Note: Intro -- Preface -- Contents -- Contributors -- 1 Transforming Collaborative Practices for Curriculum and Teaching Innovations with the Sustainability Forum (University of Bedfordshire) -- Abstract -- 1 Introduction -- 2 University of Bedfordshire's Baseline Scenario in 2013 -- 2.1 Education for Sustainability Commitments -- No Mechanisms for Implementation -- 2.2 Limited Unit Provision in Sustainability -- 2.3 Isolated Academics -- 3 Academics Form a Community of Practice -- 4 Generating Curriculum Consequences and  Demonstrating its Success in Informal Leadership (Bourhis et al. 2005) Learning Opportunities -- 4.1 Defining Sustainability and Its Incorporation into the Curriculum Framework -- 4.2 University Wide Curriculum Offerings -- 4.2.1 Model UN World Climate Negotiation Event -- 4.2.2 Climate Change Collaborations -- 5 Broader Strategic Benefits Delivered by the SF -- 6 Explaining the Sustainability Forum as an Ongoing Generator of Curriculum Change -- 7 Conclusion -- References -- 2 Enabling Faith-Inspired Education on the Sustainable Development Goals Through e-Learning -- Abstract -- 1 Introduction -- 2 Background -- 3 An e-Learning Governance Model for Countries in the Global South -- 4 The Governance Model at Work: Technology and Curriculum Design Through Ownership-Inspired Governance -- 5 Conclusion -- Acknowledgements -- References -- 3 Sustainable Architecture Theory in Education: How Architecture Students Engage and Process Knowledge of Sustainable Architecture -- Abstract -- 1 Introduction -- 2 Changing Perspectives: Problem or Opportunity -- 3 Literature and Policy -- 4 The Role of the Architect -- 5 The Role of Theory in Design Education -- 6 How Designers Learn -- 7 Sustainability Education at Aarhus School of Architecture -- 8 Designing a Pedagogical Approach for Sustainable Architecture Theory. , 9 Methodology for Observation and Analysis -- 10 Reflections on the Students Learning -- 11 Conclusion -- References -- 4 Education for Sustainability in Higher Education Housing Courses: Agents for Change or Technicians? Researching Outcomes for a Sustainability Curriculum -- Abstract -- 1 Introduction: Housing Studies and Its Place in Sustainability Education -- 2 The Research Study -- 3 What Is Being Taught as "Sustainability" on Housing Courses? -- 4 How Important Is Education for Sustainability to Housing Academics? -- 5 What Factors Have Led to the Inclusion of Sustainability Within the Housing Curriculum? -- 6 The Research Findings -- 7 What Do the Curricula of Housing Courses at UK Universities Include Under the Heading of "Sustainability"? -- 8 The Role of Professional Bodies and Subject Benchmark Statements -- 9 What Does "Education for Sustainability" Mean to Those Who Set the Curriculum? Is There a Radical Agenda? -- 10 The Next Steps -- References -- 5 A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum-A Case Study from the Nottingham Trent University's Green Academy -- Abstract -- 1 Introduction -- 2 Importance of ESD in HEIs -- 3 The Sustainable Development Goals -- 4 Nottingham Trent University and ESD -- 5 The Future Thinking Learning Room -- 6 Community and Estate Projects in Relation to SDGs -- 7 Challenges Faced -- 8 Impacts and Outcomes -- 9 Further Engaging Students and Staff with the SDGs -- 10 Conclusion -- 11 Recommendations for a Similar Approach -- References -- 6 Sustainability Curriculum in UK University Sustainability Reports -- Abstract -- 1 Introduction -- 2 Literature Review -- 2.1 Sustainability Curriculum Audits -- 2.2 Sustainability Reporting in Higher Education -- 3 Research Design -- 3.1 Sample -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Findings and Discussion. , 5 Limitations -- 6 Conclusion -- Appendix A -- References -- 7 Discomfort, Challenge and Brave Spaces in Higher Education -- Abstract -- 1 Introduction -- 2 Part I: Learning at the Edge-Breaking the Mould -- 2.1 Discomfort and Transformation -- 2.2 Building Relationships: The Performance of Non-human Nature -- 3 Part II: Opportunities for Higher Education -- 3.1 Enabling HE Teachers and Students to Step into 'Brave Spaces' of Learning -- 3.2 'Challenge by Choice': Developing an Emancipatory Education -- 3.3 Pluralising Understandings of Injustice and Sustainability and Visioning HE as a Place of Non-conformity -- 3.4 Cultivating Connection with the Natural World -- 3.5 Confronting and Appeasing the Student Satisfaction and TEF Agenda Within HE -- 4 Conclusion -- References -- 8 The Teaching-Research-Practice Nexus as Framework for the Implementation of Sustainability in Curricula in Higher Education -- Abstract -- 1 Introduction -- 2 The Teaching-Research-Practice Nexus -- 3 Methodology -- 4 Results and Analysis -- 4.1 Background Analysis: General Linking Mechanisms of the TRPN -- 4.2 Background Analysis: General Communication Mechanisms of the TRPN -- 4.3 Positioning of the University of Applied Sciences Magdeburg-Stendal -- 4.4 Results of the Questionnaire Survey -- 4.5 Qualification and Further Education of Teachers and Professors -- 4.6 Transferability Potential of the Questionnaire's Results -- 5 Conclusion and Outlook -- Acknowledgements -- References -- 9 Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Survey Research Strategy -- 2.1.1 Countries and Higher Education Institutions Sampled -- 2.1.2 Education Sustainable Development Categories in Higher Education Institutions Undergraduate Programs Sampled. , 2.2 Limitations of the Survey and Classification Procedure -- 3 Initial Results -- 3.1 Distribution of Sustainable Development Categories in Undergraduate Curricula for Universities Sampled -- 3.2 Subjects by Faculty Per University Associated to the UNESCO ESD Categories -- 4 Discussion -- 5 Initial Conclusions and Further Research -- References -- 10 Biorefinery Education as a Tool for Teaching Sustainable Development -- Abstract -- 1 Introduction -- 1.1 Savonia and OIS -- 1.2 Constructivistic View on Learning and Action Research -- 1.3 ABOWE Project Topic and Goal -- 2 ABOWE Biorefinery Pilot Plant Overall Design, Engineering and Construction -- 3 ABOWE Biorefinery Pilot Plant -- 4 ABOWE Biorefinery