Advancing University Education: Exploring the Benefits of Education for Sustainable Development
Abstract
:1. Introduction
2. Materials and Methods
2.1. Inclusion and Exclusion Criteria
2.2. Data Sources and Search Strategies
3. Results
3.1. Study Descriptors
3.2. Characteristics of This Study
3.3. Thematic Analysis
3.3.1. How Have the Principles of Education for Sustainable Development Been Integrated into the Curricula of Higher Education Institutions Worldwide?
3.3.2. What Effects Has the Implementation of ESD Had on the Learning Outcomes and Sustainability Competences of University Students?
3.3.3. What Are the Main Challenges and Barriers Faced by Universities in Implementing Education for Sustainable Development According to the ESD Roadmap and the Declaration of Berlin?
3.3.4. How Does Education for Sustainable Development Influence the Psychological Well-Being of University Students?
3.3.5. How Do Innovative Educational Practices Influence the Development of Sustainable and Psychological Competences in University Students?
4. Discussion
4.1. Benefits of Including ESD in the Curricula of Higher Education Institutions
4.2. Improvements in Learning Strategies and Deep Focusing
4.3. Inadequate Teacher Training
4.4. The Benefits of a Positive Educational Environment
4.5. Use of Innovative Educational Strategies
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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No. | Motivation |
---|---|
H1 | Examine the adoption and adaptation of ESD principles in academic programs to identify common patterns and innovative practices |
H2 | Evaluate the effectiveness of ESD in improving sustainability competencies among students, crucial to achieving the Sustainable Development Goals |
H3 | Identify the most significant barriers to effective ESD implementation and suggest measures to overcome them |
H4 | Identify how the knowledge and practices acquired through ESD contribute to students’ emotional well-being |
H5 | Analyze how the incorporation of innovative pedagogical approaches in higher education can contribute to the holistic development of students |
No. | Inclusion | Exclusion |
---|---|---|
C1 | Articles focusing primarily on the study and analysis of the implementation of Education for Sustainable Development (ESD) in higher education | Documents with redundant or highly similar information, to avoid duplication and improve the quality of data synthesis |
C2 | Publications made exclusively between January 2018 and June 2024, to ensure the timeliness and relevance of the data | Articles not addressing the implementation of ESD in higher education or the effectiveness of such implementation as a central or relevant issue |
C3 | Studies available entirely in English or English translations verified for their reliability, to ensure the quality and comprehensibility of the content | Publications from sources with low scientific recognition or impact |
C4 | Research providing original empirical data or detailed case analyses on ESD implementation in higher education institutions, including impact studies, educational policies and student engagement | Studies focused on areas outside sustainable higher education, such as non-related disciplines or research on non-ESD topics |
No. | Title | Author(s) | Objective/Case |
---|---|---|---|
1 | A bibliometric review of research on higher education for sustainable development, 1998–2018 Year: 2019 Short citation: (Hallinger & Chatpinyakoop, 2019) [25] | Hallinger, Philip; Chatpinyakoop, Chatchai | This bibliometric study analyzes 1459 Scopus-indexed papers on higher education for sustainable development, documenting its growth, leading authors and journals, as well as identifying intellectual structures and emerging topics in this interdisciplinary field. |
2 | Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities Year: 2020 Short citation: (Mian et al., 2020) [26] | Mian, Syed Hammad; Salah, Bashir; Ameen, Wadea; Moiduddin, Khaja; Alkhalefah, Hisham | This study explores and analyzes the factors that influence the adoption of Industry 4.0 in universities, using a systematic approach that combines questionnaires and an integrated SWOT analysis with the analytical hierarchy process (AHP) to strategically evaluate and plan sustainable education. |
3 | Artificial Intelligence in the Industry 4.0, and Its Impact on Poverty, Innovation, Infrastructure Development, and the Sustainable Development Goals: Lessons from Emerging Economies? Year: 2021 Short citation: (Mhlanga, 2021) [27] | Mhlanga, David | This study investigates how artificial intelligence influences the achievement of the Sustainable Development Goals in emerging economies, with emphasis on poverty reduction and infrastructure development and innovation. Using content analysis, it was found that AI improves data collection on poverty, agricultural education and financial inclusion, promoting economic growth and development. |
4 | Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge Year: 2020 Short citation: (García-González et al., 2020) [28] | García-González, Esther; Jiménez-Fontana, Rocío; Azcárate, Pilar | This study examines how the perceptions of teachers in training on Education for Sustainability changed after participating in a training process, analyzing their knowledge about the SDGs and methodological strategies to integrate them, using questionnaires and course activities, and finding significant progress in all dimensions studied. |
5 | Education for sustainability: Fostering a more conscious society and transformation towards sustainability Year: 2020 Short citation: (Wamsler, 2020) [29] | Wamsler, Christine | This study explores the link between internal transformation and education for sustainability through an innovative course and reflective practices, highlighting the need to address internal dimensions in sustainable education. Interventions are analyzed and reflections on challenges and lessons learned are offered, proposing a more comprehensive approach for future educational implementations. |
6 | Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD) Year: 2020 Short citation: (Nousheen et al., 2020) [30] | Nousheen, Ayesha; Yousuf Zai, Sajid Ali; Waseem, Muhammad; Khan, Shafqat Ali | This study investigates how a course on education for sustainable development influenced the attitudes of students towards sustained development in Pakistan. Using structural equation modeling techniques and t-proofing, the results showed a positive change in the attitude of students–teachers, highlighting the importance and potential of integrating education for sustainable development into academic curricula, especially in teaching training. |
