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
© 2022 John Wiley & Sons, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Kelum A. A. Gamage and Nanda Gunawardhana to be identified as the authors of the editorial material in this work has been asserted in accordance with law.
Registered Office John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
Editorial Office 111 River Street, Hoboken, NJ 07030, USA
For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.
Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.
Limit of Liability/Disclaimer of Warranty While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
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