Pilot Plant Testing and Public Exhibiting -- 5 Student Participation and Their Views on Learning within ABOWE Project -- 5.1 Participation in the Pilot Plant Engineering and Construction -- 5.2 Participation in the Pilot Plant Testing -- 5.3 Participation in the Investment Memos and the National Events -- 6 Conclusions -- Acknowledgements -- References -- 11 Reflections on Using Creativity in Teaching Sustainability and Responsible Enterprise: A First and Second Person Inquiry -- Abstract -- 1 Introduction: A New Eaarth -- 2 Universities and Sustainability -- 3 Creativity -- 4 'I Love Learning' Project -- 5 Putting Creativity into Practice -- 5.1 Creativity and Responsible Enterprise -- 6 Growing Out of Action Research -- 7 Categorising Creative Interventions -- 8 Towards a New Model for Creative Learning 1: A 'Creativity Map' Using Extended Ways of Knowing -- 9 'A Creativity Map' of Interventions -- 10 Reflections on Quality and the Creative Interventions Undertaken -- 11 Towards a New Model for Creative Learning 2: Kick Starting Creativity in Teaching and Learning-Growing 'Creativity Greenhouses'. , 12 'Grow Your Own 'Creativity Greenhouse'-A 'Can Do' Approach -- 13 Strengths of the Model -- 14 Self-organising, from the Bottom up -- 15 Conclusions -- References -- 12 A SDG Compliant Curriculum Framework for Social Work Education: Issues and Challenges -- Abstract -- 1 Introduction -- 2 International Concerns for Higher Education -- 2.1 Developments till 2015 -- 2.2 Post 2015 Developments -- 3 Rationale for Curriculum Change -- 4 Social Work Education: A Major Concern -- 5 Ingredients for SDG Responsive Curriculum -- 5.1 Curriculum to Be Dynamically Evolving -- 5.2 Identifying the Synergies with SDGs -- 5.3 Need for Regulatory Structure -- 5.4 Need for Interdisciplinary Courses -- 5.5 Developing Global Competence -- 5.6 Beyond Political Boundaries -- 5.7 Need to Enhance Outreach -- 6 Discussions and Conclusion -- Refrences -- 13 Research Informed Sustainable Development Through Art and Design Pedagogic Practices -- Abstract -- 1 Introduction -- 2 Collective Visioning -- 3 Learning Undisciplined Behaviour -- 4 Education for Sustainable Development -- 5 A Creative Journey -- 6 Walking and Talking as a Transformative Tool for Learning -- 7 Co-production -- 8 Conclusion -- References -- 14 A Critical Evaluation of the Representation of the QAA and HEA Guidance on ESD in Public Web Environments of UK Higher Education Institutions -- Abstract -- 1 Introduction: Sustainability in a Global Competitive HE Sector -- 2 Growing Recognition for ESD -- 3 Methods -- 4 Results -- 4.1 QAA and HEA Guidance for ESD -- 5 Education for Sustainable Development -- 5.1 Estate Sustainability -- 5.2 Involvement -- 6 Discussion -- 7 Implications -- 8 Limitations -- 9 Conclusions -- References -- 15 Curriculum Review of ESD at CCCU: A Case Study in Health and Wellbeing -- Abstract -- 1 Introduction: ESD at CCCU -- 2 ESD Curriculum Review: An Overview. , 3 Curriculum Review at CCCU.

Note: Intro -- Preface -- Contents -- Institutional Practices and Frameworks -- Engaging Students and Campus Community in Sustainability Activities in a Major Canadian University -- 1 Introduction -- 2 Theory and Methodology -- 3 Research Questions Related to Student and Community Engagement -- 4 Key Sustainability Initiatives at the University of British Columbia -- 5 Collective Action as a Foundation for Creating a Vibrant Community -- 6 Transforming the Campus into a Living Lab -- 6.1 Sustainability-in-Residence -- 6.2 Human and Environmental Wellbeing at UBC -- 7 University as an Agent of Change -- 7.1 The SEEDS Sustainability Program: Experiential Learning -- 7.2 Sustainability Ambassadors: Outreach Activity -- 7.3 UBC Reads Sustainability: Learning Beyond the Classroom -- 7.4 Student Sustainability Council: Leadership Opportunities -- 7.5 Off-Campus Program: The Greenest City Scholars -- 8 Conclusions -- References -- A Review on Integrated Information System and Sustainability Implementation Framework in Higher Education -- 1 Introduction -- 2 Implementing Sustainability in HEIs -- 2.1 Sustainability Implementation Frameworks for HEIs -- 2.2 The Information System Strategy for Assessing Sustainability in HEIs -- 3 Further Research Needs and Opportunities -- 4 Conclusions -- References -- How the Structures of a Green Campus Promotes the Development of Sustainability Competences. The Experience of the University of Bologna -- 1 Introduction. Sustainable Development and University: The Importance of Make Structures and Places Sustainable -- 2 Educating for Sustainable Development: Political Dimension and Need for Participation -- 3 Participation in Practice: The Experience of the "Terracini in Transition" Living Lab and the Creation of the University of Bologna's Green Office -- 4 Methodology -- 5 Data Analysis and Main Results. , 5.1 Potential for University's Transition Toward Sustainability -- 5.2 Relationship Between Green Office Participation and Skills Development -- 5.3 University Facilities for Training to Sustainability -- 5.4 What the University Green Office Can Do for City of Bologna's Sustainability -- 6 Conclusions -- References -- Generating a New Idea of Public Mission for Universities. A Sustainable Communication Paradigm for Community Building -- 1 Introduction -- 2 Beyond the Concept of Knowledge Transfer: Towards a New Relationship Among Research, Education and Third Mission -- 3 Communicating the Third Mission: The Generative Perspective -- 4 Generating a New Idea of Public Mission for Universities: Two Case Studies -- 5 The Good Practices of Job Placement Project -- 6 Generative Communication for CsaVRI -- 7 Conclusion -- References -- Involving Students in Implementing a Campus Culture of Sustainability -- 1 Introduction -- 2 Inclusion of Sustainability in Economics -- 3 Economics of Sustainability -- 3.1 Background and Methodology -- 3.2 Results -- 3.3 Life Cycle Assessment as an Integrated Learning Tool -- 4 Concluding Comments and Next Steps -- Appendix 1: Course Learning Outcomes and Assignment Prompts -- Appendix 2: Assessment Table -- Appendix 3: Assignment Learning