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Table of Contents
1 Cover
7 1 Sustainable Development 1.1 Introduction 1.2 Background 1.3 Promoting Sustainability in Higher Education References
8 Part I: Transforming the Curriculum – Pedagogy Focused Initiatives 2 Activist Learning for Sustainability 2.1 Introduction 2.2 Methodology and Case Description 2.3 Student Motivations and Experiences of the SSH Project 2.4 Areas of Student Learning: Embodied vs. Abstract Learning 2.5 Activist Learning across the Formal, Informal, and Hidden Curriculum 2.6 The Relationships Between Staff and the Activist Learner 2.7 Conclusion and Recommendations Acknowledgments References 3 Outcome‐Based Education Toward Achieving Sustainable Goals in Higher Education 3.1 Outcome‐Based Education (OBE) and its Significance 3.2 Pragmatic Mapping of Student Learning Outcomes and Learning Objectives 3.3 Current Research on OBE 3.4 Strategies to Enhance Student Learning Outcomes and Concluding Remarks Acknowledgment References 4 Transforming Ourselves to Transform Societies 4.1 Introduction 4.2 A Call for a Different Paradigm of Education: From Reproducing Systems to Transforming Ourselves and Society 4.3 A Response from Virtue Tradition 4.4 Virtue Education in Practice: Exploring Pathways to Develop Phronesis for Sustainability 4.5 Final Remarks References 5 Factors that Hinder the Implementation of Sustainability Initiatives in Higher Education Institutions 5.1 Introduction 5.2 Sustainability in Higher Education 5.3 Sustainability Initiatives in HEIs 5.4 Challenges for the Implementation of Sustainability Initiatives in HEI 5.5 Factors that Overcome the Challenges for the Implementation of Sustainability Initiatives in HEIs References 6 Developing Stakeholder Agency in Higher Education Sustainability Initiatives 6.1 Introduction 6.2 Literature Review 6.3 Transformative Agency 6.4 The Change Laboratory 6.5 Research Design 6.6 Findings 6.7 Discussion 6.8 Conclusion References 7 Technology‐Enhanced Education: Improving Students' Learning Experience in the Higher Education Context 7.1 Introduction of Sustainable Higher Education Made by Technology‐Enhanced Learning (TEL) 7.2 Sustainable Higher Education and TEL 7.3 Integrating Blended Learning in Higher Education (HE) 7.4 Exploring Innovative Ubiquitous Learning Tools in HE Context 7.5 The Impact of the Tech‐Enhanced Classroom to Students' Learning Experience under Various Courses 7.6 From Passive to Active: TEL Improving Students' Learning Experience in an HE Flipped Classroom References 8 Sustainability Assessment Tools in Higher Education Institutions 8.1 Introduction 8.2 An Overview of Sustainability Assessment and the Associated Tools at HEIs 8.3 Methods and Steps 8.4 Results and Comparative Analysis