La sostenibilidad en la educación superior es cada vez más relevante, integrándose en la docencia e investigación universitaria. Las universidades forman profesionales conscientes del desarrollo sostenible, incorporando asignaturas y módulos específicos en sus planes de estudio. Estas iniciativas fomentan prácticas sostenibles y una mentalidad crítica. En investigación, las universidades lideran proyectos innovadores que abordan desafíos medioambientales y sociales, como energía renovable, gestión de residuos, conservación de la biodiversidad, cambio climático y las prácticas de buen gobierno corporativo. Así, la sostenibilidad se convierte en un componente clave de la agenda académica.
This study analyzes how 17 European university alliances from the first wave of the European Universities Initiative (2019) frame sustainability education in their mission statements. Using reflexive thematic analysis, three themes emerged: Student Agency, Driving Sustainable Change, and Navigating Global-Local Dynamics through Posthuman Bildung. The findings highlight how alliances align global sustainability goals, such as the SDGs, with local contexts, emphasizing collective responsibility, relational engagement, and ecological interconnectedness.This study analyzes how 17 European university alliances from the first wave of the European Universities Initiative (2019) frame sustainability education in their mission statements. Using reflexive thematic analysis, three themes emerged: Student Agency, Driving Sustainable Change, and Navigating Global-Local Dynamics through Posthuman Bildung. The findings highlight how alliances align global sustainability goals, such as the SDGs, with local contexts, emphasizing collective responsibility, relational engagement, and ecological interconnectedness. This research sheds light on the transformative role of alliances in advancing sustainability in higher education.
En la sociedad actual los Objetivos de Desarrollo Sostenible marcan una hoja de ruta en nuestro quehacer diario, tanto a nivel educativo como social. Partiendo de esta base, este proyecto de Innovación Educativa crea redes entre alumnado, profesorado y entidades fomentando un escenario inmejorable para poner en relación el área académica con la praxis. El objetivo general de este trabajo es ahondar en las potencialidades del proyecto desde una visión poliédrica implicando a alumnado, entidades sociales y profesorado. Tomando como base la perspectiva cualitativa se ha fomentado la participación activa del alumnado, profesorado y entidades del tercer sector en todo el proceso. Asimismo, todo el proceso ha sido documentado a través de grupos focales, ejercicios de escritura automática y un registro sistemático de los trabajos. El análisis de la documentación generada se ha desarrollado a través de una categorización deductivo-inductiva de la información mediante los softwares NVivo (Windows) e Iramuteq (0.7 alpha 2). Les resultados destacan el marcado carácter dialógico y participativo que han posibilitado las metodologías propuestas para el desarrollo de los TFGs, así como del propio proceso de coordinación, sistematización y evaluación de todo el proyecto de innovación en su conjunto. Estos hallazgos permiten corroborar algunos de las evidencias que la literatura científica arroja a la hora de señalar el valor añadido de propuestas pedagógicas como el Aprendizaje - Servicio o el Aprendizaje Basado en la Investigación dentro de la Educación Superior y más concretamente en el marco de desarrollo de los Objetivos de Desarrollo Sostenible.
La sostenibilidad no solo abarca la protección del medio ambiente, sino también la equidad social y el desarrollo económico, formando un trípode esencial para el bienestar de las generaciones presentes y futuras. El objetivo de esta investigación es: Analizar estrategias efectivas para la integración de la sostenibilidad en los planes de estudio universitarios. El enfoque de esta investigación es cuantitativo, el instrumento principal de recolección de datos es una encuesta, aplicada a 30 docentes que imparten cursos en diferentes disciplinas. El análisis de datos incluirá varias técnicas estadísticas, utilizando el programa SPSS. El análisis de las tendencias muestra que aquellos docentes que están familiarizados con los conceptos básicos de sostenibilidad son más propensos a haber recibido capacitación en sostenibilidad. Sin embargo, hay un número significativo de docentes que, a pesar de estar familiarizados con los conceptos básicos, no han recibido educación formal. El valor del chi-cuadrado de Pearson es 31,848 con 16 grados de libertad y una significación asintótica (bilateral) de 0,010, lo que indica una relación significativa entre la familiaridad con los conceptos básicos de sostenibilidad y la recepción de formación sobre sostenibilidad entre los docentes encuestados. El desarrollo del pensamiento crítico y ético es crucial para formar profesionales capaces de tomar decisiones informadas y responsables en el ámbito de la sostenibilidad.
Discover which of the world's universities are leading the way in social and environmental sustainability with the QS World University Rankings: Sustainability 2025.
