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Sustainability
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Assessing Sustainability in Higher Education
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Assessing Sustainability in Higher Education

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

Deadline for manuscript submissions: closed (1 June 2024) | Viewed by 5865

Special Issue Editors

Prof. Dr. Mario Grande-de-Prado

E-Mail Website
Guest Editor
Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain
Interests: ICT; digital competence; e-learning; gamification; game-based learning (GbL); video games
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Roberto Baelo

E-Mail Website
Guest Editor
Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain
Interests: integration of information and communication technologies (ICT) in education; methodological innovations; gamification
Special Issues, Collections and Topics in MDPI journals
Dr. Sheila García-Martín

E-Mail Website
Guest Editor
Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain
Interests: ICT; e-learning; digital competence; academic performance
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Víctor Abella García

E-Mail Website
Guest Editor
Departamento de Ciencias de la Educación, Universidad de Burgos, Burgos, Spain
Interests: ICT; gamification; e-learning; video games; social networks
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are delighted to announce the launch of a Special Issue on "Assessing Sustainability in Higher Education" in this esteemed journal. Sustainability has become a critical area of concern across various disciplines, and higher education plays a pivotal role in shaping a sustainable future. This Special Issue aims to explore and evaluate the efforts, practices, and impact of sustainability initiatives within higher education institutions.

The importance of sustainability in higher education cannot be overstated. As educational institutions strive to address the complex challenges of our time, such as climate change, resource depletion, and social inequalities, it is crucial to assess and understand the effectiveness of sustainability strategies. This research area provides an opportunity to investigate the integration of sustainability principles into the academic curriculum, campus operations, community engagement, and overall institutional policies.

The aim of this Special Issue is to gather high-quality research that examines the assessment and evaluation of sustainability practices in higher education. We invite original research articles and reviews that shed light on various aspects of sustainability, such as curriculum development, student engagement, faculty involvement, institutional governance, sustainable infrastructure, and community partnerships. We encourage interdisciplinary approaches that consider environmental, social, and economic dimensions of sustainability.

Themes that could be explored within this Special Issue include, but are not limited to:

  • Assessment methods and tools for measuring sustainability performance in higher education institutions.
  • Case studies highlighting successful sustainability initiatives and their impact on students, faculty, and the broader community.
  • Strategies for integrating sustainability principles into curriculum development and pedagogical practices.
  • Evaluation of the effectiveness of sustainability policies and governance structures within higher education institutions.
  • Examination of the role of student engagement and empowerment in fostering sustainability awareness and action.
  • Analysis of sustainable campus design, energy management, waste reduction, and water conservation practices.
  • Assessment of the impact of sustainability initiatives on community partnerships and regional sustainability.

We invite researchers, scholars, and practitioners to contribute their valuable insights to this Special Issue. Submissions should present rigorous empirical research, theoretical contributions, or reviews that advance our understanding of assessing sustainability in higher education.

Submission guidelines and formatting details can be found on our journal's website. The submission deadline for this Special Issue is 1 May 2024. All submitted manuscripts will undergo a rigorous peer review process to ensure the highest scientific standards.

We look forward to receiving your contributions and collaborating on this important research area.

Regards,

Prof. Dr. Mario Grande-de-Prado
Prof. Dr. Roberto Baelo
Dr. Sheila García-Martín
Prof. Dr. Víctor Abella García
Guest Editors

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
  • assessment
  • evaluation
  • curriculum development
  • student engagement
  • institutional policies
  • community partnerships
  • sustainable infrastructure

Published Papers (6 papers)

