The literature landscape on peace–sustainability nexus: A scientometric analysis

Academics, policymakers, and practitioners have long considered peace and sustainability to be fundamentally linked. However, despite the increased attention paid toward the intersection of peace and sustainability, there is still limited knowledge on the nature of their linkages. To advance the current understanding on the peace–sustainability nexus and inform an integrated research agenda, this paper employs a scientometric analysis of literature to identify publication trends, thematic clusters, and knowledge gaps. Analyzing the publications according to the types of peace, the pillars of positive peace, the dimensions of sustainability, and the SDGs further reveals weak engagement among academic disciplines and across the SDGs. The results of this analysis emphasize the need for future research to focus on underexamined subjects, geographic regions, and sectors to bolster the linkages between peace and sustainability.Electronic supplementary materialThe online version of this article (10.1007/s13280-020-01388-8) contains supplementary material, which is available to authorized users.     

Study abroad in support of education for sustainability: a New Zealand case study

This article presents a case study of an existing study abroad program to New Zealand interested in infusing sustainability themes into the curriculum. The review of the program is set in the context of United Nations Education for Sustainable Development goals and the role of sustainability in institutions of higher education. The author was an invited external observer and suggests that study abroad programs in support of sustainability education provide transformative learning experiences that invest in the well being of both people and places. Readers should send their comments on this paper to: BhaskarNath@aol.com within 3 months of publication of this issue.     

Graham Scholars Program: sustainability education through an interdisciplinary international case study

A course for upper division undergraduate students was developed in response to a request for a cross-disciplinary course in environmental sustainability with an emphasis on an international issue. The topic selected for the course focused on the energy needs for Chile and a proposal for five hydropower projects on the Baker and Pascua Rivers in the Patagonia area. Collaborations between the University of Michigan (USA) and the University of Concepción (Chile) to develop the course led to a plan to offer a parallel course at both universities, with the students of both courses participating in a site visit to Patagonia. The courses were structured to enhance learning through interdisciplinary team-based activities. The courses were taught in a seminar format, with invited lecturers to provide background information on technical, environmental, economic, social, and political issues surrounding hydropower development in general and the proposed projects in particular. The students combined this information with insights obtained during the site visit to prepare a variety of course products, notably an assessment of the concerns of the various affected stakeholder groups. Assessment of the course outcomes is discussed.     

Educational initiative of Osaka University in sustainability science: mobilizing science and technology towards sustainability

One of the most important and yet difficult challenges that modern societies face is how to mobilize science and technology (S&T) to minimize the impact of human activities on the Earth’s life support systems. As the establishment of inter-disciplinary education programs is necessary to design a unified vision towards understanding the complexity of human nature, the Research Institute for Sustainability Science (RISS) launched a new program on sustainability science in April 2008. The program expects to address the issue of how to use knowledge more effectively to understand the dynamic interactions between nature and human society. This paper first offers an overview of international and Japanese initiatives on sustainability education in which we highlight the uniqueness of the attempt by the Integrated Research System for Sustainability Science (IR3S). The paper then introduces the RISS program for sustainability science, addressing the principles and curriculum design of the program. The paper discusses the main problems and constraints faced when developing the program, such as institutional barriers in building a curriculum and obtaining cooperation from faculty. To challenge these barriers and limitations, the RISS uses the program as a platform to disseminate the idea of sustainability science across the university. This attempt helps us to obtain the continuing cooperation necessary to improve and maintain the program.

Evaluation of unmitigated options for municipal waste disposal site in Tehran,Iran using an integrated assessment approach

It can be difficult for assessors and decision-makers to compare different options for a project, and thus come to a reasoned and objective decision concerning the impacts and its sustainability at the local level. Therefore, using integrated assessment becomes crucially important for evaluating proposed different options. In this paper, we apply the Rapid Integrated Sustainability Assessment Method (RISAM) to evaluate the proposed unmitigated options for a municipal waste disposal site in Tehran, Iran. The results obtained showed that all of the alternative unmitigated options to the current method of open dumping were indicated as being consistent with very weak sustainability. The RISAM method demonstrated offers potential considerable benefits with respect to improved efficiency, reduced need for resources, and improved consistency and transparency in evaluation and reporting.     

