Sustainable Education Research Articles

Enhancing Global Sustainable Higher Education Through Sustainability Window Approach

The sustainability window approach began as a model that could explain the way to sustainable economic development. This theory places emphasis on ecological, economic and social linkages for making comprehensive analysis and policy towards United Nation’s Sustainable Development Goals. It identifies four theoretically sustainable paths; two associated with economic growth and the others requiring growth conditional or strict adherence to environmental and social criteria. Many studies confirm that higher education institutions have not been able to completely embrace the concept of sustainability window approach. The paper asserts that these are the most effective ways through which global higher education establishments can achieve sustainability: well-being of society, environmental protection, low consumption, and limited social usage. Finally, it concludes by calling on high education institutions to incorporate sustainability window and integrate it with triple bottom line and responsible management education approaches. The paper argues that in order to determine whether such a change might be suitable in different settings, it is recommended that we test this revised framework using empirical evidence

Role Of Government Policies In Shaping Vegetable Marketing Practices: Evidence FromRajasthan

This study examines the impact of government policies on vegetable marketing practices in the Indian state of Rajasthan. Using primary data collected from surveys of 500 farmers, 100 wholesalers, and 50 retailers across five districts of Rajasthan, as well as secondary data fromgovernment reports and academic literature, the paper analyzes how various national and state-level agricultural policies have influenced the structure and functioning of vegetable value chains in the region. Key policies considered include the Agricultural Produce Market Committee (APMC) Act, contract farming laws, minimum support prices (MSP), and agricultural subsidies. The results show that the APMC Act has led to the development of a network of regulated wholesale markets which serve as the main marketing channel for vegetables, but its provisions restricting sales outside these markets have hindered direct linkages between producers and buyers. Recent reforms aimed at allowing private markets and removing barriers to interstate trade have had limited impact so far. Contract farming remains underdeveloped due to regulatory uncertainty and lack of trust between stakeholders. MSP haslittle relevance for most vegetable crops given their perishability and lack of public procurement. Input subsidies, while increasing yields, have exacerbated problems of overuse of chemicals and declining water tables. The paper argues for a more holistic, nutrition-sensitive approach to agricultural policy that goes beyond a narrow focus on boosting production and marketable surplus. Specific recommendations include investments in storage and cold-chain infrastructure, expansion of crop insurance coverage, promotion of Farmer Producer Organizations and shorter supply chains, and greater emphasis on sustainable production practices and nutrition education. Enhancing smallholder access to credit, information, and input-output markets remains critical

Nursing Education for Sustainable Development: A Concept Analysis.

Sustainability represents an increasingly vital yet inconsistently implemented topic in nursing education. Formal concept analysis can promote unified conceptualisation to inform sustainability integration in nursing curriculums. Analyse the concept of 'nursing education for sustainable development' using the Walker and Avant framework to clarify meaning and application in nursing programmes. The literature was systematically searched for attributes, antecedents and consequences used to formulate a concept definition, and compared to existing conceptualisations. Core concept attributes are interconnectedness of human/ecological health, sustainability-focused curriculums, competency cultivation and social justice orientations. Antecedents include recognising ecological determinants of health and committed nursing faculty. Consequences encompass the preparation of sustainability-competent nurses and elevated nursing contributions to sustainable health systems. The concept analysis provides an original synthesised perspective advancing coherence and applicability to guide sustainability education in nursing programmes through a translational framework for competency, curriculum design and content delivery approaches. We followed the guidelines outlined in the Walker and Avant framework in the conduct and reporting of this paper. No patient and public contribution.

For a sustainable education in Brazilian Library Science

The study starts from the global goals of inequality reduction and legal frameworks towards people with disabilities to evaluate curricular components and institutional guidance of active undergraduate courses in Library Science in the southeast area of Brazil. This study, which is of an applied nature, aims to investigate if and how universities offer education oriented to qualification in and towards diversity. The empirical field consists of 22 (twenty-two) courses certified by the Ministry of Education of the Federal Government of Brazil. Once these courses were submitted to documental analysis, we located 13 (thirteen) political-pedagogic projects and 9 (nine) summarized course syllabi to execute the exploratory reading based on keywords related to the inclusion domain and later definition of analytical categories. The reading, analysis, and critical interpretation regarding the results show significant gaps in the librarian education about diversity. Disregarding the predominance of optional courses on Brazilian Sign Language (Libras), the undergraduate courses of the investigated area as an empirical field of this study fail to present, satisfactorily, components or specific objectives aimed toward the learning process of people with disabilities.

Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET

This study aims to present implications for sustainable education and training of the agricultural workforce. It introduces the case of a smart farm learning factory as an educational facility at Korea Polytechnics. Learning factory refers to the practical experience gained using the knowledge acquired in engineering education to solve problems in the actual work field. For this study, we analyzed the smart farm case of Hongseong Campus of Korea Polytechnics, a government-funded vocational education institution in Korea. The research questions are as follows. First, what is the purpose of establishing a smart farm education and training facility? Secondly, what is the performance of the facility? Thirdly, what are the implications of the Korean smart farm for sustainable TEVT? As a result of analyzing the case, the purpose of establishing the facility was to improve the practical capabilities of convergence technologies used in machinery, automation, industrial facilities, and electrical departments. Additionally, the performance has been found to serve as the foundation for project-based learning subjects that incorporate convergence education, and companies have been able to reduce training costs and contribute to sales profits by using this facility to train employees. Finally, the implication of sustainable TVET through smart farm cases is that it has provided a way to enhance the effectiveness of teaching and learning guidance at agricultural sites, create educational resources that can utilize advanced agricultural technologies for sustainable development, and actively cooperate and collaborate with educational institutions, governments, and local companies.

Education For Sustainable Development in Preservice Teacher Program: A Bibliometric Method

Objective: Sustainability education or education for sustainable development is crucial for advancing eco-conscious growth. In this context, the teacher is essential in delivering knowledge and fostering awareness of sustainability among students. As the younger generation, students will contribute to the development of businesses and the country. Consequently, the behavior of the generation should correlate with sustainability principles. Teachers also influence the formation of a young generation equipped with a deep understanding and awareness of sustainability, shaping future behaviors. Based on this discovery, sustainability education for a prospective teacher is essential. Therefore, this study aims to provide a comprehensive analysis of trends related to sustainability education for a preservice teacher. Method: The study adopted a bibliometric method using the VOS viewer and analysis tools available on Scopus. The analyzed articles focused on sustainability education for a preservice teacher, published in the Scopus database between 1998 and 2024. Results: The results showed that several areas within this field required further publication, offering opportunities for scholars to explore. Novelty: The study was the first to explore sustainability education within the context of preservice teacher training.

Critical Thinking and the Impact on University Education for Sustainable Development

Man by nature is a homo pensantis. This means that he has the capacity to analyze, synthesize, deduce, etc. However, we must question how educational institutions strengthen critical thinking (CP). Therefore, the purpose of this study was to analyze its level in academic tasks assigned in the classroom context based on active methodologies as an integral element of a quality and sustainable education. The methodology was based on a documentary review with a qualitative and bibliometric approach. The corpus consisted of thirty-one articles extracted from the Scopus database. Likewise, the Prisma Technique was used for the exclusion and inclusion of the documents consulted. The writings are from the years 2020 to 2023. The results showed that CP is a limitation for the student, since its exercise demands the use of complex cognitive skills such as analysis, interpretation, inference, evaluation, etc. It was concluded that PC is necessary in the classroom context, since it is important to induce the search for contradictions and assumptions and to question a reasoning accepted as truth, becoming an indispensable requirement for higher education to provide training tools to students to respond to current sustainable needs.

Policy Proposal: Strengthening Local Tertiary Institutions While Ensuring Free Education in Guyana

This article examines a policy proposal designed to create a balanced approach to free tertiary education in Guyana, emphasizing the importance of strengthening local tertiary institutions. The current funding model, which directs substantial government resources to foreign universities, places local institutions at a competitive disadvantage. This proposal advocates for a paradigm shift aimed at empowering local institutions by enhancing their infrastructure, fostering innovation, and incentivizing academic excellence. Drawing on successful global models from countries such as Barbados, Trinidad and Tobago, the United States, Canada, and the United Kingdom, the proposal outlines a framework for developing a robust, sustainable, and competitive higher education system that can meet both national and international standards.

SDG 4, Academic Integrity and Artificial Intelligence: Clash or Win-Win Cooperation?

This article investigates the relationship between Sustainable Development Goal 4 (SDG 4), academic integrity as its part, and artificial intelligence (AI) through a bibliometric analysis, assessing whether this intersection represents a clash or win-win cooperation. SDG 4 aims to ensure equitable access to quality education, while AI technologies have the potential to enhance educational practices but demote academic integrity. By analyzing a comprehensive body of the literature, this study identifies key trends and thematic areas where AI is applied in educational settings, particularly concerning maintaining academic integrity. The findings reveal a growing body of research highlighting AI’s role in personalizing learning experiences, improving educational accessibility, and supporting educators’ teaching methodologies. However, challenges such as ethical considerations, data privacy, and the digital divide are also addressed, indicating potential conflicts that need to be navigated. Ultimately, this analysis suggests that while there are significant opportunities for synergy between AI and SDG 4, the management of careful implementation and policy frameworks is essential to ensure that AI serves as a tool for promoting inclusive and sustainable education rather than exacerbating existing inequalities. AI transforms science management by enhancing data analysis, streamlining research processes, and improving decision-making, ultimately leading to more efficient and effective scientific research and innovation. The findings reveal that while AI can facilitate personalized learning and enhance educational accessibility, it also poses challenges related to academic misconduct, such as plagiarism and the misuse of AI-generated content. This duality highlights the need for educational institutions to develop robust frameworks that leverage AI’s capabilities while safeguarding academic integrity. The article concludes that a collaborative approach, integrating AI into educational practices with a strong emphasis on ethical considerations and integrity, can lead to a synergistic relationship that supports the goals of SDG 4. Recommendations for future research and practical implications for managers, educators, scientists, and policymakers are also discussed, emphasizing the importance of fostering an educational environment that embraces innovation while upholding ethical standards.