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Research

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20 pages, 6670 KiB  
Article
Sustainable Cultivation of Discipline Competition Programs for Innovation and Entrepreneurship Education: An Example of the Food Science and Engineering Major
by Xiaoqi Kong, Qinghua Zeng, Xingfeng Guo and Feng Kong
Sustainability 2024, 16(14), 5846; https://doi.org/10.3390/su16145846 - 9 Jul 2024
Viewed by 401
Abstract
Cultivating innovative and entrepreneurial talents has become the responsibility and mission of higher education. It reflects the effectiveness of education in terms of teaching quality, scientific prowess, and social service. Discipline competitions played a significant role in fostering innovation and entrepreneurship ability, serving [...] Read more.
Cultivating innovative and entrepreneurial talents has become the responsibility and mission of higher education. It reflects the effectiveness of education in terms of teaching quality, scientific prowess, and social service. Discipline competitions played a significant role in fostering innovation and entrepreneurship ability, serving as a crucial component of innovation and entrepreneurship education in colleges. This study used the food science and engineering major as an example to address the gap between theoretical knowledge teaching and the actual production process. It aimed to improve the poor performance of innovative practices by establishing a sustainable cultivation model for discipline competition programs. There needs to be an investigation into the conduct of disciplinary competitions and the students’ participation in them. Then, a model comprising a “theory + experiment + practice” course to guide students in participating in competitions should be formed. A rational and sustainable innovation team and a collaborative innovation platform for school–enterprise integration needs to be built. In order to achieve sustainable development education and cultivate applied talents who can solve complex problems in food engineering, the sustainable cultivation model was established. This work could serve as a reference for developing professional discipline competitions and fostering innovative and entrepreneurial talents for sustainable development. Full article
(This article belongs to the Special Issue Assessing Sustainability in Higher Education)
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20 pages, 812 KiB  
Article
Psychological Capital as a Mediator in the Link between Organizational Socialization and Job Performance in Chinese Higher Education Teachers
by Yanan Da, Zhong Ma and Yiying Gao
Sustainability 2024, 16(13), 5668; https://doi.org/10.3390/su16135668 - 3 Jul 2024
Viewed by 463
Abstract
This research examines the relationships between organizational socialization, psychological capital, and job performance within Chinese higher education institutions, with an emphasis on the implications for institutional sustainability. Utilizing a quantitative methodology, this study surveyed 1079 faculty members across various universities in China to [...] Read more.
This research examines the relationships between organizational socialization, psychological capital, and job performance within Chinese higher education institutions, with an emphasis on the implications for institutional sustainability. Utilizing a quantitative methodology, this study surveyed 1079 faculty members across various universities in China to assess how organizational socialization influences job performance (task, contextual, adaptive, and counterproductive dimensions) both directly and indirectly through psychological capital (self-efficacy, optimism, hope, and resilience). Statistical analyses with the Process 4.2. Macros for SPSS 29.01 have been conducted using model 4. The analysis indicates that organizational socialization has a positive direct effect on task performance, both contextual and adaptive, but a negative effect on counterproductive performance. A significant positive relationship between organizational socialization and each of the psychological capital components has been found. The psychological capital components each played a unique role in mediating the relationship between organizational socialization and the different performance dimensions. These findings suggest that strategic socialization practices can significantly improve both the immediate and long-term performance outcomes of faculty members. This study contributes to the understanding of how targeted socialization and psychological capital development can serve as levers for optimizing job performance in the academic sector. Full article
(This article belongs to the Special Issue Assessing Sustainability in Higher Education)
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19 pages, 280 KiB  
Article
Interpersonal and Intrapersonal Skills for Sustainability in the Educational Robotics Classroom
by David Llanos-Ruiz, Vanesa Ausin-Villaverde and Victor Abella-Garcia
Sustainability 2024, 16(11), 4503; https://doi.org/10.3390/su16114503 - 25 May 2024
Viewed by 1293
Abstract
Education is an indispensable tool for improving social sustainability. In the school context, a wide variety of methodologies are being considered to achieve this goal by promoting cultural and experiential sustainability through educational and technological innovation. Educational robotics is an educational–formative context that [...] Read more.
Education is an indispensable tool for improving social sustainability. In the school context, a wide variety of methodologies are being considered to achieve this goal by promoting cultural and experiential sustainability through educational and technological innovation. Educational robotics is an educational–formative context that makes it possible to develop new learning environments, enhance sustainable curriculum development, and promote active student participation. The general objective of this research is to analyze the perceptions of teachers of technology, robotics, and/or programming and to study the social benefits of interpersonal, intrapersonal, and/or academic skills of students to improve curricular sustainability during the teaching–learning process from the perspective of robotics and programming in students in early childhood education, primary education, compulsory secondary education, and other educational levels in formal and non-formal education. The study sample included 115 teachers of technology, programming, and/or robotics (50.4% male, 49.6% female). The research was carried out using a quantitative, retrospective, and cohort methodology through a cross-sectional, non-experimental, and non-longitudinal study over time. A questionnaire specifically designed to collect data from the participating teachers was used. According to the results obtained, educational robotics is a multidisciplinary learning tool that enhances the development of skills such as personal autonomy, collaborative work, and emotional management, motivates the acquisition of knowledge based on practice, promotes curricular sustainability, and creates a new learning context where the teacher is the formative guide of the students and the students are engaged in their own learning. Full article
(This article belongs to the Special Issue Assessing Sustainability in Higher Education)
16 pages, 421 KiB  
Article
Strategic Planning, Transformational Leadership and Organization Performance: Driving Forces for Sustainability in Higher Education in Nigeria
by Yusuf Olatunji Habeeb and Serife Zihni Eyupoglu
Sustainability 2024, 16(11), 4348; https://doi.org/10.3390/su16114348 - 22 May 2024
Viewed by 811
Abstract
Leadership is crucial to moving society and organizations from one stage to another. Strategic planning is required to sustain the quality of education due to the changing features of students and the construction of many higher educational institutions in Nigeria. However, because higher [...] Read more.
Leadership is crucial to moving society and organizations from one stage to another. Strategic planning is required to sustain the quality of education due to the changing features of students and the construction of many higher educational institutions in Nigeria. However, because higher education is evolving, leaders’ strategic thinking constantly shifts. This study examines the effect of strategic planning on transformational leadership towards attaining the organizational performance of higher education institutions in Nigeria. This study used a sample of 388 staff from 48 state universities in Nigeria. The findings indicate that strategic planning positively influences transformational leadership and organizational performance. Moreover, transformational leadership positively mediates strategic planning and organizational performance. We empirically validate the role of strategic planning in enhancing the performance of higher education institutions. Also, strategic-planning-focused and transformational leadership processes can be critical for facilitating the proper guidelines to improve higher education institutions’ performance. Full article
(This article belongs to the Special Issue Assessing Sustainability in Higher Education)
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16 pages, 296 KiB  
Article
Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions
by David Rodriguez-Gomez, José Luís Muñoz-Moreno and Georgeta Ion
Sustainability 2024, 16(7), 3021; https://doi.org/10.3390/su16073021 - 4 Apr 2024
Viewed by 1173
Abstract
Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents [...] Read more.
Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation. Full article
(This article belongs to the Special Issue Assessing Sustainability in Higher Education)