Using a methodology comprised of indicators designed to measure an institution's ability to tackle the world’s greatest environmental, social and governance (ESG) challenges, the QS Sustainability Rankings 2025 features nearly 1,800 universities from around the world. University of Toronto is the top university for sustainability in the world this year, ranking ahead of ETH Zurich in second place. University of California, Berkeley (UCB) is the top university in the US for sustainability, sharing third place globally with Lund University in Sweden.
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Las competencias artísticas reflejadas en los planes docentes de la Educación Artística Superior impulsan la capacitación experta del alumnado universitario en el área, al tiempo que promueven una ciudadanía comprometida con su entorno en línea con los Objetivos de Desarrollo Sostenible (ODS). En el presente trabajo se estudian las relaciones entre competencias artísticas, arte y ODS en las titulaciones de grado y posgrado de tres universidades españolas con el objetivo de identificar contenidos artísticos y presencia de ODS en los 28 planes docentes analizados, mediante el método de la investigación documental y empleando la técnica de análisis de contenido. Los resultados obtenidos indican una esperada presencia mayoritaria de competencias relacionadas con el arte en los planes docentes, al tiempo que se muestra una relación meramente testimonial de competencias artísticas con los ODS, principalmente en las titulaciones de posgrado. Por todo ello, se constata un aceptable desarrollo de competencias artísticas en la educación superior y una pobre alineación de dichas competencias con la Agenda 2030, lo que reclama un compromiso más decidido por la implantación de los ODS en la educación artística superior a través de los planes docentes.
En el año 2015 Naciones Unidas aprobó los Objetivos de Desarrollo Sostenible (ODS) de la Agenda 2030, entre los que se encuentra el ODS 5 que propone la igualdad de género. A apenas siete años del término de esta Agenda, se constata que, aunque ha habido avances significativos, todavía falta compromiso y trabajo por parte de todas las administraciones y entidades educativas para contribuir al logro de todas las metas que incluyen los 17 ODS. En este contexto, los objetivos de este estudio son: 1) analizar, a partir de los informes oficiales que ofrece la web de los ODS de Naciones Unidas, las diferencias existentes entre hombres y mujeres a escala mundial, mostrando la vinculación entre el ODS 5 y otros ODS; 2) conocer el vínculo de la universidad con los Objetivos de Desarrollo Sostenible de la Agenda 2030, y en particular con el ODS 5; y 3) explorar las medidas que se han llevado a cabo por parte de la universidad española para la implementación del ODS 5, en la promoción de la igualdad de oportunidades entre hombres y mujeres, en el gobierno y en la investigación. Para alcanzar estos objetivos se ha empleado una metodología descriptiva, llevando a cabo una revisión bibliográfica de informes gubernamentales, legislación vigente española y publicaciones científicas. Como conclusiones, se reconocen los avances significativos que se han logrado en términos de políticas de igualdad, promoción de la perspectiva de género en la educación, investigación y la participación de las mujeres en roles académicos y de liderazgo. Sin embargo, también se han identificado desafíos persistentes, como las brechas de género en ciertas disciplinas y la necesidad de abordar y eliminar la violencia de género en el entorno universitario. Es esencial mantener y fortalecer el compromiso con políticas inclusivas y medidas concretas que aborden las desigualdades de género en la Educación Superior. Esto implica promover la diversidad y la equidad en la contratación y promoción del personal académico, así como garantizar que se fomente una cultura universitaria libre de discriminación y violencia de género.
Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation.
The integration of digital technologies in Higher Education (HE) has dramatically changed the way students learn, however it has also raised critical concerns about the sustainability aspects of digital learning. Although a considerable amount of literature has been published on digital learning and Sustainable Development (SD) in HE, further research is needed to establish a comprehensive research framework which synthesises and organises the knowledge in this area. This paper draws on a critical review of the literature to develop a conceptual research framework on sustainable digital learning in HE from an Information Systems' lens. The proposed framework is the outcome of a thorough integrative review, followed by a thematic analysis of relevant sources which outlines common research themes in the literature and identifies major areas for future research. The proposed framework provides researchers and educators with valuable insights on the use of digital technologies to promote SD in HE and highlights the importance of sustainability awareness. It further defines focus areas and future research directions which can guide their research, thereby assisting in building a coherent body of knowledge in this research area.
This paper undertakes a comprehensive investigation into incorporating sustainability within higher education, aligning with the United Nations' Sustainable Development Goals (SDGs). Utilizing quantitative and qualitative research methods, our study delves into the status quo, methodologies, and impacts of sustainability education across a spectrum of international and local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics, from best practices in sustainability integration and educational frameworks to the influence of global initiatives like the Impact Ranking on promoting SDG-aligned transformations within academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of successful sustainability strategies and interventions. These are juxtaposed with a global overview that uncovers the varying challenges and opportunities present in implementing sustainability education worldwide. Among our key findings is the essential role of interdisciplinary approaches and the critical need for active faculty involvement in fostering sustainability education. Drawing from a rich compilation of data and narratives, the paper presents a set of strategic recommendations designed to enhance the efficacy and reach of sustainability education. These recommendations are informed by the challenges observed and the success stories identified during our investigation. Ultimately, our research underscores the indispensable role that higher education plays in preparing future generations to navigate and address the complexities of sustainability challenges effectively.
