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Sustainability
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Sustainability in Higher Education: Curriculum Design and Materials Development
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Sustainability in Higher Education: Curriculum Design and Materials Development

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 2 October 2024 | Viewed by 4685

Special Issue Editor

Prof. Dr. Ajda Fošner

E-Mail Website
Guest Editor
Faculty of Management, University of Primorska, 6000 Koper, Slovenia
Interests: sustainability in higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue, focusing on sustainability in higher education, aims to illuminate the significance of integrating sustainability principles into higher education curricula and the development of relevant teaching materials.

Sustainability has emerged as a critical research area, addressing the urgent need for sustainable development and environmental stewardship. Higher education institutions play a vital role in equipping students with the knowledge, skills, and values necessary to address complex sustainability challenges. Therefore, this Special Issue aims to explore innovative approaches, best practices, and theoretical frameworks related to curriculum design and materials development in the context of sustainability in higher education.

Aligned with the scope of the journal, we encourage submissions that delve into various themes, including, but not limited to, the following:

  • Curriculum integration of sustainability principles across disciplines;
  • Assessment strategies for sustainability learning outcomes;
  • Innovative pedagogical approaches and experiential learning activities;
  • Development of teaching materials and resources for sustainability education;
  • Evaluation and impact assessment of sustainability-focused courses and programs;
  • Cross-disciplinary collaboration and partnerships for sustainability education;
  • Institutional strategies and policies supporting sustainability in higher education;
  • Student engagement and empowerment in sustainability initiatives;
  • Case studies highlighting successful implementation of sustainability-focused curricula;
  • Challenges and opportunities in integrating sustainability into higher education settings.

We welcome original research articles and reviews that contribute to the advancement of knowledge in this important research area. We believe that this Special Issue will provide valuable insights and practical guidance for educators, researchers, and policymakers striving to promote sustainability within higher education.

We look forward to receiving your submissions and exploring the diverse perspectives and innovative practices applied in the design of a sustainability curriculum and the development of relevant materials.

Prof. Dr. Ajda Fošner
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • sustainability
  • higher education
  • curriculum design
  • materials development
  • cross-disciplinary collaboration
  • impact assessment
  • student engagement

Published Papers (4 papers)

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Research

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13 pages, 664 KiB  
Article
Cultivating Success: Unveiling the Influence of Higher Education Strategies on Information Technology Governance, Academic Excellence, and Career Prospects in Saudi Arabia
by Khaled Alshammari, Murad Thomran, Rayed Alobaid, Mohieddin Grada, Abdulsalam Alquhaif, Ali Saleh Alshebami, Syed Ali Fazal, Hamed M. S. Ahmed and Fahad Al-Anazi
Sustainability 2024, 16(12), 5025; https://doi.org/10.3390/su16125025 - 13 Jun 2024
Viewed by 474
Abstract
The successful implementation of effective data governance in universities is crucial in complementing the massive information technology (IT) developments in higher education institutions globally. Hence, to identify the enablers of IT governance, this study examined the effects of knowledge value, knowledge-oriented culture, and [...] Read more.
The successful implementation of effective data governance in universities is crucial in complementing the massive information technology (IT) developments in higher education institutions globally. Hence, to identify the enablers of IT governance, this study examined the effects of knowledge value, knowledge-oriented culture, and knowledge-sharing process on the integration of IT governance in the curriculum and the latter’s effects on academic performance and perceived employability among university students in Saudi Arabia. We used a cross-sectional approach to collect quantitative data from 280 university students and employed structural equation modelling and partial least squares to conduct the data analysis. Our results confirmed the significant positive effects of knowledge value and the knowledge-sharing process on IT governance, along with a positive significant effect of IT governance on academic performance and perceived employment. Moreover, the results revealed a direct, positive, and significant effect of academic performance on perceived employment, as well as the significant mediating effects of IT governance and academic performance between these two. Apart from extending the relevant literature, this study offers several policy implications. Full article
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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16 pages, 2124 KiB  
Article
Exploring an Interdisciplinary Curriculum in Product and Media Design Education: Knowledge Innovation and Competency Development
by Yi-Fang Kao, Hung-Cheng Chen and Jung-Hua Lo
Sustainability 2023, 15(23), 16369; https://doi.org/10.3390/su152316369 - 28 Nov 2023
Viewed by 1276
Abstract
This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided [...] Read more.
This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided by teachers and mentors from a branded ceramic workshop. The research findings demonstrate that the interdisciplinary curriculum facilitates knowledge innovation and fosters the development of students’ professional skills, creativity, and problem-solving skills. The study also highlights the importance of stable scaffolding, including artefact-, peer-, and teacher support, which significantly contributes to cultivating transformational competencies, as outlined in the 2030 OECD Learning Compass. Additionally, the collaboration with Shanshing Four Seasons Celadon Studio on a patented ceramic product, “Funny Monkey”, is a tangible example of the journey towards a triple-helix knowledge economy. This research underscores the importance of interdisciplinary curricula in promoting knowledge innovation and integrating transformational competencies in education. Scaffolding theory provides practical guidance for student learning and teaching strategies, presenting a sustainable roadmap for developing interdisciplinary curricula and offering a concrete and transferable pedagogical prototype for educational innovation. Full article
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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14 pages, 1256 KiB  
Article
Construction of Course Content Integrating Ideas of Engineering Education Accreditation for Higher Education in China: An Example of Geochemistry Course
by Qiao Chen, Huiyong Yin and Jianguo Feng
Sustainability 2023, 15(17), 12709; https://doi.org/10.3390/su151712709 - 22 Aug 2023
Cited by 1 | Viewed by 1046
Abstract
Engineering education accreditation is a developing trend in undergraduate education, which requires students to be aware not only of basic knowledge and techniques, but also of patriotism, global insight, law, ecology and environmental protection. Traditional course content fails to meet these demands. Thus, [...] Read more.
Engineering education accreditation is a developing trend in undergraduate education, which requires students to be aware not only of basic knowledge and techniques, but also of patriotism, global insight, law, ecology and environmental protection. Traditional course content fails to meet these demands. Thus, it is necessary to create new course content with the guidance of engineering education accreditation. The inherent requirements for instructional objectives, course content and teaching models of engineering education accreditation have been analyzed. Additionally, the elements of engineering education accreditation are often welded onto essential knowledge. In this study, mind mapping, which establishes logic through divergent thinking, was proposed to help construct course content integrating ideas of engineering education accreditation. The detailed process and constructed course content were shown, taking a Geochemistry course as an example. The constructed course content has logic and integrity, and also motivates students’ imagination and creativity and improves teaching effectiveness. Meanwhile, some effects observed during the implementation were summarized, including the limited class hours, lack of familiarity with the extracurricular knowledge points, a higher level of independent thinking in students and a higher number of requests made to teachers. Corresponding reformation strategies were proposed, such as exploring the teaching model of “student-oriented, teacher-assistance”, developing case-based and heuristic teaching models and strengthening the building of dual-talented teachers and teaching groups. Full article
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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Other

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24 pages, 1052 KiB  
Systematic Review
A Systematic Review of the Different Methods Assessing Sustainability Integration in Engineering Curricula
by Mantoura Nakad, Linda Gardelle and Rami J. Abboud
Sustainability 2024, 16(11), 4549; https://doi.org/10.3390/su16114549 - 27 May 2024
Viewed by 620
Abstract
Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and [...] Read more.
Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula. Full article
(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)
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