Higher Education for Sustainable Development Goals

237 Pages·2022·24.862 MB·English

by  Carolina Machado, João Paulo Davim

Higher Education for Sustainable
Development Goals
RIVER PUBLISHERS SERIES IN MANAGEMENT
SCIENCES AND ENGINEERING
Series Editors:
CAROLINAMACHADO
Universityof Minho,Portugal
J.PAULODAVIM
University ofAveiro,Portugal
HANS SCHAFFERS
Radboud University Nijmegen, The Netherlands
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• Culture and Organizational Behaviour
• Higher Education for Sustainability
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• Interdisciplinary Engineering
• Managementof SystemTransitions (energy,water, transport)
For a list of other books in this series, visit www.riverpublishers.com
Higher Education for Sustainable
Development Goals
Editors
Carolina Machado
UniversityofMinho,Portugal
João Paulo Davim
UniversityofAveiro,Portugal
Published 2022 by River Publishers
River Publishers

Alsbjergvej 10, 9260 Gistrup, Denmark

www.riverpublishers.com

Distributed exclusively by Routledge
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605 Third Avenue, New York, NY 10017
Higher Education for Sustainable Development Goals / by Carolina
Machado, João Paulo Davim.
© 2022 River Publishers. All rights reserved. No part of this publication may

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ISBN 978-87-7022-431-4 (print)

ISBN 978-10-0077-426-9 (online)

ISBN 978-1-003-33303-6 (ebook master)

While every effort is made to provide dependable information, the

publisher, authors, and editors cannot be held responsible for any errors

or omissions.
Contents

Preface xi

List of Figures xiii

ListofTables xvii

List of Contributors xix

List of Abbreviations xxiii
1 Pedagogic Resonance and Threshold Concepts to Access

the Hidden Complexityof Educationfor Sustainability 1

Paulo R. M. Correia, and Ian M. Kinchin

1.1 Mind the Gap Between Pedagogy andTeaching Methods . . 2

1.2 Learningasa ClimbingAdventure . . . . . . . . . . . . . . 5

1.2.1 Disjuncture and The Need for Pedagogic

Resonance . . . . . . . . . . . . . . . . . . . . . . 6

1.2.2 Climbing the Knowledge Mountains Using

Segmented and Hierarchical Learning . . . . . . . . 8

1.3 Mappingthe ConceptualTerrain . . . . . . . . . . . . . . . 10

1.3.1 Threshold Concepts and Changes

in Understanding . . . . . . . . . . . . . . . . . . . 10

1.3.2 Knowledge Integrations at The Threshold

Concepts . . . . . . . . . . . . . . . . . . . . . . . 13

1.4 Charting the EfS Knowledge Mountains . . . . . . . . . . . 15

1.5 Implications for Mountain Guides and Adventurers . . . . . 18

1.6 Acknowlegdements . . . . . . . . . . . . . . . . . . . . . . 19

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

v
vi Contents
2 Universities– Playersin the Racefor Sustainable

Development 23

M.Panait,E. Hysa,M.G.Petrescu, andH.Fu
2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.2 The Academic Revolutions and Multiple Functions

ofUniversities . . . . . . . . . . . . . . . . . . . . . . . . . 26

2.3 Moving the SDG 2030 AgendaForward Through Higher

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

2.4 Responsible Management Education and Sustainable

Development . . . . . . . . . . . . . . . . . . . . . . . . . 31

2.4.1 Sustainable Development Through Curricula: Some

Examples . . . . . . . . . . . . . . . . . . . . . . . 33

2.4.2 Sustainable Development Through Green Campus

Activities:Some Examples . . . . . . . . . . . . . . 34

2.4.3 Sustainable Development Through Other Initiatives

ofUniversities . . . . . . . . . . . . . . . . . . . . 35

2.5 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 36

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

3 SustainabilityinPortuguese Higher Education Institutions 43

Ana Caria, Cristiana Leal, Carolina Machado, Benilde Oliveira,
and Lídia Oliveira
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 44