Role of green finance and higher education in fostering the sustainability and energy transition practices

This paper offers a qualitative analysis of how higher education and green finance impact the promotion of sustainable energy within the Regional Comprehensive Economic Partnership (RCEP) region from 2000 to 2020. The analysis reveals that higher education has a positive effect on sustainable energy development, with a 1% increase in the higher education population associated with a 0.19% rise in short-term and a 0.29% rise in long-term sustainable energy progress. Green finance also plays a crucial role, significantly accelerating green energy development in the RCEP region—each 1% increase in green finance results in a 0.43% boost in short-term and a 0.38% boost in long-term sustainable energy advancement. In contrast, increased fossil fuel production hampers sustainable energy development. Enhanced internet access further supports green energy progress, contributing to a 0.43% increase in the short-term and a 0.53% increase in the long-term. Policy recommendations include expanding the green finance market, advancing sustainable education initiatives, reducing reliance on fossil fuels, and improving internet access to further sustainable energy development in the RCEP region.

Sustainable Early English Language Education: Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language

Sustainable Early English Language Education: Exploring the Content Knowledge of Six Chinese Early Childhood Education Teachers Who Teach English as a Foreign Language

Evaluating innovation in transdisciplinary sustainability education: TRANSECTS’international learning labs

Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through meta-reflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings.

Perspectives of a Sustainable Intercultural and Inclusive Education to Shape Life-Changers of Tomorrow

Aim. Reforming the HE Institutions in the context of integration requires new inputs in upgrading the curricula and adapting them to the needs of students for higher performance and productivity in all walks of life. The primary aim is to influence the policy agenda on sustainable education. Methods. Reinventing creative ways of teaching and learning, focusing on interdisciplinary and plurilingual modalities empowers students to think critically and solve daily problems by exploring and experimenting with digital techniques, thus promoting quality in teaching for academic success. Results. Plurilingual modalities and findings resulting thereof from the application of best practices will be carefully drafted through dedicated group projects to address the current problems for sustainable education. Challenges related to IT and education, whether the digital skills gap or the future of digital education, will also be at the forefront of the critical reflection. At the same time, it very much focuses on its mission to transform curricula and teaching methods towards sustainable education in the region and at large by organising dedicated workshops on sustainable development for students and teachers to better serve the respective communities and have a greater impact on our societies. Conclusions. Sustainable education means redefining the aim and impact of the interdisciplinary knowledge and results of teaching and learning by taking into account the needs of the job market and geopolitics.

Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education

Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education

Opinion on the prospects of emerging food processing technologies to achieve sustainability in the industry by reduced energy consumption, waste reduction and valorisation, and improved food nutrition

SummaryConventional food processing technologies cannot meet the demands of sustainability in the face of societal concerns about climate change, resource scarcity, and food insecurity. Therefore, the food industry must embrace emerging food processing technologies such as ohmic heating, microwave heating, cold plasma, pulsed electric field, and ultrasound to achieve sustainable food production. Although these technologies have been researched worldwide, they have yet to be widely adopted in the industry as concerns such as high capital investments, regulatory issues, technological limitations, and scalability limit their practical applications. This manuscript discusses key contributions of emerging technologies in enhancing sustainability, including reducing energy consumption, waste reduction and valorisation, and enhancing nutrition. Despite these promising capabilities, fully benefiting from emerging technologies in the industry requires further technological advancements, optimisation, economic viability, consumer acceptance, regulatory compliance, and sustainable workforce education. These could be achieved only by close collaborations between academia, industry, and technology developers. Such considerations and actions to resolve the concerns could facilitate the industrial application of emerging technologies to achieve a more sustainable future with reduced carbon emission, environmental impact, and carbon footprint, along with the capability of improved resource efficiency and further contributions to food security and food nutrition improvement.

Enhancing sustainability education through critical reading: a qualitative study in a Spanish primary school

This research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children’s readings aligns with theoretical studies focusing on an ecocritical approach to children’s literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator’s role is crucial for guiding students toward deeper, more meaningful ecocritical understanding.

