Sustainability in higher education: what is happening? |
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| Institution: | 1. Centro de Calidad Ambiental, ITESM, Campus Monterrey, Edificio CEDES 5° piso, Av. Eugenio Garza Sada # 2501, Monterrey, Nuevo León, Mexico;2. The University of Western Ontario, Room 65, Stevenson-Lawson Building, London, ON, Canada N6A 5B8;3. Energy, Environment and Resources Center, The University of Tennessee, 311 Conference Center Building, Knoxville, TN 37996-4134, USA;1. KEDGE Business School/SULITEST, France;2. KEDGE Business School, France;3. Kingston University, United Kingdom;4. Winchester Business School, United Kingdom;1. Pontificia Universidad Católica de Chile, Oficina de Sustentabilidad, Libertador Bernardo O''Higgins 340, Santiago, Chile;2. Pontificia Universidad Católica de Chile, Libertador Bernardo O''Higgins 340, Santiago, Chile;3. Pontificia Universidad Católica de Chile, Escuela de Ingeniería, Dirección de Responsabilidad Social, Subdirección de Sustentabilidad, Avenida Vicuña Mackenna 4860, Santiago, Chile;1. Federal University of Technology – Parana, Pato Branco, PR, Brazil;2. Federal University of Technology – Parana, Curitiba, PR, Brazil;3. Industrial and Systems Engineering – Pontifical Catholic University of Parana- PUCPR, Curitiba, PR, Brazil;1. KU Leuven, Faculty of Economics and Business, Warmoesberg 26, B-1000 Brussels, Belgium;2. University of Victoria, Gustavson School of Business, Centre for Social and Sustainable Innovation, Victoria, BC, Canada;3. Open University of the Netherlands, Faculty of Management, Science & Technology, Heerlen, The Netherlands;1. Faculdade UnB Planaltina, University of Brasilia, Planaltina, Brazil;2. Centre for Research in Higher Education Policies – CIPES, Matosinhos, Portugal;3. Department of Economics, Management and Industrial Engineering, University of Aveiro, Aveiro, Portugal;4. Department of Social, Political and Territorial Sciences, University of Aveiro, Aveiro, Portugal;5. CICECO, University of Aveiro, Aveiro, Portugal |
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| Abstract: | This special issue focuses upon diverse facets of Education for Sustainability. The 33 documents within it are from authors in institutions of higher education from Europe, Asia, Africa, Australia, South America, Central America and North America. Some authors use discipline-specific foci to foster inclusion of sustainable development (SD) within their educational programs. Many other authors report on their experiences in working within interdisciplinary teams to re-focus education, research and outreach to help accelerate the rate at which educational institutions foster and underpin the values, knowledge and actions to help their students transform society from unsustainable to sustainable patterns.The authors of these articles underscore the importance of the Decade of Education for Sustainable Development that began on January 2005 to be an important framework and a catalyst for increasing SD educational, research and outreach efforts within all academic institutions, worldwide.The developers of this special issue hope that the lessons learned by the authors of these articles will help all in envisioning the way forward and in overcoming the resistance to change within and outside of academia as we work together on our joint journey toward sustainable societies. |
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