3.2 Higher Education Institutions and Sustainability . . . . . . . 45

3.3 SustainabilityandHEIsinPortugal . . . . . . . . . . . . . . 50

3.4 Portuguese HEIs in Sustainability Rankings . . . . . . . . . 55

3.4.1 SustainabilityTracking, Assessment and Rating

System . . . . . . . . . . . . . . . . . . . . . . . . 55

3.4.2 Times Higher Education Impact Rankings . . . . . . 56

3.4.3 GreenMetricWorld Universities Rankings . . . . . 62

3.5 The Sustainability Report: the CasesofFour Portuguese

HEIs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

3.5.1 Faculty of Engineering of the University of Porto . . 64

3.5.2 UniversityofMinho . . . . . . . . . . . . . . . . . 66

3.5.3 Universityof Coimbra . . . . . . . . . . . . . . . . 68

3.5.4 ISCTE-University Institute of Lisbon . . . . . . . . 70

3.6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 73

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Contents vii

4 Whereis the Brazilian Higher EducationWithin

the Sustainable Development Goal 4? 83

SidneyL.M. Mello, CarlosE. Bielschowsky, MarceloJ. Meriño,

and Thaís N. da R. Sampaio

4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 84

4.2 ExpansionofHEin Brazil . . . . . . . . . . . . . . . . . . 87

4.2.1 Social Inclusion and Access Equity . . . . . . . . . 91

4.2.2 ProfessionalTraininginHE . . . . . . . . . . . . . 94

4.2.3 Quality Assessment . . . . . . . . . . . . . . . . . . 97

4.3 TheBoomof Distance Learning . . . . . . . . . . . . . . . 100

4.4 LookingintoThe Future . . . . . . . . . . . . . . . . . . . 104

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

5 Incorporating SDG11in Higher EducationTeaching–

The Relevance of Mobility on Sustainable Cities

and Communities 117

Margarida C. Coelho

5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 118

5.2 Incorporating Mobilityin theTeaching and Research

ActivitiesofanHEI . . . . . . . . . . . . . . . . . . . . . . 120

5.2.1 The Course ‘Energy, Mobility andTransportation’ . 121

5.2.2 Micromodules . . . . . . . . . . . . . . . . . . . . 133

5.2.3 Incorporate Students in Research Activities . . . . . 134

5.3 ThePowerof Internationalization Under theTeaching

Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

5.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 138

5.5 Acknowlegdements . . . . . . . . . . . . . . . . . . . . . . 139

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

6 Push and Pull: Sustainability Educationfor 21st Century

Engineers 141

Salma Shaik, LakshikaN.Kuruppuarachchi,

and MatthewJ.Franchetti

6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 142

6.1.1 History of Sustainable Development . . . . . . . . . 142

6.1.2 Education for Sustainable Development (ESD) . . . 144

6.2 Pushfrom Students . . . . . . . . . . . . . . . . . . . . . . 146

6.2.1 Youth Sustainability Activism . . . . . . . . . . . . 146

6.2.2 Student Sustainability Initiatives . . . . . . . . . . . 146
viii Contents
6.3 Pullfrom Industry . . . . . . . . . . . . . . . . . . . . . . . 147

6.3.1 Involvement of Environmental Engineering

in Industries . . . . . . . . . . . . . . . . . . . . . . 148

6.3.2 Environmental Engineer vs Sustainability

Engineer . . . . . . . . . . . . . . . . . . . . . . . 148

6.3.3 Role of an Environmental Engineer . . . . . . . . . 148

6.3.4 Distribution of Environmental Engineers

inDifferent Industries . . . . . . . . . . . . . . . . 148

6.3.5 Industry Sustainability Practices – Case Studies . . . 149

6.3.6 Environmental Engineering:ANew Major . . . . . 150

6.3.7 Entrepreneurial Thinking Through 3C’s . . . . . . . 151

6.4 21stCentury Engineer . . . . . . . . . . . . . . . . . . . . 152

6.4.1 Challengesof21stCentury . . . . . . . . . . . . . . 152

6.4.2 Requirements of a 21st Century Engineer . . . . . . 153

6.5 Sustainability Education in the 21st Century . . . . . . . . . 154

6.5.1 Role of Engineers in Sustainable Development . . . 156

6.5.2 Engineering Education for Sustainable

Development(EESD). . . . . . . . . . . . . . . . . 156

6.6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 158

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

7 Unleashing Emotions: The Role of Emotional Intelligence

Among Students in Upholding Sustainable Development Goals 171

Christabel Odame, MrinaliniPandey, and David Boohene

7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 172

7.2 Reviewof Literature . . . . . . . . . . . . . . . . . . . . . 173

7.2.1 Higher Education and Sustainable Development

Goals . . . . . . . . . . . . . . . . . . . . . . . . . 173

7.2.2 Emotional Intelligence and Sustainable

DevelopmentGoals . . . . . . . . . . . . . . . . . . 173

7.2.3 Emotional Intelligence and Environmental Issues . . 174

7.2.4 Emotional Intelligence and Society or Social Issues . 174

7.2.5 Emotional Intelligence and Economy or Financial

Issues . . . . . . . . . . . . . . . . . . . . . . . . . 175

7.2.6 Methodology . . . . . . . . . . . . . . . . . . . . . 175

7.3 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

7.4 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

7.5 Conclusion and Recommendation for Future Research . . . 177

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Contents ix

8 Pedagogy for Living in Harmony with Nature – Sustainability

in Higher Education 181

Qudsia Kalsoom, and Sibte Hasan

8.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 182

8.2 CapitalismandHumanBehaviour . . . . . . . . . . . . . . 185

8.2.1 Capitalism and Communication Industries . . . . . . 186

8.2.2 Plunderof Nature . . . . . . . . . . . . . . . . . . . 188

8.2.3 Pedagogy of Domination/ Consumerism . . . . . . . 189

8.2.4 Social Unsustainability . . . . . . . . . . . . . . . . 192

8.3 Higher Education for Sustainable Development

Goals(SDGs) . . . . . . . . . . . . . . . . . . . . . . . . . 193

8.3.1 Pedagogy of Harmonywith Nature (PHN) . . . . . . 194

8.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 196

References . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Index 203

About the Editors 211