Higher Education for Sustainable Development Goals

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
List of Figures
List of Tables
List of Contributors
List of Abbreviations
Chapter 1: Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability
	1.1: Mind the Gap Between Pedagogy and Teaching Methods
	1.2: Learning as a Climbing Adventure
		1.2.1: Disjuncture and The Need for Pedagogic Resonance
		1.2.2: Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning
	1.3: Mapping the Conceptual Terrain
		1.3.1: Threshold Concepts and Changes in Understanding
		1.3.2: Knowledge Integrations at The Threshold Concepts
	1.4: Charting the EfS Knowledge Mountains
	1.5: Implications for Mountain Guides and Adventurers
	1.6: Acknowlegdements
	References
Chapter 2: Universities – Players in the Race for Sustainable Development
	2.1: Introduction
	2.2: The Academic Revolutions and Multiple Functions of Universities
	2.3: Moving the SDG 2030 Agenda Forward Through Higher Education
	2.4: Responsible Management Education and Sustainable Development
		2.4.1: Sustainable Development Through Curricula: Some Examples
		2.4.2: Sustainable Development Through Green Campus Activities: Some Examples
		2.4.3: Sustainable Development Through Other Initiatives of Universities
	2.5: Conclusion
	References
Chapter 3: Sustainability in Portuguese Higher Education Institutions
	3.1: Introduction
	3.2: Higher Education Institutions and Sustainability
	3.3: Sustainability and HEIs in Portugal
	3.4: Portuguese HEIs in Sustainability Rankings
		3.4.1: Sustainability Tracking, Assessment and Rating System
		3.4.2: Times Higher Education Impact Rankings
		3.4.3: GreenMetric World Universities Rankings
	3.5: The Sustainability Report: the Cases of Four Portuguese HEIs
		3.5.1: Faculty of Engineering of the University of Porto
		3.5.2: University of Minho
		3.5.3: University of Coimbra
		3.5.4: ISCTE-University Institute of Lisbon
	3.6: Conclusion
	References
Chapter 4: Where is the Brazilian Higher Education Within the Sustainable Development Goal 4?
	4.1: Introduction
	4.2: Expansion of HE in Brazil
		4.2.1: Social Inclusion and Access Equity
		4.2.2: Professional Training in HE
		4.2.3: Quality Assessment
	4.3: The Boom of Distance Learning
	4.4: Looking into The Future
	References
Chapter 5: Incorporating SDG 11 in Higher Education Teaching – The Relevance of Mobility on Sustainable Cities and Communities
	5.1: Introduction
	5.2: Incorporating Mobility in the Teaching and Research Activities of an HEI
		5.2.1: The Course ‘Energy, Mobility and Transportation’
		5.2.2: Micromodules
		5.2.3: Incorporate Students in Research Activities
	5.3: The Power of Internationalization Under the Teaching Process
	5.4: Conclusion
	5.5: Acknowlegdements
	References
Chapter 6: Push and Pull: Sustainability Education for 21st Century Engineers
	6.1: Introduction
		6.1.1: History of Sustainable Development
		6.1.2: Education for Sustainable Development (ESD)
	6.2: Push from Students
		6.2.1: Youth Sustainability Activism
		6.2.2: Student Sustainability Initiatives
	6.3: Pull from Industry
		6.3.1: Involvement of Environmental Engineering in Industries
		6.3.2: Environmental Engineer vs Sustainability Engineer
		6.3.3: Role of an Environmental Engineer
		6.3.4: Distribution of Environmental Engineers in Different Industries
		6.3.5: Industry Sustainability Practices – Case Studies
		6.3.6: Environmental Engineering: A New Major
		6.3.7: Entrepreneurial Thinking Through 3C’s
	6.4: 21st Century Engineer
		6.4.1: Challenges of 21st Century
		6.4.2: Requirements of a 21st Century Engineer
	6.5: Sustainability Education in the 21st Century
		6.5.1: Role of Engineers in Sustainable Development
		6.5.2: Engineering Education for Sustainable Development (EESD)
	6.6: Conclusion
	References
Chapter 7: Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals
	7.1: Introduction
	7.2: Review of Literature
		7.2.1: Higher Education and Sustainable Development Goals
		7.2.2: Emotional Intelligence and Sustainable Development Goals
		7.2.3: Emotional Intelligence and Environmental Issues
		7.2.4: Emotional Intelligence and Society or Social Issues
		7.2.5: Emotional Intelligence and Economy or Financial Issues
		7.2.6: Methodology
	7.3: Results
	7.4: Discussion
	7.5: Conclusion and Recommendation for Future Research
	References
Chapter 8: Pedagogy for Living in Harmony with Nature – Sustainability in Higher Education
	8.1: Introduction
	8.2: Capitalism and Human Behaviour
		8.2.1: Capitalism and Communication Industries
		8.2.2: Plunder of Nature
		8.2.3: Pedagogy of Domination/ Consumerism
		8.2.4: Social Unsustainability
	8.3: Higher Education for Sustainable Development Goals (SDGs)
		8.3.1: Pedagogy of Harmony with Nature (PHN)
	8.4: Conclusion
	References
Index
About the Editors