scholarly journals Customized Education as a Framework for Strengthening Collaboration between Higher Education Institutions and Regional Actors in Sustainable Development—Lessons from Albania and Kosovo

2018 ◽  
Vol 10 (11) ◽  
pp. 3941 ◽  
Author(s):  
Jonas Meyer ◽  
Michael Pillei ◽  
Friedrich Zimmermann ◽  
Gernot Stöglehner
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Regional Development ◽  
Higher Education Institutions ◽  
Analytical Framework ◽  
Development Planning ◽  
Traditional Role ◽  
Regional Sustainability ◽  
Sustainable Regional Development ◽  
Sustainability Challenges

Higher education institutions (HEIs) in Albania and Kosovo have invested considerable efforts to tackle present regional sustainability challenges on a research-based and strategic level. This happened through their traditional role as a provider of research and education. Additional activities fostering HEIs as a driver for sustainable regional development and innovation have been initiated as part of their third mission. However, customized education approaches were missing in order to fulfill specific regional demands of different research and learning projects in collaboration with regional actors. This paper explores the recently finished project “Connecting Science-Society Collaboration for Sustainability Innovation—ConSus” which focuses on the efforts of HEIs in Albania and Kosovo to tackle present regional sustainability challenges in both countries. An analytical framework regarding collaborative learning opportunities towards sustainable regional development and innovation has been drafted based on five key elements (capacities of HEIs in regional development, planning, learning and implementation theory, and action research). This framework has been applied to analyze the learning activities of the ConSus project. As a main finding, customized education approaches in the contexts of sustainable development (SD) and collaboration of scientific and regional actors are important elements to cope comprehensively with real-world problems.

scholarly journals Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon

2019 ◽  
Vol 8 (2) ◽  
pp. 379 ◽  
Author(s):  
Jamil Hammoud ◽  
Mohamed Tarabay
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Ad Hoc ◽  
Developing World ◽  
Higher Education Institutions ◽  
Analytical Framework ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Sustainable Society

Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems.  Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012).  We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon.  The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model.  The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD

Sustainable regional development as a problem of managing the socio-economic system

Ergodesign ◽  
2020 ◽  
Vol 2020 (2) ◽  
pp. 58-62
Author(s):  
Alexander Anishenko ◽  
Tatyana Krotenko ◽  
Dmitriy Erokhin
Keyword(s):  
Sustainable Development ◽  
Regional Development ◽  
Economic System ◽  
Raw Materials ◽  
Resource Model ◽  
Systematic Analysis ◽  
Development Control ◽  
Sustainable Regional Development ◽  
Three Factor

A systematic analysis of the concept of "sustainable development of the region" is carried out . The classification of factors that affect the process of sustainable development is given. A three -factor resource model for the formation of sustainable development of the region , including human, financial and raw materials, is described. The necessity of systematic monitoring as an element of regional development control is substantiated.

scholarly journals Typical Challenges of Governance for Sustainable Regional Development in Globalized Latin America: A Multidimensional Literature Review

2020 ◽  
Vol 12 (7) ◽  
pp. 2702
Author(s):  
Alejandro Balanzo ◽  
Leonardo Garavito ◽  
Héctor Rojas ◽  
Lenka Sobotova ◽  
Oscar Pérez ◽  
...  
Keyword(s):  
Systematic Review ◽  
Latin America ◽  
Literature Review ◽  
Regional Development ◽  
Environmental Conservation ◽  
Environmental Concerns ◽  
Regional Sustainability ◽  
Governance Challenges ◽  
Sustainable Regional Development ◽  
Do So

The paper aims to identify and analyze what types of governance challenges for sustainable regional development in the context of globalization are more frequently found in scholarship regarding Latin America. In order to do so, we carried out a systematic review of scholarly works discussing regional sustainability issues across the region. Analytically, it provides a heuristic multidimensional framework for organizing and typifying the most frequent sustainable regional development governance challenges under study, offering a nuanced and interrelated account of economic, environmental, political, and socio-spatial scientific discussions. According to our findings, scholarship on Latin America shows a bricolage-like scenery where political atomization linked to economic factionalism and fragmentation stand out as frequently analyzed situations. Another frequent topic relates to discussions about political endeavors linked to environmental concerns, connecting incidence strategies with collective environmental conservation approaches.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

scholarly journals Design Thinking for Sustainable Development

2021 ◽  
Vol 12 (6) ◽  
pp. 1363-1368
Author(s):  
Mara Zeltina
Keyword(s):  
Sustainable Development ◽  
Environmental Science ◽  
Design Thinking ◽  
Interdisciplinary Approach ◽  
Development Planning ◽  
Project Work ◽  
Advantages And Disadvantages ◽  
Undergraduate Study ◽  
Sustainable Products ◽  
Sustainability Challenges

The complexity of environmental and sustainability challenges has created an ongoing need for innovative and integrated approaches to address them. Design disciplines have a long history. The method “design thinking”, originally applied in architecture, engineering and business, has led to new and creative problem solving, thus creating much potential for use in sustainable development planning. While principles of good design are well established, there has been limited integration of design thinking with environmental science, sustainable development planning and education. This research was focused on how a sustainability approach can be merged with design thinking to develop socially responsible and environmentally sustainable products and services. The case study has been carried out in the master’s study course Sustainable Development Planning. Some of basic principles and stages of design thinking, such as empathy, creativity, collaboration, responsibility and interdisciplinary approach have been tested by using students project work evaluation regarding certain criteria and survey after the study course. The first results of approbated design thinking principles and methods, significant advantages and disadvantages and the perspective of using this method have been analysed and discussed. As the result from this study proposals for the improvement of the content of this study course and related study courses (a study course on sustainable development issues is compulsory in all undergraduate study programs in Latvia) and for the specification of test tasks have been developed, considering also future needs to provide the study course remotely.

Sign in / Sign up

Export Citation Format

Share Document