Outcomes-Instructor Evaluation -- References -- University of São Paulo Environmental Policy: Master Plan and Pilot Projects for Pirassununga and Ribeirão Preto Campuses -- 1 Introduction -- 2 Materials and Methods -- 2.1 Pirassununga Campus -- 2.2 Ribeirão Preto Campus -- 3 Results -- 3.1 Pilot Projects on Pirassununga Campus -- 3.2 Pilot Projects on Ribeirão Preto Campus -- 4 Conclusion -- References -- Mind the Gap! Developing the Campus as a Living Lab for Student Experiential Learning in Sustainability -- 1 Introduction -- 2 Our Research Methodology. , 3 Background: Campus as a Living Lab for Learning in Sustainability -- 4 Experiential Learning for Sustainability in Theory and Practice -- 5 The Experiential Learning Spectrum: Building on Experience Toward Holistic Practice in Sustainability -- 6 Campus as Living Lab as a Context for Experiential Learning -- 7 Perspectives at UCSC: Mind the Gap! In Experiential Learning -- 8 Conclusions: What Are We to Do to Fill the Gap? -- References -- A Pragmatic Framework for Setting Up Transdisciplinary Sustainability Research On-Campus That Can Make a Difference -- 1 Introduction -- 2 A Pragmatic Framework for Education for Sustainability -- 3 Putting Students in Pole Position to Facilitate Sustainability Change -- 4 Setting up a Carbon Footprint Project at KU Leuven Campus -- 5 Implementing a Vegan Food Choice to Mediate Sustainability Change -- 6 Discussion -- 7 Conclusion -- References -- The Brazilian Educational System: An Analysis of a Hypothetical Full Shift to Distance Teaching -- 1 Introduction: The Brazilian Education System, and the Paper Limitations -- 2 Methodology: Emergy Accounting and the Calculation Phases -- 3 Phase 1: Infrastructure of Traditional Schools and Distance Teaching Centers -- 4 Phase 2: Systems Operation -- 5 Phase 3: Access to Information -- 6 Phase 4: Information Flows Within the System -- 7 The Hypothetical Full Switch from In-class to Distance Teaching -- 8 Results and Discussion -- 9 Conclusions -- References -- Using the Learning in Future Environments (LiFE) Index to Assess James Cook University's Progress in Supporting and Embedding Sustainability -- 1 Introduction: The Role of Higher Education in Supporting Sustainable Development -- 2 Sustainability Assessment: The Learning in Future Environments (LiFE) Index -- 3 James Cook University's Approach to Sustainability Assessment for LiFE. , 4 James Cook University's Performance (2013, 2015, 2017) -- 5 JCU's Experiences in Using LiFE -- 6 Concluding Remarks -- References -- How Green Can You Go? Initiatives of Dark Green Universities in the Philippines -- 1 Introduction -- 1.1 Research Question and Significance of the Study -- 1.2 Methodology, Scope and Limitations -- 2 Theory, Policy and Practice in Sustainable Development -- 2.1 Education for Sustainable Development -- 2.2 Policy Responses to ESD -- 2.3 Green Campus: Criteria for Ranking -- 2.4 The Dark Green School Initiatives in the Philippines -- 2.5 National Search for Sustainable and Eco-Friendly Schools -- 3 Dark Green Schools: Findings from Four Universities -- 3.1 Profile of Featured Universities -- 3.2 Campus Greening and Biodiversity -- 3.3 Energy Conservation, Water Conservation and Anti-pollution Measures -- 3.4 Solid Waste Management -- 3.5 Extension Programs for the Larger Community -- 4 Conclusion -- 5 Way Forward and Future Research -- References -- Green Campus and Environmental Preservation on a Brazilian University -- 1 Introduction -- 2 Methodology -- 3 Environmental Planning in UPF's Campus I -- 4 The Monitoring Plan for the Campus' I Flora -- 5 Final Considerations -- References -- Sustainable Universities: A Comparison of the Ecological Footprint, Happiness and Academic Performance Among Students of Different Courses -- 1 Introduction -- 2 Ecological Footprint -- 3 Happiness -- 4 Academic Performance -- 5 Method -- 6 Results -- 7 Conclusions -- Appendix 1-Questionnaire -- Appendix 2-Representation and Graphic Interpretation of Results -- References -- Sustainability in Higher Education: The Impact of Transformational Leadership on Followers' Innovative Outcomes A Framework Proposal -- 1 Introduction -- 2 Literature Review -- 2.1 Higher Education Role in the Sustainable Development. , 2.2 Measuring Sustainability in Higher Education Institutes -- 2.3 Leadership in Creative Venture -- 2.4 Leaders Implicit Followership Theory (LIFT) -- 2.5 Transformational Leadership Theory -- 2.6 Positive Psychology -- 2.7 Innovation and Its Classification -- 2.8 Global Innovation Index (GII) -- 3 Theory and Hypotheses -- 3.1 Organizations' Sustainable System -- 3.2 Integrating Transformational Leadership in Kong's LIFT -- 4 Methodology -- 4.1 Leadership -- 4.2 Followership -- 4.3 System -- 4.4 Innovation Indicators -- 4.5 Input Indicators -- 4.6 Process Indicators -- 4.7 Output Indicators -- 5 Limitations -- 6 Conclusion and Future Work -- References -- Initiatives, Projects and Case Studies -- The ECOMAPS Project: How the Academy Can Get Involved in Local Waste Management Projects -- 1 Current Situation of Waste Management in Italy and The Ecomaps Project -- 2 What is Ecomaps? -- 3 The Blog Will Be Connected with the Platform -- 4 The Great Advantages of Using Ecomaps -- 5 The partnership -- 6 Conclusions and Future Perspectives for ECOMAPS -- References -- National Sustainability Transitions and the Role of University Campuses: Ireland as a Case Study -- 1 Introduction -- 2 Integrated Approach to Guide UC Role in National Sustainability Transitions -- 3 Quantitative Systems Analysis-Critical Review -- 4 Sociotechnical Analysis-Critical Review -- 5 Initiative Based Learning-Critical Review -- 6 Higher Education Advancing Development for Sustainability (HEADS) Approach Development -- 7 A Case Study Application of the Higher Education Advancing Development for Sustainability (HEADS) Approach -- 8 Quantitative Systems Analysis Perspective-EVs -- 9 Sociotechnical Analysis Perspective-EVs -- 10 Living Labs Perspective-EVs -- 11 Conclusions -- References. , Closing Graduates' Sustainability Skills Gaps by Using the University as a Live Sustainability Case Study.

