Descript |
1 online resource (238 pages) |
Content |
text txt |
Media |
computer c |
Carrier |
online resource cr |
Edition |
1st ed. |
Contents |
Front Cover -- Higher Education for Sustainable Development Goals -- Contents -- Preface -- List of Figures -- List of Tables -- List of Contributors -- List of Abbreviations -- 1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability -- Abstract -- 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 -- 2 Universities - Players in the Race for Sustainable Development -- Abstract -- 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 -- 3 Sustainability in Portuguese Higher Education Institutions -- Abstract -- 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. |
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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 -- 4 Where is the Brazilian Higher Education Within the Sustainable Development Goal 4? -- Abstract -- 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 -- 5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities -- Abstract -- 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 -- 6 Push and Pull: Sustainability Education for 21st Century Engineers -- Abstract -- 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. |
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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 -- 7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals -- Abstract -- 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 -- 8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education -- Abstract -- 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 -- Back Cover. |
ISBN |
9788770224307 (electronic bk.) |
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