Sustainable Thinking Research Articles

Trainee Teachers’ Shift towards Sustainable Actions in Their Daily Routine

The argument made in this study is that sustainability is a system of beliefs that extends beyond policy and the classroom to transform actions and societies into pro-sustainable behaviours. Therefore, it is crucial to equip trainee teachers to embrace their role as catalysts for change in driving Sustainable development goals, sustainable thinking, systems thinking, wise consumption, sustainable competencies, and sustainable action in their daily lives. The lack of practice-led research on incorporating Education for Sustainable Development (ESD) into trainee teachers’ training programmes is noted in the literature. This qualitative practice-led research explored trainee mathematics and technology teachers’ (TMTTs) experiences learning about sustainability. Kolb’s experiential theory framed this study theoretically. The data were collated from twenty purposively selected TMTTs via semi-structured interviews and reflective diaries. All ethical protocols were observed. The analysis highlighted the core experiences TMTTs gained in learning about sustainability, transformative learning, design thinking, wise consumption, agency, and sustainable teaching strategies. Theoretically, the findings emphasise the importance of using an ESD perspective and experiential learning methods to integrate sustainability education into mathematics and technology teaching. The results suggest that when TMTTs are encouraged to actively engage with sustainability issues in their communities, informed decisions are made about their future roles as teachers, the teaching strategies they intend to use, and the type of learning they aim to foster in their learners.

A cross-sectional study of perception toward university social responsibility and environmental sustainability practices in medical university students under promotion of sustainable thinking within the university.

This study aims to assess the associations among students' perceptions of climate change, university social responsibility (USR), and environmental sustainability practices at a medical university. It also aims to identify the factors associated with these elements. A cross-sectional self-report study was conducted with a total sample of 416 undergraduate students from a medical university in Taiwan during October 2019. Data gathered comprised sociodemographic characteristics, perceptions of climate change issues, environmental sustainability practices, measure for perception toward USR, and transportation modes. Chi-square test, Fisher's exact test, two-sample t test, and multiple linear regression models were used. Results of multiple linear regression demonstrated that the level of certainty in climate change existence (extremely and mostly certain vs somewhat or not certain at all, 1.45 [0.68]), score for usage of nonpublic transportation (per 1-point increase, 0.52 [0.25]), and students' perception toward USR (per 1-point increase, 0.14 [0.04]) were associated with the total score of environmental sustainability practice (R-square = 11.47%). In addition, school year (non-freshmen vs freshmen, -1.64 [0.65]) and environmental sustainability practices (per 1-point increase, 0.23 [0.06]) were associated with the total score of students' perception of USR (R-square = 6.57%). Promoting environmental sustainability among university students can be achieved by implementing USR-oriented courses or activities. Our research is pioneering in investigating and discussing the perceived USR and environmental sustainability practices among university students in Taiwan.

Sustainability agendas and communication design pedagogy in HE

PurposePrevious research has evidenced that communication design students wish to engage further with sustainable practices but struggle to understand how (Newton and Ellis, HER conference 2023). Whereas other design disciplines (fashion, product, furniture) can often focus on a “physical” output, communication design embraces multiple outcomes, distributed throughout a range of platforms, representing an area of industry and study which can prove difficult to define. This study aims to add further clarity as to how students consider sustainability aligned to their practice.Design/methodology/approachPrevious focus group research sought to uncover how communication design students implicitly consider “sustainability”, uncovering that their knowledge is limited. Suggestions from participants emphasised that it was the role of the institution, not the student, to fully integrate sustainability into practice and to define methods they can deploy. This paper notes a subsequent workshop conducted with 33 Level 5 undergraduate students asking them to reflect on Sustainable Development Goals (SDGs) 12/13 in relation to meaningful practice and institutional responsibility.FindingsWorkshops demonstrated the need to engage with sustainable thinking throughout every stage of development. It is clear that students demand more from academic staff at programme level, and from the institution at large, to provide further solutions to sustainability concerns which are relevant to their specific practice.Originality/valueDiscussion surrounding pedagogical practice across communication design lacks interrogation, yet the discipline represents a significant aspect of both design and contemporary society. It is paramount that methods for reinforcing implicit engagement with sustainable best practice within students, their development and their future beyond university are therefore developed.