Purpose
Relying on institutional theory and Oliver’s (1991) strategic responses framework, the purpose of this paper is to investigate the different strategies adopted by Spanish public universities to respond to institutional pressures for sustainability reporting.
Design/methodology/approach
Data were collected from a variety of sources, such as a series of email-structured interviews with key personnel from universities, a qualitative analysis of sustainability reports and a consultation of the website of each Spanish public university.
Findings
The findings reveal that Spanish public universities have responded to institutional pressures for sustainability reporting by adopting acquiescence, compromise, avoidance and defiance strategies. The variety of strategic responses adopted by Spanish public universities suggests that these organizations have not fully adhered to institutional pressures.
Practical implications
The results of this paper would be useful for practitioners since it tries to demonstrate whether universities, which are facing increasing institutional pressures and demands from stakeholders, have been developing sustainability reporting practices.
Social implications
Universities have a remarkable social impact that could be used to promote sustainability practices. This paper investigates how these organizations can contribute to sustainability reporting as they should reproduce social norms.
Originality/value
The sustainability reporting context is in a phase of change. This paper tries to contribute to the accounting research by analyzing the extent to which universities are engaged in sustainability reporting. Relying on these premises, Oliver’s (1991) framework might be an insightful theoretical perspective to examine the responses provided by universities to institutional pressures.
South African universities are facing significant financial challenges that threaten their sustainability. Factors such as reduced government funding, unpredictable tuition collection, and the need to generate additional revenue have become major concerns for universities. This study investigates the perceptions of academic and non-academic staff regarding revenue sourcing to enhance financial sustainability at a university of technology. Quantitative data was collected using a questionnaire. The findings show that the university is using a diversified revenue structure and that revenue sourcing is a financial challenge for the university. This implies that the university’s current revenue generation strategies are inadequate. The respondents perceived revenue sourcing as a financial challenge and that relying on a single source of revenue is not financially viable. Low research output was considered a barrier to financial sustainability and improving research output was identified as a means of improving financial sustainability. Respondents agreed that appointing staff members who could attract funding and improvements in the infrastructure of the university would assist in removing barriers to financial sustainability and increase income together with offering short courses. Recommendations suggested by the respondents to increase revenue included the need to diversify revenue sources and that offering new courses and using international collaborations and university segments to establish industrial partnerships would generate additional revenue.
Introduction: in the context of global environmental challenges, university education emerges as a fundamental pillar to cultivate proactive attitudes towards sustainability. This research not only seeks to influence individual perceptions, but also the ability of these students to contribute significantly to policies and decision-making processes related to the environment.
Objective: implement a methodological proposal that uses educational events, artistic events and social responsibility projects to strengthen attitudes towards environmental sustainability in university students.
Method: a quantitative approach and a pre-experimental design were used, applying pre-test and post-test to students from five majors at a public university. The intervention was based on four thematic axes: classification and selection of solid waste, rational use of water, efficient use of electrical energy and university safety.
Results: the results revealed positive changes in student attitudes, with significant increases in solid waste classification (from 28 % to 72 %), university safety (from 32 % to 75 %), rational use of water (from 34 % % to 76 %) and energy efficiency (from 43 % to 82 %). In addition, a strengthening of continuous environmental knowledge was observed by 46 %, representing an increase of 81 %.
Conclusions: these findings suggest that universities can play a crucial role in promoting environmental educational policies that train professionals committed to nature and future generations, thus contributing to the construction of a paradigm that integrates ethics and socio-environmental responsibility.
The dominant model of universities, especially in the social sciences, is often based upon academic disciplines, objectivity, and a linear knowledge-transfer model. It facilitates competition between academics, educating students for specifc professions from an objective, descriptive, and neutral position. This paper argues that this institutional model of universities is inadequate to contribute efectively to societal transitions towards just and sustainable futures. Taking the Erasmus University Rotterdam (EUR), the Netherlands, as an example, this paper illustrates the problems with the dominant (twentieth century) model of universities in the social sciences and explores what strategies universities can develop to transform. It introduces the notions of transformative research and transformative education: transdisciplinary, collaborative, and action-oriented academic work that explicitly aims to support societal transitions. It presents the design impact transition (DIT) platform as an ‘institutional experiment’ at the EUR and a concerted and strategic efort that lays bare current lock-ins of the dominant university model and the kind of institutional work needed to transform universities.