Note: Intro -- Preface -- Contents -- 1 Lifelong Learning for Sustainable Development-Is Adult Education Left Behind? -- Abstract -- 1 Introduction -- 2 From MDGs to SDGs-Searching for Adult Education -- 3 Education and Sustainable Development Goals-What Is New for Adult Education? -- 4 Adult Education and LLL: "Lost in Translation" -- 5 Adult Education and Sustainability: Natural Allies -- 6 Conclusions -- References -- 2 Teacher's Competences in Sustainability During Lifelong Learning -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Lifelong Learning -- 4 Competences for Education for Sustainable Development -- 5 New Demands for Teachers in Sustainable Development-Two Sides of Teacher's Competences -- 6 Conclusion -- References -- 3 Empowerment for Sustainability in a Community Context: Lifelong Learning and the Story of the BIG 5 Community Tourism Forum, Koffiekraal/Brakkuil (South Africa) -- Abstract -- 1 Lifelong Learning as the Key to the Reduction of Poverty and Inequality -- 2 Community Asset Mapping Programme (CAMP) -- 3 Exploring the Linkages: Lifelong Learning, Community-Based Tourism and Sustainable Development -- 3.1 Sustainability, Tourism and Learning -- 3.2 An Integrated Approach Towards Sustainable and Community-Based Tourism -- 3.3 Sustainable Development Through Host Learning in Community-Based Tourism -- 4 Community-Based Tourism: South African Case Study -- 4.1 Lifelong Learning Through the Classroom Transfer of Knowledge of Community-Based Tourism -- 4.2 Practical Application of Knowledge and Skills -- 4.3 Challenges and Solutions -- 4.4 Preparations for the Launch of the Village Tours -- 4.5 Personal Growth and Indicators of Success -- 5 Conclusion -- Acknowledgements -- References -- 4 Education for Sustainable Development in Non-formal Set-Ups: Diagnosing a Culture of Inertia -- Abstract -- 1 Introduction. , 1.1 Setting the Scene -- 1.2 A Culture of Inertia? -- 2 Methodology -- 2.1 Fieldwork -- 2.2 Data Analysis -- 2.3 Ethical Considerations -- 2.4 Potential Shortcomings and Mitigating Measures -- 3 Findings and Discussion -- 3.1 Mayhem on the Concept of ESD -- 3.2 Inertia and Siloing -- 3.3 In Context with Malta's National Lifelong Learning Strategy 2020? -- 4 Conclusions -- References -- 5 Lifelong Learning for Poverty Alleviation and Sustainable Development in Pakistan -- Abstract -- 1 Introduction -- 2 Lifelong Learning (LL) and Poverty Alleviation -- 3 Poverty Alleviation and Sustainable Development in Pakistan -- 3.1 Sustainable Development -- 4 Lifelong Learning: A Developmental Perspective -- 5 Desirable Future Directions -- 6 Conclusion -- References -- 6 Empowering Youths: An Alternative Learning Pathway for a Sustainable Future -- Abstract -- 1 Introduction -- 2 Establishing an NGO: Higher Youths -- 2.1 PECT for Future Generations: An Overview -- 3 Methodology -- 3.1 Limitations of Methodology Employed -- 4 Results and Data Analysis -- 4.1 Impact on Participants -- 4.2 Impact on Participant Organisations -- 5 Conclusion -- References -- 7 Empowering Youths as Lifelong Learners Through Education for Sustainable Development: A Critique from the Perspective of Maltese Youths -- Abstract -- 1 Lifelong Learning: A Definition -- 2 Lifelong Learning and Education for Sustainable Development (ESD): A Historical Perspective -- 3 The Development of ESD in the Maltese Islands -- 4 Lifelong Learning, ESD and Youth: How are They Related? -- 5 Methodology -- 6 Results -- 6.1 Knowledge About Sustainable Development -- 6.2 Attitudes Towards Sustainable Development -- 6.3 Skills Towards Sustainable Development -- 7 Answering the Research Question -- 8 Recommendations -- 9 Empowering Youths Towards ESD: A Way Forward -- References. , 8 Why We Should Start Early with ESD for Lifelong Learning -- Abstract -- 1 Introduction -- 2 Early Childhood Education for Sustainability -- 3 The Maltese Context -- 4 Methodology -- 5 The Participants -- 6 Data Collection Methods -- 7 Data Analysis and Reporting -- 8 Triangulation -- 9 Findings and Discussion -- 9.1 Children's Perceptions of the Environment -- 9.2 Children's Perceptions of Environmental Sustainability -- 9.3 Contextual Influences upon Children's Perceptions of Environmental Sustainability -- 10 Conclusion -- References -- 9 Cross-Cultural Experiential Learning During the Short-Term Non-formal Educational Activity -- Abstract -- 1 Introduction -- 2 Methods and Methodology -- 3 Theoretical Framework of the Study -- 4 Results -- 5 Conclusion and Discussion -- References -- 10 Social Media and Lifelong Learning for Sustainable Development -- Abstract -- 1 