2.1.2 TEL for Sustainable Education
7.3 Integrating Blended Learning in Higher Education (HE)
7.3.1 Introduction of Blended Learning
7.3.2 Pros and Cons of Blended Learning in Contemporary HE
7.3.2.1 Pros of BL
7.3.2.2 Cons of BL
7.3.3 Blended Learning: Improving Students' Learning Experience
7.4 Exploring Innovative Ubiquitous Learning Tools in HE Context
7.4.1 Adopting Computer‐Based Technology and Internet‐Based Learning in the HE Context
7.4.2 Adopting Augmented Reality in the HE Context
7.4.3 Adopting Mobile Technology in the HE Context
7.4.4 Adopting Audio Technology in the HE Context
7.4.5 Adopting Social Media and Social Platforms on the HE Context
7.5 The Impact of the Tech‐Enhanced Classroom to Students' Learning Experience under Various Courses
7.5.1 Tech‐Enhanced Classroom in the Language Course
7.5.2 Tech‐Enhanced Classroom Course in the Science Department
7.6 From Passive to Active: TEL Improving Students' Learning Experience in an HE Flipped Classroom
References
8 Sustainability Assessment Tools in Higher Education Institutions: Comprehensive Analysis of the Indicators and Outlook
8.1 Introduction
8.2 An Overview of Sustainability Assessment and the Associated Tools at HEIs
8.3 Methods and Steps
8.4 Results and Comparative Analysis. 8.4.1 Tools Structure
8.4.2 Analysis of Core Elements of Sustainability Implementation at HEIs
8.4.3 Sustainability Dimensions
8.4.4 Thematic Areas
8.5 Overall Discussion and Potential Areas of Improvement
8.6 Conclusions
References
9 COVID‐19 Disruptions to SDG 4 in Higher Education Institutions
9.1 Introduction
9.2 The Educational Background of the 2030 Agenda
9.3 The Genesis of SDG 4 in Higher Education
9.4 SDG 4 in the Context of Inclusive Higher Education
9.5 SDG 4 in the Context of Sustainable Higher Education
9.6 COVID‐19 Disruption to SDG 4, at a Glance
9.7 Higher Education During the COVID‐19 Pandemic
9.8 Wrap up
References
10 Integrating Harmonious Entrepreneurship into the Curriculum: Addressing the Sustainability Grand Challenge
10.1 Introduction
10.2 The Challenge
10.2.1 The Teaching Challenge
10.2.2 The Implementation Challenge
10.3 Barriers to Integration into the Curriculum
10.4 Overcoming the Barriers
10.5 Conclusion
References
Notes
11 Sustaining Place Transformations in Urban Design Education: Learning and Teaching Urban Density, Mix, Access, Public/Private Interface, and Type
11.1 Introduction
11.2 Urban Design and Its Multiple Pedagogies
11.3 The Urban Density, Mix, Access, Public/Private Interface, and Type. 11.3.1 Density
11.3.2 Mix
11.3.3 Access
11.3.4 Public/Private Interface
11.3.5 Type
11.4 Case Study
11.5 Concluding Discussions
Acknowledgments
References
12 Sustainability of Innovations in Health Professions Education
12.1 Introduction
12.2 Curriculum Development and Evaluation
12.2.1 Curriculum Development
12.2.1.1 The Flexner Model
12.2.1.2 Problem‐Based Model
12.2.1.3 Outcome‐Based Education Model
12.2.2 Curriculum Evaluation
12.3 Teaching and Learning
12.3.1 Problem‐Based Learning (PBL)
12.3.2 Work‐Based Learning
12.3.3 Reflective Practice
12.3.4 Community‐Based Learning
12.3.5 E‐Learning
12.4 Assessment
12.4.1 Assessment of Knowledge at “Knows” and “Knows How” Levels
12.4.2 Assessment of Behavior at “Shows How” Level
12.4.3 Assessment of Behavior at “Does” Level
12.5 Conclusion
References
13 Sustainability in Energy Systems Analysis and Design
13.1 Introduction
13.2 Energy Systems
13.2.1 Definition of a “System”
13.2.2 Energy Systems, Economics, Society, and Climate Change
13.2.3 Scale of the Challenge
Box 13.1 Employers of Energy Systems Designers and Analysts
13.3 Requisite Learning Outcomes
13.3.1 Requirements of Jobs and Careers
13.3.2 Program Outcomes
13.3.2.1 Technical Knowledge
Box 13.2 Samples of Fundamental Knowledge Requirements
Box 13.3 Energy Technologies and Carriers
13.3.2.2 Multidimensional Analytical Skills
13.3.2.3 Non‐technical Skills
13.3.3 Teaching Toward Learning Outcomes
13.3.3.1 Engineering Programs