Review

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32 pages, 5626 KiB  
Review
Exploring Sustainability Assessment Practices in Higher Education: A Comprehensive Review through Content and Bibliometric Analyses
by Najihath Basheer, Vian Ahmed, Zied Bahroun and Chiraz Anane
Sustainability 2024, 16(13), 5799; https://doi.org/10.3390/su16135799 - 8 Jul 2024
Viewed by 486
Abstract
The drastically increasing significance of sustainability development has motivated higher education institutions (HEIs) to make efforts to achieve sustainability development goals (SDGs). This has led to the inevitable need to track and assess these efforts. This review is centered on the meticulous collection [...] Read more.
The drastically increasing significance of sustainability development has motivated higher education institutions (HEIs) to make efforts to achieve sustainability development goals (SDGs). This has led to the inevitable need to track and assess these efforts. This review is centered on the meticulous collection and analysis of pertinent papers within the context of HEIs, subsequently organizing and consolidating them into distinct sustainability domains by utilizing the PRISMA methodology. A collection of 83 pre-existing articles and publications retrieved from the Scopus database is employed for an in-depth exploration of the current research. This study employs both bibliometric and content analyses to explore distribution and citation dynamics and identifies six primary thematic concentrations within the field. The key findings highlight a significant increase in the importance of sustainability, emphasizing the critical need for HEIs to integrate SDGs across all departments. Additionally, the development of cross-institutional evaluation tools tailored to various sustainability aspects is underscored. These tools elucidate key competencies and broaden the application of educational sustainability in both research and curriculum development. The study also identifies a need for future research to explore how effectively these assessment methodologies drive tangible sustainability outcomes within HEIs. It suggests that developing more nuanced and adaptable evaluation tools could better meet the diverse needs of institutions globally. Additionally, the findings support HEIs’ and stakeholders’ decision making by identifying potential challenges in the implementation and assessment of sustainability. Full article
(This article belongs to the Special Issue Assessing Sustainability in Higher Education)
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