Introduction -- 1.1 Lifelong Learning -- 2 Social Media, Lifelong Learning, and Social Movements -- 3 Social Media, Lifelong Learning, and Gender Equity -- 4 Social Media, Lifelong Learning, and Environmental Sustainability -- 5 Recommendations for Social Media to Support Sustainable Development -- 6 Initial Phase: Self-Efficacy and Initiative -- 6.1 Action Phase: Motivation and Self-Regulation -- 7 Conclusion -- References -- 11 MOOCs and International Capacity Building in a UN Framework: Potential and Challenges -- Abstract -- 1 Introduction to MOOCs: How Relevant Are MOOCs for the CTCN? -- 2 MOOCs, Their Rapid Rise and Recent Trends -- 3 Current Limits to the Use of MOOCs for Technology Transfer in the UN System -- 4 Conclusion -- References -- 12 An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme -- Abstract -- 1 Introduction -- 2 Youth and Environmental Perceptions -- 3 Overarching Research Framework -- 4 Focus Group Analysis -- 5 Main Themes. , 6 Detachment -- 7 Personal Actions -- 8 Me, Us and Them -- 9 Education, Schools and the Fall of the TV -- 10 Hope -- 11 Outing Post-Mortem -- 12 Conclusion and Recommendations -- References -- 13 Education for Solidarity: A Case Study at PUCPR -- Abstract -- 1 Introduction -- 2 Theoretical Base -- 3 Methodology -- 4 Results and Analysis -- 4.1 Case Study-The Pontifical Catholic University of Paraná (PUCPR) -- 4.2 Identification Phase-Results -- 4.3 Identification Phase-Analysis -- 4.4 Key Elements Diagnosis-Results -- 4.5 Key Elements Diagnosis-Analysis -- 5 Conclusion -- References -- 14 Education for Sustainable Development: Vision, Policy, Practices-An Open or Closed 'Doorway' for Teachers and Schools? -- Abstract -- 1 Introduction -- 2 Rational for the Study -- 3 Methodology and Analysis -- 4 Analysis and Findings -- 4.1 'Cross-Curricular Dimensions: A Planning Guide for Schools' by QCA (2009a, b) -- 4.1.1 Global Dimension and Sustainable Development -- 4.2 'Sustainable Development in Action (SDA): A Curriculum Planning Guide for Schools', QCA (2009a, b) -- 5 Discussion -- References -- 15 Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Local Focused Actions Targeting Teacher Training -- 4 The International Scenario -- 5 Methodology -- 6 Results -- 6.1 Quantitative Analysis -- 6.2 Qualitative Analysis -- 7 Discussion -- 8 Conclusion -- References -- 16 Building Capacity for Sustainable Development Through Community-Based Education -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Research Design -- 3 Results -- 4 Conclusion -- Acknowledgements -- References -- 17 Education for Sustainable Development and Human Rights -- Abstract -- 1 Introduction -- 2 Education, Human Rights, and Sustainable Development Nexus. , 2.1 Education for Sustainable Development -- 3 Education for Sustainable Development as a Right to Education and a Part of the Human Rights Education -- 3.1 The Right to Education -- 3.2 Rights in Education -- 3.3 Education for Human Rights -- 4 Conclusion and Recommendations -- References -- 18 Engaging Rural Women in Entrepreneurship Through an Innovative and Sustainable Dairy Model -- Abstract -- 1 Introduction -- 2 Engaging Women Is Enhancing a Community -- 3 Description of Project -- 3.1 Project Area -- 3.2 Innovativeness of KSF Dairy Model -- 3.3 Conventional Approach in Opposition to the KSF Dairy Model -- 4 KSF Dairy Model Features -- 5 Linking Activities Within the Project -- 6 Demographical Diversity -- 7 Services Offered to Underprivileged People, Especially Women -- 7.1 Contractual Dairy Farming Program -- 7.2 Group Orientation and Training Program -- 7.3 Service Delivery Strategy -- 8 Impact of KSF Dairy Model: Analysis of Results -- 8.1 Quantitative and Qualitative Improvement of Beneficiaries -- 8.2 Occupation of the Beneficiaries -- 8.3 Income Generation from Dairy Farming -- 8.4 Changes in Income of Beneficiaries After Joining in KSF -- 8.5 Milk Consumption by Farmers-The Ideal Diet that Has Been a "Dream Food" -- 9 Quantitative and Qualitative Achievements -- 9.1 Output Level -- 9.2 Outcome Level -- 9.3 Impact Level -- 10 Link Between Lifelong Learning from the Innovative Approach, Sustainable Development, and Empowerment of Rural Women -- 10.1 KSF Dairy Model-Evolving a Profitable Farming Model -- 10.2 Link Between Sustainable Development and Empowerment of Women -- 11 Directions for Future Projects -- 12 Lessons Learned and Conclusion -- Acknowledgements -- References -- 19 Lifelong Music Learning for Sustainable Development -- Abstract -- 1 The Connection Between Lifelong Music Learning and Sustainable Development. , 2 Case of Flanders.