13.3.3.1.1 Engineering Intro
13.3.3.1.2 Engineering Design
13.3.3.1.3 Modeling
13.3.3.1.4 Fluid Mechanics
13.3.3.1.5 Energy Systems
13.3.3.1.6 Energy Conversion
13.3.3.1.7 Capstone
13.3.3.2 Energy Analyst Programs
13.4 Summary and Recommendations
References
14 Sustainability Teaching in Higher Education and Universities in Spain
14.1 The Shift Toward More Sustainable Practices: Global Framework
14.2 Changes in Educational Policies: The Specific Case of Spain
14.3 Skills in Education: Focus on Environmental Good Practices
14.4 Real Implementation at Higher Education and University Levels
14.5 Main Challenges for Sustainability Implementation in Spanish Education
14.6 The Role of Curricular Adaptation and Transversality
14.7 Success Stories
14.8 Conclusions and Future Trends
References
15 Sustainability in Higher Education in Egypt: Perception, Challenges, and Way Forward
15.1 Introduction
15.2 The Structure of the Education System in Egypt
15.3 Sustainability and Education: Cultural Perception
15.3.1 The Concept of Education for Sustainability
15.3.2 Sustainability and Education: Literature Review and Cultural Perception in Egypt
15.4 Higher Education for Sustainable Development: An Overview. 15.4.1 A General Outlook
15.4.2 Education for Sustainable Development in Egyptian Higher Education Institutes
15.5 Higher Education for Sustainable Development: Challenges and the Way Forward. 15.5.1 A Global Insight
15.5.2 Challenges and Opportunities in Egypt
15.6 Conclusions and Recommendations
References
Notes
16 Youth Communicators as an Engine for Sustainable Development: A Case Study for Achieving SDGs in Remote Higher Education Institutions
16.1 Introduction
16.1.1 Assessment of Current Curricula
16.1.2 Youth Development at HEIs
16.1.3 Using Sustainability Lens for Evaluation of Pakistan HEIs
16.2 Do HEIs Complement Community Needs?
16.3 A Pilot Project for Pakistan's Rural Universities
16.3.1 Project Goal
16.3.2 Training Modules
16.3.2.1 Social Communication
16.3.2.2 Planning and Monitoring
16.3.2.3 Information and Communication Technology
16.3.2.4 Community Organization and Institutional Framework
16.3.2.5 Environmental Communication
16.3.2.6 Rural Development and Olive Crop
16.3.2.7 Public Health and Nutrition
16.3.2.8 Sustainable Tourism and Cultural Heritage
16.3.3 The Fieldwork
16.4 The Role of TVET toward Community Development
16.5 Conclusion
Acknowledgment
References
17 Streamlining Higher Education in the Maldives: Issues and Challenges
17.1 Introduction
17.1.1 Background
17.1.2 Establishment of Higher Education in the Maldives
17.1.3 System of Higher Education in the Maldives
17.2 Emerging Issues and Challenges in Streamlining Higher Education in the Maldives up to the Global Standards
17.2.1 Lack of Understanding of Basic Terminologies and Concepts
17.2.2 Link Between School Education and Higher Education
17.2.3 Mode of Study
17.2.4 Delivery Modality
17.2.5 Medium of Instruction in Higher Education
17.2.6 Time of Teaching at Universities, Colleges, and Institutes
17.2.7 Library
17.2.8 Issues with Assessment
17.2.9 For‐Profit Provision of Higher Education
17.2.10 Neglect of Standard Entry Criteria
17.2.11 Negative Impact of Cross‐Border Higher Education
17.2.12 Challenges and Implications
17.2.13 Challenges for Maintaining Quality Higher Education
17.3 Addressing the Issues for Embedding Sustainability in Higher Education
17.3.1 Distinguishing Between Malpractices and Best Practices
17.3.1.1 Malpractices in Higher Education in the Maldives
17.3.2 Respect of Knowledge Acquisition
17.4 Conclusions
References
18 Embedding Sustainability into the Education Process in the Faculty of Horticulture and Landscape Engineering, SUA in Nitra, Slovakia
18.1 Introduction
18.2 Education System in the FHLE, SUA in Nitra, Slovakia
18.3 Embedding Sustainability into the Landscape Engineering Program. 18.3.1 Setting the Study Subjects
18.3.2 Setting the Practical Training