7 | Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes Year: 2018 Short citation: (Gatti et al., 2018) [31] | Gatti, Lucia; Ulrich, Markus; Seele, Peter | This study explores the impact of active and experiential learning methods, specifically through simulation games, on sustainability learning outcomes at two universities in Switzerland. The results suggested that this approach promotes cognitive and emotional results, developing critical skills in students, and highlights the importance of motivation to improve learning outcomes and attitudes towards sustainability. |
8 | Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes Year: 2019 Short citation: (Kioupi & Voulvoulis, 2019) [32] | Kioupi, Vasiliki; Voulvoulis, Nikolaos | This study developed a framework using systemic thinking to redefine Education for Sustainable Development (ESD) as a tool that facilitates social transformation towards sustainability. Based on the Sustainable Development Goals as ultimate targets, a participatory approach was used to build a common vision of sustainability, identify necessary competences, and develop appropriate learning pedagogies and strategies, enabling the evaluation of educational institutions’ progress towards sustainability. |
9 | Higher education and the Sustainable Development Goals Year: 2021 Short citation: (Chankseliani & McCowan, 2021) [3] | Chankseliani, Maia; McCowan, Tristan | This special issue explores the role of higher education in achieving the Sustainable Development Goals (SDGs), highlighting how universities drive vocational training and innovation, and examining global initiatives such as the SDG Hubs. |
10 | Higher Education For Sustainability: A Global Perspective Year: 2021 Short citation: (Žalėnienė & Pereira, 2021) [33] | Žalėnienė, Inga; Pereira, Paulo | This paper analyzes how higher education institutions impact sustainability and its associated challenges, highlighting their decisive role in the implementation of the Sustainable Development Goals (SDGs), especially in targets related to poverty, health, gender equality, decent employment, responsible consumption, climate change and justice. |
11 | Higher education for sustainable development: actioning the global goals in policy, curriculum and practice Year: 2019 Short citation: (Franco et al., 2019) [34] | Franco, I.; Saito, O; Vaughter, P; Whereat, J; Kanie, N; Takemoto, K | This paper analyzes how higher education institutions impact sustainability and the associated challenges, highlighting their decisive role in the implementation of the Sustainable Development Goals (SDGs), especially in targets related to poverty, health, gender equality, decent employment, responsible consumption, climate change and justice. |
12 | Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System Year: 2020 Short citation: (Holst et al., 2020) [35] | Holst, Jorrit; Brock, Antje; Singer-Brodowski, Mandy; de Haan, Gerhard | This study monitored the implementation of Education for Sustainable Development (ESD) in Germany, analyzing more than 4500 educational documents. It highlighted significant progress but also large discrepancies in effective implementation, suggesting the need for additional efforts to fully integrate ESD into the educational system. |
13 | New challenges for corporate sustainability reporting: United Nations’ 2030 Agenda for sustainable development and the sustainable development goals Year: 2020 Short citation: (Tsalis et al., 2020) [36] | Tsalis, Thomas A; Malamateniou, Kyveli E; Koulouriotis, Dimitrios: Nikolaou, Ioannis E | This study developed a methodological framework to assess how corporate sustainability reporting practices aligned with the UN Sustainable Development Goals. Using Global Reporting Initiative dissemination topics and a scoring system, the quality of sustainability reports was analyzed, highlighting implications for future research into SDG reporting practices. |
14 | Sustainability of Higher Education: Study of Student Opinions about the Possibility of Replacing Teachers with AI Technologies Year: 2023 Short citation: (Okulich-Kazarin et al., 2024) [37] | Okulich-Kazarin, Valery; Artyukhov, Artem; Skowron, Łukasz; Artyukhova, Nadiia; Dluhopolskyi, Oleksandr; Cwynar, Wiktor | This study investigates the perceptions of Eastern European students about the possibility of replacing university teachers with artificial intelligence (AI) technologies. Using bibliometric analysis, an online survey of 599 students and statistical processing were conducted, and the results showed that more than 10% of students believed that AI would replace university teachers in five years. |
15 | Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Year: 2019 Short citation: (Leal Filho et al., 2019) [38] | Leal Filho, Walter; Shiel, Chris; Paço, Arminda; Mifsud, Mark; Ávila, Lucas Veiga; Brandli, Luciana Londero | This study examines how universities are incorporating the Sustainable Development Goals (SDGs) into teaching and research, highlighting the benefits of introducing them into educational programs to foster student engagement with sustainability. Through a global survey, it presents an overview of the current integration of the SDGs in higher education institutions, also pointing out the reasons why some do not participate. This study concludes with recommendations to encourage greater incorporation of the SDGs into university curricula. |
16 | Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future Year: 2019 Short citation: (Agbedahin, 2019) [39] | Agbedahin, Adesuwa Vanessa | This study reviews the historical literature on the development of the concept of sustainable development and Education for Sustainable Development (ESD), analyzing its evolution, importance and interconnection with the SDGs. It highlights the relevance of ESD in global education and proposes future directions for its research and practice. |
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Bonilla-Jurado, D.; Zumba, E.; Lucio-Quintana, A.; Yerbabuena-Torres, C.; Ramírez-Casco, A.; Guevara, C. Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability 2024, 16, 7847. https://doi.org/10.3390/su16177847
Bonilla-Jurado D, Zumba E, Lucio-Quintana A, Yerbabuena-Torres C, Ramírez-Casco A, Guevara C. Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability. 2024; 16(17):7847. https://doi.org/10.3390/su16177847
Chicago/Turabian StyleBonilla-Jurado, Diego, Ember Zumba, Araceli Lucio-Quintana, Carlos Yerbabuena-Torres, Andrea Ramírez-Casco, and Cesar Guevara. 2024. "Advancing University Education: Exploring the Benefits of Education for Sustainable Development" Sustainability 16, no. 17: 7847. https://doi.org/10.3390/su16177847