Behind the designs: An exploration of sustainability attitudes among interior design students in Jordan

This research is an attempt to understand where interior design students in Jordan and the Middle East Region stand in the sustainable thinking process through education and practice and if their education on sustainability and environmental issues is enough or if it needs more development in terms of interior design programs curriculums to be more effective sustainable interior designers. The survey instrument was used to assess the attitudes of interior design students toward ecological responsibility and environmental sustainability; a modified New Ecological Paradigm Scale (NEP) was used in this research. Students enrolled in interior design programs at a Northern Jordanian university were surveyed. The sample comprised 160 interior design students from different levels of an interior design program at a public university in Jordan. In the study’s sample, the students showed more interest in the negative effect of human usage of many of the planet's resources and how this will impact the planet's ecological system. This attitude provides insight into the students’ minds regarding where they have those ideas. As design students, this can motivate them to take a proactive stand toward sustainability, which may be done through their projects in the future. However, many participants did not understand sustainable practices and strategies. This can be due to the lack of sustainability training at the university level.Based on the NEP score distribution in each section, it can be concluded that students support the concept of sustainability and reject the destruction happening to the planet. This data shows an increased awareness of environmental and ecological problems, which can positively push design students and future designers to adapt sustainable design strategies to their projects.

Navigating the new frontier: the impact of artificial intelligence on students’ entrepreneurial competencies

PurposeArtificial intelligence (AI) technologies have led to significant transformations across industries and society, including the field of education. The integration of AI in educational settings has the potential to improve students' learning experience and support their individual competencies when paired with non-AI methods. Despite the growing importance of AI in modern education, there remains a noticeable research gap regarding its use in entrepreneurship education and the effects of Chatbots on students' entrepreneurial competencies. To address this gap, an exploratory study was conducted on undergraduate students who were tasked with using ChatGPT to improve their business model canvas.Design/methodology/approachThe chosen methodology aligned with the research purpose, aiming to explore the relationship between Generative AI and competencies. Due to the novel nature of the research problem, an exploratory study was conducted using a mixed methods approach. A survey with open- and closed-ended questions was designed, and statistical and text analyses were performed to interpret data and test identified propositions.FindingsThe findings of this study indicate that ChatGPT can enhance the types of students' entrepreneurial competencies considered in this study: spotting opportunities, creativity, vision, valuing ideas and ethical and sustainable thinking. The results show that ChatGPT can be particularly helpful to improve the ability of students of valuing ideas.Originality/valueOverall, this study highlights the potential of adopting ChatGPT in experiential learning methodologies for enhancing students' entrepreneurial competencies and improving their learning outcomes.

Leveraging community engagement to contribute to Sustainable Development Goals 8 and 11

The aim of this study was to determine the ways in which academic libraries in South Africa use community engagement as a strategy to advance the United Nations’ Sustainable Development Goals – specifically Sustainable Development Goals 8 and 11 – in the context of the study. It followed a multi-methods approach to interview and hold focus group discussions with heads of libraries and librarians, respectively, in South African public university libraries. It was found that the libraries advance these Sustainable Development Goals in various ways, such as by employing library student assistants and interns from different backgrounds, and by serving as employers themselves. Furthermore, the libraries serve as custodians of local culture and heritage by curating, digitising and preserving local collections for posterity. However, collaborative efforts between the libraries and other heritage institutions, such as museums, archives and galleries, are few and far between, which is deemed a missed opportunity for more meaningful cultural and heritage impacts for these institutions. More collaborations and partnerships between these institutions are recommended, especially with regard to the digitisation of cultural heritage collections. Therefore, a clarion call is made for libraries to think more expansively about their role and consider including sustainable thinking as part of their mission in line with the American Library Association. The results demonstrate that libraries are uniquely positioned to advance the Sustainable Development Goals.

