The Wiley Handbook of Sustainability in Higher Education Learning and Teaching

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Library of Congress Cataloging‐in‐Publication Data

Names: Kelum A. A. Gamage, 1983– editor. | Gunawardhana, Nanda, editor.

Title: The Wiley handbook of sustainability in higher education learning and teaching / edited by Kelum A. A. Gamage and Nanda Gunawardhana.

Other titles: Handbook of sustainability in higher education learning and teaching

Description: Hoboken, NJ : Wiley‐Blackwell, 2022. | Series: Wiley handbooks in education | Includes bibliographical references.

Identifiers: LCCN 2021048463 (print) | LCCN 2021048464 (ebook) | ISBN 9781119852827 (cloth) | ISBN 9781119852841 (adobe pdf) | ISBN 9781119852834 (epub)

Subjects: LCSH: Education, Higher–Social aspects. | Sustainable development. | Sustainable Development Goals. | Educational change.

Classification: LCC LC191.9 .W55 2022 (print) | LCC LC191.9 (ebook) | DDC 378–dc23/eng/20211109

LC record available at https://lccn.loc.gov/2021048463LC ebook record available at https://lccn.loc.gov/2021048464

Cover Design: Wiley

Cover Image: © arthon meekodong/Getty Images

Figure 5.1Green roof at Warsaw University Library.

Figure 8.1The methodology of analyzing the sustainability assessment tools in HEIs.

Figure 8.2The proportion of core elements of sustainability implementation at HEIs within the tools.

Figure 8.3The profile of the sustainability dimensions within the assessment tools.

Figure 8.4The top core thematic areas based on subcriteria in the studied sustainability assessment tools.

Figure 13.1Simplified process flowchart for hydrogen life cycle. Depending on the LCA scope, it can be appropriate to include, for example, the hydrogen‐fueled vehicle, as well.

Figure 13.2A simple representation of energy systems analysis and design from (a) an exaggerated conventional approach and (b) a sustainability‐oriented approach. Develop’t = Development.

Figure 13.3Learning outcomes and energy systems engineering education.

Figure 13.4Main themes of an energy systems engineering program.

Figure 13.5Proposed sustainability stream within an engineering program, leading to the achievement of the requisite learning outcomes.

Figure 14.1Significant landmarks on policies and education in the context of sustainability.

Figure 14.2Most valued skills in Spain according to OECD Skills for Job Report, where skills related to environmental management are missing (OECD 2021).

Figure 14.3Research publications about sustainability and environment education in Spain. Data from Scopus(2021).

Figure 14.4Main barriers for sustainability education implementation.

Figure 14.5Transversality for sustainability education.

Figure 14.6Main actions taken by universities concerning sustainability.

Figure 15.1Students enrolled in private universities in 2019/2020.

Figure 16.1Circular steps for curriculum development by NCRC, HEC.

Figure 18.1Students taking water quality measurements.

Figure 18.2Waste analysis in a small municipality.

Figure 18.3Measurement of water velocity in a stream during the practical course of hydropedology.

Figure 18.4Presentation of Biotope City, Vienna, as a contribution to sustainable, climate‐sensitive urban open spaces.

Figure 18.5Practical training in fruit tree pruning.

Figure 18.6An excursion of Horticulture study program students to the most modern hydroponic companies.

Figure 18.7Interactive experimental garden.

Figure 18.8International cooperation for the purpose of creating an interactive cultivar collection within an innovative project supported by the Visegrad Fund.

Figure 18.9Example of the green walls in the interior of the FHLE.

Figure 18.10Kokedams in the interior of the FHLE.

Figure 18.11Picnic of the FHLE.

Figure 18.12Punch of the FHLE.

Figure 21.1Cooperation of university bodies with the Office for Students with Disabilities.

Table 2.1Distinguishing characteristics between formal, non‐formal, informal, and hidden curricula.

Table 2.2Summary of advantages and disadvantages of promoting activist learning through formal, non‐formal, or informal curricula.

Table 2.3Recommendations to support activist learning.

Table 3.1Assessment and mapping of questions and their responses of tests.

Table 3.2Specific SLOs for the recorded version of response to the assignment.

Table 3.3Specific SLOs of the recorded version of response to the assignment in CSE 5X08.

Table 3.4Research impact in OBE (last five years).

Table 3.5OBE versus old education system.

Table 5.1Contribution of HEIs via different channels.

Table 5.2An overview of university contributions to the SDGs.

Table 5.3Energy saving strategies in the faculty of electrical engineering, Universiti Teknologi Malaysia (UTM).

Table 6.1Actions of the expansive learning cycle mapped onto the CL research workshops.

Table 6.2Summary of Change Laboratory session design.

Table 6.3Timeline and key events in the formation and development of the Campus Sustainability Statement.

Table 6.4The development of participants’ transformative agency mapped against the session timeline in the development of the Campus Sustainability Statement.

Table 8.1Overview of sustainability assessment tools included in this research.

Table 8.2A review of 27 sustainability assessment tools at HEIs.

Table 8.3Distribution of core elements at HEIs on the 27 studied tools.

Table 8.4Scope of the different sustainability tools analysis.