(Editor) and Nanda Gunawardhana (Editor)
The Wiley Handbook of Collaborative Online Learning and Global Engagement
By Deirdre Johnston (Editor) and Irene López (Editor)
The Wiley Handbook of Sustainability in Higher Education Learning and Teaching
Edited by Kelum A. A. Gamage and Nanda Gunawardhana
This edition first published 2022
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Library of Congress Cataloging‐in‐Publication Data
Names: Kelum A. A. Gamage, 1983– editor. | Gunawardhana, Nanda, editor.
Title: The Wiley handbook of sustainability in higher education learning and teaching / edited by Kelum A. A. Gamage and Nanda Gunawardhana.
Other titles: Handbook of sustainability in higher education learning and teaching
Description: Hoboken, NJ : Wiley‐Blackwell, 2022. | Series: Wiley handbooks in education | Includes bibliographical references.
Identifiers: LCCN 2021048463 (print) | LCCN 2021048464 (ebook) | ISBN 9781119852827 (cloth) | ISBN 9781119852841 (adobe pdf) | ISBN 9781119852834 (epub)
Subjects: LCSH: Education, Higher–Social aspects. | Sustainable development. | Sustainable Development Goals. | Educational change.
Classification: LCC LC191.9 .W55 2022 (print) | LCC LC191.9 (ebook) | DDC 378–dc23/eng/20211109
LC record available at https://lccn.loc.gov/2021048463 LC ebook record available at https://lccn.loc.gov/2021048464
Cover Design: Wiley
Cover Image: © arthon meekodong/Getty Images
List of Figures and Tables
Figure 5.1 Green roof at Warsaw University Library.
Figure 8.1 The methodology of analyzing the sustainability assessment tools in HEIs.
Figure 8.2 The proportion of core elements of sustainability implementation at HEIs within the tools.
Figure 8.3 The profile of the sustainability dimensions within the assessment tools.
Figure 8.4 The top core thematic areas based on subcriteria in the studied sustainability assessment tools.
Figure 13.1 Simplified process flowchart for hydrogen life cycle. Depending on the LCA scope, it can be appropriate to include, for example, the hydrogen‐fueled vehicle, as well.
Figure 13.2 A simple representation of energy systems analysis and design from (a) an exaggerated conventional approach and (b) a sustainability‐oriented approach. Develop’t = Development.
Figure 13.3 Learning outcomes and energy systems engineering education.
Figure 13.4 Main themes of an energy systems engineering program.
Figure 13.5 Proposed sustainability stream within an engineering program, leading to the achievement of the requisite learning outcomes.
Figure 14.1 Significant landmarks on policies and education in the context of sustainability.
Figure 14.2 Most valued skills in Spain according to OECD Skills for Job Report, where skills related to environmental management are missing (OECD 2021).
Figure 14.3 Research publications about sustainability and environment education in Spain. Data from Scopus(2021).
Figure 14.4 Main barriers for sustainability education implementation.
Figure 14.5 Transversality for sustainability education.
Figure 14.6 Main actions taken by universities concerning sustainability.
Figure 15.1 Students enrolled in private universities in 2019/2020.
Figure 16.1 Circular steps for curriculum development by NCRC, HEC.
Figure 18.1 Students taking water quality measurements.
Figure 18.2 Waste analysis in a small municipality.
Figure 18.3 Measurement of water velocity in a stream during the practical course of hydropedology.
Figure 18.4 Presentation of Biotope City, Vienna, as a contribution to sustainable, climate‐sensitive urban open spaces.
Figure 18.5 Practical training in fruit tree pruning.
Figure 18.6 An excursion of Horticulture study program