Sustainable Thinking Development in Religious Education (RE) as a Part of Primary School Socially Oriented Learning as Teachers’ Professional Development Potential in Stockholm

This article analyzes the organizational way to form sustainable thinking in socially oriented studies for teachers and students using the experience of Stockholms stads utbildningsförvaltning (Stockholm Education Administration). Deep studies of thematical publications, the curriculum, and websites for teachers were used as a pedagogical method. The article’s main goal is to find out what help teachers are given to make socially oriented lessons more sustainable.

Engaging management accountants in corporate sustainability

PurposeExpectations regarding the participation of management accountants (MAs) in the promotion of sustainability of multinational enterprises (MNEs) have been poorly realised. This raises the question of whether MAs are invited to join in sustainability promotion or does sustainability not fit the perceived professional role of MAs. We suggest that the development of individual-level engagement of corporate sustainability is required for MAs to start contributing to corporate sustainability.Design/methodology/approachWe utilise the psychological ownership theory to investigate how MAs’ professional role could develop to incorporate advancing sustainability. Our qualitative study is based on 32 interviews conducted in seven local business units of three different technology-oriented MNEs.FindingsWe reveal features connected to the professional role of MAs that may impede the activation of the routes to psychological ownership of corporate sustainability, thus undermining their involvement in corporate sustainability enhancement. Moreover, we show that MAs’ own perceptions of their professional role may impede the stimulation of the routes.Originality/valueFrom a managerial viewpoint, our study helps readers to understand how the routes to psychological ownership of corporate sustainability could be cultivated in the development of the future role of MAs. It also gives input for MA professional organisations and MA professional education providers to develop conditions that foster sustainability thinking among MAs. Moreover, by integrating the examination of MAs’ professional role with the psychological ownership theory, we broaden the theoretical scene both in management accounting and in business sustainability research.

ЕКОЛОГІЧНА КОМПЕТЕНТНІСТЬ СУДНОВОДІЇВ В УМОВАХ СТАЛОГО РОЗВИТКУ

Relevance: Under current conditions, the problem of ship navigation gains particular relevance – the formation of ecological competence of ship operators in the context of sustainable development, the study of important aspects of the interaction of vessels and the surrounding environment, particularly their impact on water resources, water pollution, emissions of harmful substances, and other ecological aspects. Objective: To determine the role of ecological competence of ship operators in the context of sustainable development. Methods: Theoretical methods: analysis, synthesis, generalization of scientific works on the issue of ecological competence of future professionals in the field of ship navigation and official documents – to define the theoretical and methodological bases of the phenomenon; study and generalization of the existing problem status with the aim of choosing pedagogical tools – for the development of ecological competence of ship operators; comparison – to identify various approaches to solving the researched problem; modeling – to justify the structural elements of the model for the development of ecological competence of ship operators. Results: Key characteristics of ecological competence and its components have been identified; ecological competence of ship operators is considered as a complex integrative characteristic of the personality, reflecting motives of ecological activity, possession of ecological knowledge and natural science bases, practical skills and abilities regarding environmental protection; the necessity of forming ecological competence in ship operators during their professional training has been substantiated, as it directly affects the conservation of the marine water state, protecting them from pollution. It is noted that under current conditions, when sustainable development has become one of the priority directions of global policy, the ecological competence of ship operators is a key factor in ensuring safe navigation, and ecological education in the maritime sector is an important tool for forming this competence in ship operators. Conclusions: Education acts as a catalyst for the development of sustainable thinking and practices in the maritime sector, promoting ecological safety and sustainable development in this strategically important industry; as the maritime sector continues to develop, the results of the conducted research emphasize the important role of education in preparing future ship operators to navigate the ecological complexities of the global maritime industry and to contribute to sustainable development and effective communication.