Note: Intro -- Preface -- Contents -- Contributors -- Part I Plenary Lectures and InvitedContributions: SustainableDevelopment, Knowledge Societyand Knowledge-basedEconomy-Policy of Education,Research, and TechnologicalDevelopment -- 1 Challenges for Planetary Stewardship at the Entry of the Period of the Anthropocene -- Abstract -- 1 Humans Acting in the Environment---From Stone Ax to the Industrial Revolution -- 2 From the Onset of Sustainability into the Period of the Anthropocene -- 3 From Rural to Urban Futures---and Back -- 4 The Challenges of the Global Environmental Conditions -- 5 Regional Aspects in the Northern Europe---The Baltic Sea Region -- 6 Challenges in the Period of the Anthropocene -- 6.1 On Complexity and Uncertainty -- 6.2 Biosphere Services -- 6.3 Systems Concerns and Resilience -- 6.4 New Management and Governance Features -- 6.5 New Balances -- 7 Summary -- References -- 2 Is Local Energy Supply a Main Road to Sustainability? -- Abstract -- 1 Background and Some Definitions -- 2 Local Energy Supply as a Policy and/or Strategy Option -- 3 Local Energy Supply Today---The Case of Sweden -- 3.1 Heating -- 3.2 Electricity -- 3.3 Fuel for Transport -- 3.4 How Much Energy Is Produced Locally? -- 3.5 The Policy Steps to Promote Local Energy -- 4 Some Cases of Communities with Strong Local Energy Policies -- 4.1 Continental Europe---Austria and Germany -- 4.2 Sweden -- 4.3 Islands -- 5 Some Comments on Technical and Economic Developments for Local Energy Production -- 5.1 Energy Mapping -- 5.2 Solar Electricity -- 5.3 Heating -- 5.4 Biogas -- 5.5 Transport -- 6 Research Questions -- References -- 3 Introducing Education for Sustainable Development---Challenges for Students and Teachers -- Abstract -- 1 Introduction -- 2 Current Challenges in Higher Education -- 3 Higher Education and Sustainable Development. , 4 Learning Outcomes and Competences for Sustainability---Students -- 5 Competences for Education for and About Sustainable Development---Teachers -- 6 Do We Live as We Preach? -- 4 Innovation and Development in Latvia -- Abstract -- 1 Economic Growth, Development and Underdevelopment in the Knowledge Society -- 2 Knowledge Society and Information Society -- 3 Knowledge Society and Latvia: Underdevelopment -- 4 Final Remarks -- References -- Part IIPlenary Lectures and Invited Contributions: Worldwide Expertise and Expectations: Sustainable Development and Future Smart Manufacturing -- 5 Interplay Between Sustainable Development, Knowledge Society, and Smart Future Manufacturing Technologies in EU RTD Policy Documents, in the Work Program of FP7 and Horizon 2020 -- Abstract -- 1 Introduction -- 2 Interplay Between Sustainable Development and Knowledge Society in the Landscape European Research Area -- 3 Activities at the EU RTD Policy and Framework Programmes Level -- 3.1 FP6---Citizens and Governance in a Knowledge-based society -- 3.2 FP7 -- 3.3 Horizon 2020 -- 4 Conclusions -- References -- 6 NANOfutures, the European Technology Integrating and Innovation Platform: Nanotechnologies---Essential Part of Sustainable Development -- Abstract -- 1 Introduction -- 2 NANOfutures: A Cross-European Technology Platform -- 3 Nanotechnology in H2020 -- References -- 7 Urban Development and the Environmental Challenges---``Green'' Systems Considerations for the EU -- Abstract -- 1 Introduction -- 2 The Content of Grand Challenges---On Drivers and Their Implications -- 2.1 The World of 2025 and Beyond. A European Perspective -- 2.2 Specific Implications for Environment, Sustainability and ``Green Development'' -- 2.3 Implications for Urban Development -- 2.4 Natural Resources, Socio-economic Issues and the Urban Processes -- 2.5 The Urban---Rural Connection. , 2.6 Green Development and Urban Possibilities -- 3 Green Urban Principles and Goals in Contemporary Urban Planning -- 4 Moving Towards the Period of Anthropocene -- 5 Analysis in Terms of Perspectives -- 5.1 The Resource Flows---Natural Resources and Waste Flows -- 5.2 Climate and Energy -- 5.3 Housing Involving the Architectural Green Sustainability Oriented Technology -- 5.4 Technological Systems Solutions -- 5.5 Socio-Ecological Resilience Systems and Their Development in Time -- 5.6 Geographical Scaling Perspectives -- 5.7 The Politics and Institutions that Will Provide the ``Governance'' Capacities, Including Responses to Surprises -- 6 Some Issues of Importance -- 6.1 The Increased Importance of Green Areas Within the City Space -- 6.2 The Importance of Developing New and More Sustainability Oriented (Both Mid-term and Long-term) Indicators for Urban Space, i.e. a More Relevant ``Metrics'' -- 6.3 The Innovation Aspect to Urban ``Green Growth'' -- 6.4 The Role of the Economic Crises for Urban ``Green Development'' -- 6.5 Vulnerability and Resilience Considerations of Systems Nature -- 6.6 Time and Development Aspects -- 6.7 Norms and Values -- 7 Scenario Reflection on European Urban Futures -- 7.1 Green Technology Based Bio-economy (A) -- 7.1.1 Path and Characteristics -- 7.1.2 Bonuses and Problems -- 7.1.3 European Policy Demands -- 7.2 Value Oriented New Green Society (B) -- 7.2.1 Path and Characteristics -- 7.2.2 Bonuses and Problems -- 7.2.3 European Policy Demands -- 7.3 Traditional Industrial Growth (C) -- 7.3.1 Path and Characteristics -- 7.3.2 Bonuses and Problems -- 7.3.3 European Policy Demands -- 7.4 Tackling Acute Societal Pressures (D) -- 7.4.1 Path and Characteristics -- 7.4.2 Bonuses and Problems -- 7.4.3 European Policy Demands -- 8 Some Strategic Issues to Be Considered -- 8.1 Issues and Perspectives. , 8.2 Mobilising a ``Right Mind'' Set (Especially in Connecting ``The Local'' and ``The Global'') -- 8.3 Urban Policy as Seen from Inside-out with Regard to Cities, and from Outside-in -- 8.4 New Governance Structures (and Capacities to Match the Grand Challenges) -- 8.5 Need for Changes in the Knowledge Production System (Towards More of Systems Thinking) -- 8.6 