Preface |
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xi | |
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xiii | |
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xvii | |
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xix | |
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xxiii | |
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1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability |
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1 | (22) |
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1.1 Mind the Gap Between Pedagogy and Teaching Methods |
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2 | (3) |
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1.2 Learning as a Climbing Adventure |
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5 | (5) |
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1.2.1 Disjuncture and The Need for Pedagogic Resonance |
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6 | (2) |
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1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning |
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8 | (2) |
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1.3 Mapping the Conceptual Terrain |
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10 | (5) |
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1.3.1 Threshold Concepts and Changes in Understanding |
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10 | (3) |
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1.3.2 Knowledge Integrations at The Threshold Concepts |
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13 | (2) |
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1.4 Charting the EfS Knowledge Mountains |
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15 | (3) |
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1.5 Implications for Mountain Guides and Adventurers |
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18 | (1) |
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19 | (4) |
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19 | (4) |
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2 Universities - Players in the Race for Sustainable Development |
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23 | (20) |
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24 | (2) |
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2.2 The Academic Revolutions and Multiple Functions of Universities |
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26 | (2) |
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2.3 Moving the SDG 2030 Agenda Forward Through Higher Education |
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28 | (3) |
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2.4 Responsible Management Education and Sustainable Development |
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31 | (5) |
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2.4.1 Sustainable Development Through Curricula: Some Examples |
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33 | (1) |
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2.4.2 Sustainable Development Through Green Campus Activities: Some Examples |
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34 | (1) |
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2.4.3 Sustainable Development Through Other Initiatives of Universities |
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35 | (1) |
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36 | (7) |
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37 | (6) |
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3 Sustainability in Portuguese Higher Education Institutions |
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43 | (40) |
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44 | (1) |
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3.2 Higher Education Institutions and Sustainability |
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45 | (5) |
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3.3 Sustainability and HEIs in Portugal |
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50 | (5) |
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3.4 Portuguese HEIs in Sustainability Rankings |
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55 | (7) |
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3.4.1 Sustainability Tracking, Assessment and Rating System |
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55 | (1) |
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3.4.2 Times Higher Education Impact Rankings |
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56 | (6) |
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3.4.3 GreenMetric World Universities Rankings |
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62 | (1) |
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3.5 The Sustainability Report: the Cases of Four Portuguese HEIs |
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62 | (11) |
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3.5.1 Faculty of Engineering of the University of Porto |
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64 | (2) |
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3.5.2 University of Minho |
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66 | (2) |
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3.5.3 University of Coimbra |
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68 | (2) |
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3.5.4 ISCTE-University Institute of Lisbon |
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70 | (3) |
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73 | (10) |
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74 | (9) |
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4 Where is the Brazilian Higher Education Within the Sustainable Development Goal 4? |
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83 | (34) |
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84 | (3) |
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4.2 Expansion of HE in Brazil |
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87 | (13) |
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4.2.1 Social Inclusion and Access Equity |
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91 | (3) |
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4.2.2 Professional Training in HE |
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94 | (3) |
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97 | (3) |
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4.3 The Boom of Distance Learning |
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100 | (4) |
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4.4 Looking into The Future |
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104 | (13) |
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109 | (8) |
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5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities |
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117 | (24) |
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118 | (2) |
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5.2 Incorporating Mobility in the Teaching and Research Activities of an HEI |
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120 | (16) |
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5.2.1 The Course `Energy, Mobility and Transportation' |
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121 | (12) |
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133 | (1) |
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5.2.3 Incorporate Students in Research Activities |
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134 | (2) |
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5.3 The Power of Internationalization Under the Teaching Process |
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136 | (2) |
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138 | (1) |
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139 | (2) |
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139 | (2) |
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6 Push and Pull: Sustainability Education for 21st Century Engineers |
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141 | (30) |
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Lakshika N. Kuruppuarachchi |
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142 | (4) |
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6.1.1 History of Sustainable Development |
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142 | (2) |
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6.1.2 Education for Sustainable Development (ESD) |
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144 | (2) |
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146 | (1) |
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6.2.1 Youth Sustainability Activism |
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146 | (1) |
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6.2.2 Student Sustainability Initiatives |
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146 | (1) |
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147 | (5) |
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6.3.1 Involvement of Environmental Engineering in Industries |
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148 | (1) |
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6.3.2 Environmental Engineer vs Sustainability Engineer |
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148 | (1) |
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6.3.3 Role of an Environmental Engineer |
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148 | (1) |
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6.3.4 Distribution of Environmental Engineers in Different Industries |
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148 | (1) |
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6.3.5 Industry Sustainability Practices - Case Studies |
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149 | (1) |
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6.3.6 Environmental Engineering: A New Major |
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150 | (1) |
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6.3.7 Entrepreneurial Thinking Through 3C's |
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151 | (1) |
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6.4 21st Century Engineer |
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152 | (2) |
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6.4.1 Challenges of 21st Century |
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152 | (1) |
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6.4.2 Requirements of a 21st Century Engineer |
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153 | (1) |
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6.5 Sustainability Education in the 21st Century |
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154 | (4) |
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6.5.1 Role of Engineers in Sustainable Development |
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156 | (1) |
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6.5.2 Engineering Education for Sustainable Development (EESD) |
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156 | (2) |
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158 | (13) |
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159 | (12) |
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7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals |
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171 | (10) |
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172 | (1) |
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173 | (2) |
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7.2.1 Higher Education and Sustainable Development Goals |
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173 | (1) |
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7.2.2 Emotional Intelligence and Sustainable Development Goals |
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173 | (1) |
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7.2.3 Emotional Intelligence and Environmental Issues |
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174 | (1) |
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7.2.4 Emotional Intelligence and Society or Social Issues |
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174 | (1) |
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7.2.5 Emotional Intelligence and Economy or Financial Issues |
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175 | (1) |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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7.5 Conclusion and Recommendation for Future Research |
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177 | (4) |
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178 | (3) |
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8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education |
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181 | (22) |
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182 | (3) |
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8.2 Capitalism and Human Behaviour |
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185 | (8) |
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8.2.1 Capitalism and Communication Industries |
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186 | (2) |
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188 | (1) |
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8.2.3 Pedagogy of Domination/Consumerism |
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189 | (3) |
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8.2.4 Social Unsustainability |
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192 | (1) |
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8.3 Higher Education for Sustainable Development Goals (SDGs) |
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193 | (3) |
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8.3.1 Pedagogy of Harmony with Nature (PHN) |
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194 | (2) |
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196 | (7) |
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197 | (6) |
Index |
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203 | (8) |
About the Editors |
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211 | |