THE ENVIRONMENTAL AWARENESS LEVEL AMONG SAUDI WOMEN AND ITS RELATIONSHIP TO SUSTAINABLE THINKING

Recognizing environmental concerns is crucial for fostering a mindset and implementing behaviors that contribute to sustainability. Individuals with good environmental awareness engage well in environmentally supportive behaviors and think in ways that contribute to a sustainable future. The current research aims to assess the level of environmental awareness among Saudi women and unveil the relationship between the level of environmental awareness and sustainable thinking. Additionally, the research seeks to explore the possibility of predicting sustainable thinking based on the level of environmental awareness. A questionnaire on environmental awareness and a questionnaire on sustainable thinking were applied to 176 female teachers working in the Wadi Dawasir governorate educational administration. The study utilised a descriptive-analytical methodology, namely the correlational predictive approach, to examine the relationship between the research variables and make predictions about their associations. The research results indicated a high level of environmental awareness among the research sample and a high level of sustainable thinking. Furthermore, the findings revealed a statistically significant positive correlational relationship between the level of environmental awareness and sustainable thinking. The results also demonstrated the possibility of predicting sustainable thinking based on the level of environmental awareness in the research sample.

THE ENVIRONMENTAL AWARENESS LEVEL AMONG SAUDI WOMEN AND ITS RELATIONSHIP TO SUSTAINABLE THINKING

Recognizing environmental concerns is crucial for fostering a mindset and implementing behaviors that contribute to sustainability. Individuals with good environmental awareness engage well in environmentally supportive behaviors and think in ways that contribute to a sustainable future. The current research aims to assess the level of environmental awareness among Saudi women and unveil the relationship between the level of environmental awareness and sustainable thinking. Additionally, the research seeks to explore the possibility of predicting sustainable thinking based on the level of environmental awareness. A questionnaire on environmental awareness and a questionnaire on sustainable thinking were applied to 176 female teachers working in the Wadi Dawasir governorate educational administration. The study utilised a descriptive-analytical methodology, namely the correlational predictive approach, to examine the relationship between the research variables and make predictions about their associations. The research results indicated a high level of environmental awareness among the research sample and a high level of sustainable thinking. Furthermore, the findings revealed a statistically significant positive correlational relationship between the level of environmental awareness and sustainable thinking. The results also demonstrated the possibility of predicting sustainable thinking based on the level of environmental awareness in the research sample.

Cyber-physical metaverse learning in cultural sustainable education

PurposeEducation for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.Design/methodology/approachIn this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.FindingsThe study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.Research limitations/implicationsThis is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.Originality/valueThis study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

A joint sustainable order-packing vehicle routing optimisation for the cold chain e-fulfilment

AbstractDue to the new normal caused by the pandemic, consumer behaviour has now shifted to online shopping not only for general commodities but also for food and other perishable products. Therefore, e-commerce fulfilment is now integrated with cold chain capabilities to satisfy stringent requirements on time-criticality and product quality, leading to the concept of cold chain e-fulfilment. In the cold chain e-fulfilment process, perishable orders are packed in thermal packaging solutions and delivered to consumers before the quality preservation time window. To secure a sufficient time buffer during last mile delivery, excessive use of thermal packaging materials is applied, which creates an adverse environmental impact on our eco-system. Aligning with low-carbon business practices, this study proposes a novel joint optimization model, namely the Joint Optimization of Sustainable Order Packing and Multi-Temperature Delivery Problem (JOSOPMDP), for order packing and vehicle routing decisions, where the sustainable use of thermal packaging materials is promoted without negatively influencing product quality and customer satisfaction. To evaluate its viability and performance, three sets of computational experiments are subsequently conducted. It is found that the proposed model is feasible to strike a balance between order packing and vehicle routing decisions. Compared with the traditional strategy, the average total cost and satisfaction level are improved by 3.26% and 47.88%, respectively. Consequently, this research fosters sustainable thinking in the cold chain e-fulfilment process, minimizing environmental impact.

Fostering innovation and sustainable thinking in surgery: an evaluation of a surgical hackathon.