The Funding Puzzle in Adult Education for Sustainable Development: A Case Study of Slovenia

This study investigates the landscape of public funding for adult education for sustainable development (AESD) in Slovenia, focusing on the distribution, types of funding, and their impact on accessibility and quality. This study employs a mixed methods approach to understand the distribution, types of funding, and their impacts on the accessibility and quality of adult education. Data were collected through an online questionnaire completed by 59 organizations providing non-formal AESD, alongside semi-structured interviews conducted with 12 representatives. Key findings reveal a significant disparity between operational funding and that designated for AESD implementation, with non-governmental organizations (NGOs) emerging as the primary recipients of public funds. Notably, project-based funding predominates, raising concerns about the sustainability of AESD programs due to its typically time-limited nature. Public funding is essential for ensuring program accessibility and quality, as it enables organizations to hire experts and enhance curricula. However, the reliance on project-based grants creates instability, complicating long-term planning and program effectiveness. The study underscores the need for systematic and continuous funding strategies to support AESD, highlighting the importance of a cross-sectoral approach to policymaking. Overall, the research elucidates the intricate relationship between funding distribution, program effectiveness, and the advancement of sustainable development education.

Examining the Cultural Appropriateness and Acceptability of a Traditional Birth Attendants' Training Program in Rural Guatemala.

While there has been notable global advancement in reducing maternal mortality rates (MMRs) in Latin America, the rates among indigenous women remain alarmingly high. This disparity persists in Guatemala, where indigenous women face a two-fold higher MMR compared to their non-indigenous counterparts. Most of the obstetrical care is performed by traditional Mayan birth attendants (TBAs), also known as comadronas, who have minimal formalized clinical training in obstetrical care. Considering there was no national comprehensive training program for TBAs, a unique training program was established in 2014. This program, the School of PowHER (Providing Outreach in Women's Health and Educational Resources), aims to ensure sustainable education led by TBAs for TBAs in rural Guatemala with the ultimate goal of helping TBAs provide basic antenatal care and learn how to identify and refer high-risk pregnancies.The aim of this proposed study is to examine the cultural appropriateness and sensitivity of the training program through a mixed-methods approach. We utilized a mixed-methods strategy, combining quantitative and qualitative methodologies. The quantitative aspect involved a 14-item written survey using a three-point Likert scale for responses, while the qualitative part utilized a semi-structured interview guide to conduct a focus group discussion. The survey (n=33) showed that 32 comadronasfound the curriculum applicable (97%) and comprehensible (97%). However,only 26 comadronas (79%) were comfortable with anatomy terminology. Opinions on teaching tools varied: 13 comadronas (39%) felt they were always representative, 13 comadronas (39%)sometimes, and seven comadronas (21%) never. Group discussions echoed this lack of representation. In the learning environment, 32 comadronas felt welcomed (97%) and 31 felt understood (94%), but five comadronas (15%) were not comfortable asking questions. Thirty-one comadronas (94%) believed training made pregnant women trust comadronas more. Group interviews highlighted increased confidence, better care, and perceived lower maternal mortality. This study found the program to be culturally sensitive and effective. Group interviews highlighted increased confidence, improved patient care, and perceived reductions in maternal mortality. Feedback emphasized the need for more culturally relevant materials, resources, and collaboration with the Ministry of Health. This program's community-centered approach could serve as a model for similar initiatives in low- and middle-income countries addressing high maternal mortality rates, despite language and access challenges.

Sustainable education index and copper trade interconnections

The trend in copper trade raises significant concerns regarding global mineral resource sustainability. This study investigates how sustainable education impacts copper trade in China, analyzing data from 1990 to 2021. Findings reveal that a 1% increase in the Sustainable Development Index leads to a reduction in copper trade: exports decrease by 0.14%–0.27% and imports by 0.35%–0.57%, highlighting the negative influence of sustainable education on trade. GDP growth positively affects copper trade, while the official exchange rate impacts exports and imports differently due to currency fluctuations. Urbanization boosts both exports and imports, driven by infrastructure expansion. Additionally, loans to the private sector specifically enhance copper imports. To foster sustainable copper trade, China should invest in sustainable education, promote gender equality in education, encourage green economic growth, implement an effective carbon tax, and provide green loans for the copper sector.

BUILDING STEM TOPICS IN BLENDED LEARNING ABOUT ENERGY TO CONTRIBUTE TO SUSTAINABLE DEVELOPMENT EDUCATION

With the goal of education aimed at sustainable development as reflected in the 2018 General Education Program, schools in general and the subject of physics in particular need to educate students to raise awareness about energy issues and how to use energy efficiently, safely, and reasonably. Therefore, this report presents the research results on building the STEM topic “Energy” in blended learning, contributing to sustainable development education. The research results propose a process of blended learning stages and the development of teaching materials to support teachers in teaching STEM topics about energy, helping students develop competencies and the ability to cope with future challenges. Keywords: STEM education; energy; blended learning; sustainable development education.