Alertness to Demographic and Social Challenges -- 8.7 Not Forgetting Culture and Norms -- 8.8 Domains of Possible Surprises -- 9 Summary---Specific EU Concerns and Possibilities in Relation to Green Urban Challenges -- Acknowledgments -- References -- 8 Technological Development and Lifestyle Changes -- Abstract -- 1 Which Is First---Technology or Lifestyle Change? -- 2 Reproduction---from Large to Small Families -- 3 Mobility---Beyond Peak Car -- 4 Consumption---Owning or Sharing? -- 5 Working---Machines or People? -- 6 Food---Buying or Growing? -- 7 An Alternative View---Social Organisation -- References -- 9 Zero Emissions and Bio-refineries for Natural Fibres, Biomaterials and Energy: Genesis of Concepts. Review -- Abstract -- 1 Introduction -- 2 Zero Emissions and Blue Economy -- 3 The Bio-refinery Concept -- 4 Lignin Problem in Biorefinery. New Structural Approach to Understanding Lignin -- 4.1 General Approach -- 4.2 The Science of Complexity -- 4.3 Lignin as Ordered Structure -- 4.4 Experimental Difficulties and Complexity of Lignin -- 4.5 Conventional Biosynthetic Lignification (Freudenberg 1965 -- Sarkanen and Ludvig 1981 -- Higuchi 1985) -- 4.6 Coupling of the Free Radicals of Monolignols -- 4.7 Non-biological Factors Enhancing Heterogeneity of Lignin Macromolecules -- 4.8 Scaling and Lignin Fractals -- 5 Clustering Principle in Zero Emissions Biorefinery -- 6 Steam-Explosion Auto-hydrolysis as a Technology for Biomass Pretreatment. , 7 Some Case Studies of Laboratory of Biomass Eco-ficient Conversion of the Latvian Wood Research Institute -- 7.1 Natural Hemp Fibres Treated with Steam Explosion -- 7.2 Self-binding Boards of Grey Alder Particles Pre-treated by Steam Explosion -- 7.3 SE Hemp Shives as a Heat Insulating Composite (Andzs et al. 2012) -- 8 Summary -- Acknowledgments -- References -- 10 Contribution to the Knowledge Development for Smart Cities -- Abstract -- 1 Urbanisation and City Labels -- 2 Between Smart Cities and Smart City Definitions -- 3 Complexity of Urban Energy Systems -- 4 Achieving Transformation Beyond the State-of-the-Art. How Do Cities Need to Change? -- 4.1 Concepts -- 4.2 Technologies -- 4.3 Processes -- 5 Barriers to Achieving Transformation Beyond State-of-the-Art---Experiences from Austrian Research -- 5.1 A New Urban Planning Practice Is Needed -- 5.2 From General Barriers to Examples of Specific Problems -- 6 Conclusions -- References -- 11 Smart Cities---Imposed Requirement or Preferred Life-Style -- Abstract -- 1 Introduction -- 2 How Can a ``Smart City'' be Defined? -- 3 Existing Initiatives and Experience -- 4 European-Wide Initiatives -- 4.1 Smart Cities and Communities Industrial Initiative -- 4.2 Joint Programme on Smart Cities -- 4.3 Smart Cities and Communities Stakeholder Platform -- 4.4 European Innovation Partnership on Smart Cities and Communities -- 5 Smart Cities in Europe -- 5.1 Barcelona, ES -- 5.2 Copenhagen, DK -- 5.3 Linköping, SE -- 5.4 Lyon, FR -- 5.5 Rotterdam, NL -- 5.6 Jelgava, LV -- 6 Conclusions -- References -- 12 Exploring the Dependence of Urban Systems on the Environment -- Abstract -- 1 Introduction -- 2 Materials and Methods -- 2.1 The Accounting Framework: SUMMA -- 2.2 Decomposition Analysis -- 2.3 Case Study Area: The City of Rome -- 3 Results and Discussion -- 4 Conclusions -- References. , 13 Limits to Sustainable Use of Wood Biomass.

Note: Intro -- Preface -- Contents -- 1 A Strategic Differentiation Proposal for a Cruise Tourism Offer, Built on the Cultural Identity of the Host Community of Puerto Progreso, Yucatan -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Cruise Tourism and Competitiveness -- 4 The Cultural Identity of the Host Community -- 5 Methodology -- 6 Findings -- 6.1 Competitive Situation -- 7 Identity and Cultural Elements to Be Enhanced -- 8 Discussion -- 9 Conclusions -- References -- 2 UrBis: A Mobile Crowdsourcing Platform for Sustainable Social and Urban Research in México -- Abstract -- 1 Introduction -- 2 An Integrative Approach -- 3 Mobile Crowdsourcing -- 4 Urban Laboratories: Cortazar, Guanajuato, León, Mérida and Torreón -- 5 UrBis Architecture -- 6 UrBis Deployment and Data Collection -- 7 Data Analysis -- 8 Constraints and Limitations -- 9 Results -- 9.1 Collected Data -- 9.2 Mapping Evidence -- 9.3 Videos of Urban Scenes -- 9.4 Emerging Themes -- 10 Urban Data Challenge Outputs -- 11 Conclusion -- Acknowledgements -- References -- 3 The Living Interculturality of Chiapas to Recreate the Modern University Towards Sustainability Horizons -- Abstract -- 1 Introduction -- 2 The University in Chiapas: Decolonizing Our Thinking to Understand Intercultural Realities -- 3 Utopia: Towards Sustainability Since the Transformation of the University -- 4 Learning by Way of Conclusions -- References -- 4 Sustainable Development for Farmers Transforming Agroindustrial Wastes into Profitable Green Products -- Abstract -- 1 Introduction -- 2 Biofuel from Biodrying of Byproducts -- 3 Edible Mushroom Production from Byproducts -- 4 Production of Compost, Vermicompost and Bokashi -- 5 Conclusions -- References -- 5 Strategies for Guiding Community Organizations in Sustainable Development: The Case of Monteria's Urban Areas -- Abstract -- 1 Introduction. , 2 Methodology -- 3 Location of the Study Area -- 4 Limitations of this Study -- 5 Results and Analysis -- 5.1 Profiles and Perceptions -- 5.2 Community Organization Manual -- 6 Conclusions -- Acknowledgements -- References -- 6 Pedagogic Proposal Focused on Sustainable Development: Fracking, a Matter of Active Debate at Present in the Argentine Patagonia -- Abstract -- 1 Introduction -- 2 Content and Work Development -- 3 Teaching Sustainable Development in High School: Argumentation in Science Classes Using a STES Approach -- 4 Research Methodology -- 5 Results and Conclusions -- Acknowledgements -- References -- 7 A Low-Cost and Low-Tech Modular Solar Still as a Reliable and Sustainable Water