Surgery represents a major source of carbon emissions, with numerous initiatives promoting more sustainable practices. Healthcare innovation and the development of a digitally capable workforce are fundamental in leveraging technologies to tackle challenges, including sustainability in surgery. A surgical hackathon was organised with three major themes: (1) how to make surgery greener, (2) the future of plastic surgery in 10 years, and (3) improving healthcare outcomes using machine learning. Lectures were given on sustainability and innovation using the problem, innovation, market size, strategy and team (PIMST) framework to support their presentations, as well as technological support to translate ideas into simulations or minimum viable products. Pre- and post-event questionnaires were circulated to participants. Most attendees were medical students (65%), although doctors and engineers were also present. There was a significant increase in delegates' confidence in approaching innovation in surgery (+20%, p < 0.001). Reducing waste packaging (70%), promoting recyclable material usage (56%) and the social media dimension of public perceptions towards plastic surgery (40%) were reported as the most important issues arising from the hackathon. The top three prizes went to initiatives promoting an artificial intelligence-enhanced operative pathway, instrument sterilisation and an educational platform to teach students research and innovation skills. Surgical hackathons can result in significant improvements in confidence in approaching innovation, as well as raising awareness of important healthcare challenges. Future innovation events may build on this to continue to empower the future workforce to leverage technologies to tackle healthcare challenges such as sustainability.

The Development of Students’ Worksheets Based on Combinatoric Reasons in Elementary School

This study was motivated by the many shortcomings of students’ worksheets so far, including the incapability in developing students’ scientific skills and high-level thinking. Meanwhile, the learning objectives of the elementary school level get students to think reasonably and solve problems. Therefore, developing students’ worksheets based on combinatoric reason is the solution, as it drills students to have sustainable thinking. This study aimed to see the validity, practicality, and effectiveness of students’ worksheets based on combinatoric reason. It is a Research and Development study with the Plomp model. The plomp model consists of preliminary investigation; design; realization/construction; and test, evaluation, and revision. The research instruments were students’ worksheets, validation form, questionnaire, and test form. The subject involved 40 students in the sixth grade of elementary school. The data analysis used is descriptive qualitative and descriptive quantitative. It resulted in 91,5% for the validity (very valid), 90,9% for the practicality (very practical), and 92,5% for the effectiveness (very effective). Thus, it indicates that students’ worksheets based on combinatoric reason are valid, practical, and effective, which are proper for elementary school. So, it is recommended that mathematics teachers use it in learning, because it trains students to use combinatorial reasoning. As a result, students become flexible and logical in determining strategies, as well as being systematic in solving problems. As a result, elementary school students' Problem-solving and higher order thinking abilities become better.

Organizational change towards the circular economy: A systematic review of the literature

AbstractScholars have long studied how organizations can transition towards greater sustainability, but it is only recently that they have begun to investigate a fundamentally new stream in sustainability thinking: the circular economy paradigm. Instead of the ‘make‐use‐dispose’ approach of a linear economy, a circular economy aims at eliminating waste and avoiding damage to the environment by closing resource loops. Given the recent surge of scholarly interest in the ways in which organizations can change towards working in a more circular way, it is important and timely to verify what scholars have learnt, what remains contested, and what should be done next. To this end, we are reviewing literature on the emerging field of ‘Organizational Change towards a Circular Economy’ (OCCE). We identify and analyse research that sits at the interface of organizational change theory and the circular economy paradigm and provide a systematic literature review. Our review reveals consensus, ambiguities, and differences in the OCCE literature along three main dimensions of organizational change (i.e., content, process, and context). Furthermore, we develop a novel and encompassing conceptualization of OCCE as well as outline future research opportunities. Overall, our study brings together the growing but fragmented body of OCCE research and outlines scientific and practical avenues for making progress in a more unified and systematic way.