18.4 Embedding Sustainability into the Landscape Architecture Program. 18.4.1 Setting the Study Subjects
18.4.2 Setting the Practical Training
18.5 Embedding Sustainability into the Horticulture Programs. 18.5.1 Setting the Study Subjects
18.5.2 Setting the Practical Training
18.6 Further Education Activities for Students, the Public, and Professionals
18.6.1 Further Education Programs for Professionals
18.7 Projects Focused on the Sustainability Application into the Study Programs. 18.7.1 Projects Funded by the Cultural and Educational Grant Agency in Slovakia
18.7.2 Projects Funded by the EU Related to the Education Process
18.7.3 Educational Activities with International Cooperation
18.7.4 Projects Supported by the Visegrad Fund
18.7.5 Activities Supported by the Non‐governmental Grants
18.7.6 Scientific Projects Related to the Education Process
18.8 Involvement of Students
18.9 Conclusions and Recommendations
Acknowledgment
References
19 Inclusive Education and Sustainable Development: Challenges and Opportunities in Higher Education for Students with Disabilities
19.1 Introduction
19.2 Government Policies for Inclusive Education
19.2.1 India
19.2.2 Sri Lanka
19.3 Challenges and Opportunities in Higher Education for Students with Disabilities
19.3.1 Attitudes and Society
19.3.2 Accessibility
19.3.3 Awareness of the Needs of Disabled Students
19.3.4 Lack of Resources (Physical and Human)
19.3.5 Employability
19.4 Conclusion – Achieving Sustainable Development through Inclusive Education
References
20 Embedding Sustainability in Learning and Teaching: Communication Barriers to Learners with Special Needs
20.1 Introduction
20.1.1 Objectives
20.1.2 Methodology
20.2 Education and Communication of SNLs When Embedding Sustainability in Learning and Teaching
20.2.1 Emotion as Nonverbal Communication and its Transformative Role
20.2.2 Removal of Communication Barriers in SNLs through the Practice of Expressive Arts when Embedding Sustainability in Learning and Teaching
20.2.3 Expressive Arts as a Tool to Overcome Communication Barriers in SNLs
Activity 1
Activity 2
Activity 3
20.3 Curriculum with Assessment and Evaluation Criteria to Overcome Communication Barriers of SNLs when Embedding Sustainability in Learning and Teaching. 20.3.1 Communication Skills Development Course for SNLs
20.3.2 Course Content
20.3.3 CSD Course Schedule for 04 Semesters
20.4 Conclusion
20.5 Recommendations
References
21 Sustainable Higher Education for Disabled Students: Comprehensive and Quality Support for All Process Participants – University of Zagreb Support Model
21.1 Introduction
21.1.1 Terminology
21.1.2 Who Are Disabled Students?
21.1.3 Needs of Disabled Students in Higher Education
21.1.4 Support for Disabled Students in Higher Education
21.1.5 Individualization, Development, Quality
21.2 Participants in Higher Education of Disabled Students
21.2.1 Disabled Students
21.2.2 Peers
21.2.3 University Teachers
21.2.4 Administrative and Professional University Staff
21.2.5 Other Participants
21.3 University of Zagreb Support Model
21.3.1 University Course “Peer Support for Students with Disabilities”
21.3.2 Educational Materials
21.3.3 Education for University Teachers and Administrative and Professional University Staff
21.3.4 Minimal Standards of Accessibility of Higher Education for Students with Disabilities
21.3.5 Coordinators for Students with Disabilities
21.3.6 Commission for Students with Disabilities
21.3.7 Office for Students with Disabilities
21.3.8 Cooperation of University Bodies
21.3.9 Local Community Role
21.3.10 Ministry of Education Role
21.4 Is this Model Inclusive and Sustainable?
21.5 Guidelines for Progress and Sustainability
References
Notes
22 Barriers, New Developments, and Emerging Trends in Sustainability in HE
22.1 Barriers to Embedding Sustainability in Learning and Teaching
22.2 Emerging Good Practice in Promoting Sustainability in HE
22.3 Conclusion
References
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