Assessing the sustainability and adaptive capacity of the gooseneck barnacle co-management system in Asturias,N. Spain

The gooseneck barnacle fishery in Asturias (N. Spain) has undergone three important changes: (1) the early implementation of a co-management system based on Territorial User Rights for Fishing, (2) a change in management measures (due to a decrease in landings), and (3) an economic crisis. This has allowed us to analyze the systems’ sustainability in time through examining five critical variables: landings, effort, catch per unit effort (CPUE), mean market prices, and annual revenue. Additionally, we used focus groups and questionnaires to determine the response of the system to these three changes. Co-management has succeeded in maintaining or increasing CPUE throughout all management areas and produced stable mean market prices. This was achieved through flexible management policies and adaptive strategies adopted by the fishers, such as increased selectivity and diversification. The analysis of this fishery provides important lessons regarding the need to understand the evolutionary dynamics of co-management and the importance of embracing adaptive capacity.

Electronic supplementary material

The online version of this article (doi:10.1007/s13280-015-0687-z) contains supplementary material, which is available to authorized users.     

The Role of Social and Intergenerational Equity in Making Changes in Human Well-Being Sustainable

A sustainable world is one in which human needs are met equitably and without sacrificing the ability of future generations to meet their needs. Human well-being is described by four primary elements—basic human needs, economic needs, environmental needs, and subjective well-being. These elements can interact in a myriad of ways to influence overall well-being. What makes changes in human well-being sustainable for a population or a nation? Two major interactional concepts can push changes in human well-being toward a sustainable state in space and time—social equity and intergenerational equity. The concept of social equity distributes well-being over space, ensuring the fair treatment of all members of society promoting spatial sustainability of a well-being decision. The concept of intergenerational equity distributes well-being through time, ensuring the well-being of present and future generations of a population or nation, promoting temporal sustainability of a well-being decision. The roles of social and intergenerational equity in terms of their influence on human well-being are examined with a focus on more sustainable decision-making.     

Knowledge Production and Learning for Sustainable Landscapes: Forewords by the Researchers and Stakeholders

This special issue of AMBIO presents a new approach to sustainability science that goes beyond interdisciplinary research. Using coupled natural and human systems, or landscapes, as multiple case studies in Europe’s East and West knowledge production and learning toward transdisciplinary research was applied in Sweden, countries in Central and Eastern Europe, and Russia. First, the research group Forest-Landscape-Society summarizes the research program (2005–2012) behind this special issue of AMBIO and its development to participate in transdisciplinary research. Second, stakeholders at multiple levels provide their views on the new approach presented and reported.     

A Review of the Elements of Human Well-Being with an Emphasis on the Contribution of Ecosystem Services

Natural ecosystems perform fundamental life-support services upon which human civilization depends. However, many people believe that nature provides these services for free and therefore, they are of little or no value. While we do not pay for them, we pay significantly for their loss in terms of wastewater treatment facilities, moratoriums on greenhouse gases, increased illnesses, reduced soil fertility and losses in those images of nature that contribute to our basic happiness. Little is understood about the well-being benefits of the natural environment and its ecosystem services. The interwoven relationship of ecosystems and human well-being is insufficiently acknowledged in the wider philosophical, social, and economic well-being literature. In this article, we discuss an approach to examine human well-being and the interactions of its four primary elements-basic human needs, economic needs, environmental needs, and subjective well-being-and ecosystem services.     

Refining the ecological footprint

Ecological footprint measures how much of the biosphere’s annual regenerative capacity is required to renew the natural resources used by a defined population in a given year. Ecological footprint analysis (EFA) compares the footprint with biocapacity. When a population’s footprint is greater than biocapacity it is reported to be engaging in ecological overshoot. Recent estimates show that humanity’s footprint exceeds Earth’s biocapacity by 23%. Despite increasing popularity of EFA, definitional, theoretical, and methodological issues hinder more widespread scientific acceptance and use in policy settings. Of particular concern is how EFA is defined and what it actually measures, exclusion of open oceans and less productive lands from biocapacity accounts, failure to allocate space for other species, use of agricultural productivity potential as the basis for equivalence factors (EQF), how the global carbon budget is allocated, and failure to capture unsustainable use of aquatic or terrestrial ecosystems. This article clarifies the definition of EFA and proposes several methodological and theoretical refinements. Our new approach includes the entire surface of the Earth in biocapacity, allocates space for other species, changes the basis of EQF to net primary productivity (NPP), reallocates the carbon budget, and reports carbon sequestration biocapacity. We apply the new approach to footprint accounts for 138 countries and compare our results with output from the standard model. We find humanity’s global footprint and ecological overshoot to be substantially greater, and suggest the new approach is an important step toward making EFA a more accurate and meaningful sustainability assessment tool.