Fostering sustainability capabilities through experience: A case study on virtual mobility in STEM

For a 21st century facing cascading crises, including global pandemics, climate change, and social and economic disruption, education is more critical than ever. Universities, and consequently their curricula, have a responsibility to prepare all students and graduates to respond to and live within a disrupted, complex, and uncertain future. One way of preparing students to think and address complex global challenges is through international learning experiences. However, the global pandemic triggered an unforeseen disruption to student mobility and the acceleration of online learning environments, such as virtual mobility programs. To date there has been little exploration of how virtual mobility programs can be designed for science and their ability to foster sustainability capabilities within the discipline. This paper reports on the design (its curriculum and pedagogy) of an experiential virtual mobility program, designed and delivered during the pandemic. It illustrates an innovative, co-created, STEM-focused case study whereby learning focused on varied approaches to agricultural challenges and practices. Through the perspective of student participants, key education for sustainability capabilities of sustainability thinking, collaboration, affective learning, critical reflection, and interdisciplinary knowledge were analysed as themes and are discussed in relation to how these capabilities were shaped by the program design. We share this discussion to support and expand the use of further meaningful virtual experiences to foster sustainability capabilities in an international (online) setting by other University educators.

ESD ‹in the Making›?

The article explores potentials and limitations of educational making for education for sustainable development (ESD) based on a list of competencies proposed by ESD researchers to achieve transformational educational goals (Rieckmann 2021). It focuses on three areas offering potential for ESD: first, learner empowerment; second, sustainability thinking, innovation thinking, and entrepreneurship education; and third, Education 4.0 and twenty-first century skills. It outlines central demands and concepts of both ESD and educational making as the theoretical backdrop for the analysis. After presenting core ideas and relevant research in each of the three areas, the article discusses their potential to foster the set of competencies proposed by the ESD movement. The analysis suggests that educational making indeed offers potential for ESD, but with some limitations and conditions that are discussed along with desiderata for further research.

Science Learning in the Context of 'Indigenous Knowledge' for Sustainable Development

This study investigates the integration of Indigenous Knowledge (IK) into science education as a means to foster sustainable development among high school students. Through a qualitative descriptive approach, involving semi-structured interviews with 20 participants in Morocco, the research explores the impact of IK on enhancing students' understanding of local ecosystems, promoting interest in interdisciplinary studies, and contributing to cognitive and personal growth towards sustainable thinking. Findings indicate that incorporating IK into science curricula significantly enriches students' learning experiences by bridging the gap between traditional wisdom and scientific inquiry, thus making science education more relevant and engaging. This approach not only deepens students' appreciation for cultural diversity and environmental stewardship but also encourages a more holistic understanding of science and its application to global challenges such as climate change and biodiversity conservation. The study highlights the educational value of integrating IK in developing thinking and problem-solving skills, and a sense of global citizenship among students. It advocates for educational reforms that include IK as a vital component of science learning, suggesting that such integration can play a crucial role in achieving sustainable development goals by preparing students to engage thoughtfully with complex environmental and societal issues. This research contributes to the discourse on enhancing science education through the inclusion of diverse knowledge systems, offering insights into how such pedagogical innovations can support more sustainable and inclusive futures.

Continuing teacher education with a view to education for sustainable development: challenges of integration between mathematics and science

Environmental education has been discussed worldwide throughout society, therefore an increase in actions that promote environmental awareness is essential and the need for the formation of critical, collective and sustainable thinking is emerging. Based on municipal, state and federal laws, the National Curricular Parameters and the National Common Curricular Base report that good academic performance would be of no use apart from the perception of the impact of individual and collective human actions on the environment. However, society has been facing challenges in the continued training of teachers, and developing tools that support the work of these professionals, including those in the Science area, through interdisciplinarity in the initial years, becomes essential. This article reinforces the need to provide such programs, which aim to develop methodological practices that seek lesson plans focused on environmental themes. The research was based on the challenges that teachers face when they propose to develop environments in their classrooms that are favorable to promoting social contexts. In addition to investigating what characteristics are necessary for the development of activities that support collaborative work, allowing the teacher to develop a role as a mediator and not just a transmitter of knowledge.