Source -- Abstract -- 1 Introduction -- 2 State of the Art -- 3 Methodology -- 4 Working Principle -- 5 Raw Water Dosage -- 6 Evaporation Basin -- 7 Passive Energy Augmentation Techniques -- 8 Cover Glass and Distillate Deviation -- 9 Construction Materials -- 10 Distillate Remineralization -- 11 Fabrication Procedure -- 12 System Design -- 13 Operation and Maintenance -- 14 Experimental Setup -- 15 Results and Discussion -- 16 Water Quality and Remineralization -- 17 Material Costs -- 18 Conclusions -- Acknowledgements -- References -- 8 Vulnerability and Coping Capacity of the Population of Low Balsas to Extreme Environmental Hazards to a Sustainable Development: A Case Study of the Population of Cuitaz, Zirandaro, Guerrero -- Abstract -- 1 Introduction -- 2 Understanding Vulnerability from Coping Capacities -- 3 Characterization of El Cuitaz, Zirándaro, Guerrero -- 4 Coping Capacities After Hurricanes Ingrid and Manuel -- 4.1 Chikungunya Fever -- 4.2 Flood in 1967 -- 4.3 Organized Crime -- 5 Multi-case Study: Vulnerability in El Cuitaz -- 6 Conclusions -- References. , 9 Transference of Ecotechnology in Disadvantaged Regions of Mexico, Towards Sustainable Development -- Abstract -- 1 Introduction -- 2 Reference Framework -- 3 Background of Penjamo and Tierra Blanca, Guanajuato, Mexico -- 4 Methodology -- 5 Results and Analyses -- 6 Conclusions -- Acknowledgements -- References -- 10 A Decalogue for Education for Sustainability Across Environmental Generic Competencies -- Abstract -- 1 Introduction -- 2 The Professors and Their Experiences on Environmental Issues -- 3 Environmental Education from the Students -- 4 Perspective from Professionals to Define Environmental Competences -- 5 Toolbox to Design Environmental and Sustainable Generic Competencies -- 5.1 Environmental and Sustainable Generic Competencies -- 6 10 Guidelines for a Sustainable Action Plan -- 7 Conclusions -- References -- 11 Oil Exploitation in Yasuni Biosphere Reserve. Impact on Ecuador's Commitment with Sustainability -- Abstract -- 1 Introduction -- 2 Precedents and History -- 3 Sustainability Dimensions -- 4 Environmental Dimension -- 5 Social Dimension -- 6 Economic Dimension -- 7 Political Dimension -- 8 Sustainability in Scales -- 8.1 Local Scale -- 8.2 National Scale -- 8.3 Global Scale -- 9 Conclusions -- References -- 12 Individual Resilience and the Environmental Education for Sustainability as a Base of Community Resilience. A Case Study with High School Teachers -- Abstract -- 1 Introduction -- 2 The Social Driven Belt of Resilience and Environmental Education for Sustainability -- 3 Resilience: Concept and Study -- 4 Methodology to Identify Individual and Community Resilience -- 5 Outcomes. First Approaches to Individual and Community Resilience -- 6 Conclusions -- References -- 13 Assessment of Competencies for Sustainability in Secondary Education in Mexico -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Research Orientation. , 4 Competencies for Sustainability -- 4.1 Competencies for Sustainability in Mexico's Secondary Education -- 4.2 Competencies for Sustainability in MHS Curriculum -- 5 Assessment Framework -- 6 Specific Assessment Tools and Instrument -- 7 Results and Discussion -- 8 Conclusions -- Acknowledgements -- References -- 14 Methodological Proposal to Evaluate Touristic Activity with Local Sustainability Criteria in the Hydrographic Sub-Basins of the Huasteca Potosina, Mexico -- Abstract -- 1 Introduction -- 2 Tourism Sustainability Assessment -- 3 Methodology -- 4 Definition of the Object Being Evaluated -- 5 Diagnostic Criteria and Indicators -- 6 Measurement and Monitoring of Indicators -- 7 Integration of Results -- 8 Conclusions -- Acknowledgements -- References -- 15 Mercury Concentration in Hair Due to Environment on Two Populations in Mexico -- Abstract -- 1 Introduction -- 2 Metodology -- 3 Results and Discussion -- 3.1 Non-exposed Population by Profession (Student Population in the Southern Area of Mexico City) -- 3.2 Exposed by Profession Population (Mining Region, San Joaquin) -- 4 Conclusions -- References -- 16 Organization and Community Management of Water for Domestic Use in a Rural Community in Nicaragua -- Abstract -- 1 Introduction -- 2 Methods -- 3 Concepts of Community and Organization -- 4 Community Water Management in Nicaragua -- 5 Organizations Involved in Water Management in the Rural Community of Ducualí -- 6 Community Water and Sanitation Committees in Ducualí -- 7 Conclusions -- References -- 17 Towards a Participative Environmental Management Education Model Using Information and Communication Technologies -- Abstract -- 1 Introduction -- 2 Contextual Framework -- 3 Theoretical Framework -- 3.1 Views About Environmental Management -- 3.2 Dimensions of Environmental Awareness -- 4 Research Design. , 4.1 Applied Methods and Techniques -- 4.2 Description of the Cases -- 4.3 Analysis and Interpretation of the Findings -- 4.4 Knowledge-A Key Element in Environmental Management -- 5 Participants' Attitudes About Environmental Management -- 6 Environmental Beliefs and Citizen Participation -- 7 Conclusions -- 8 Limitations -- 9 Recommendations -- References -- 18 Green Areas and Environmental Justice: Toward the Urban Sustainability of León, Guanajuato -- Abstract -- 1 Introduction -- 2 Equal Distribution of Green Areas: A Matter of Environmental Justice -- 3 Methodology -- 4 Results -- 5 Conclusions -- Acknowledgements -- References -- 19 The Need for an Integrated Landscape Management Approach Illustrated by the Analysis of the Participation in the Ecologic Spatial Planning of Benito Juárez, Quintana Roo, Mexico -- Abstract -- 1 The Local Ecologic Spatial Planning Programme: Participation by All Stakeholders -- 2 Case Study: Caribbean Tourist Paradise Cancun -- 3 Sustainability Actors or the Tragedy of the Commons -- 4 Four Types of Participation -- 5 Methodology: Interviews on Participation and Sustainable Development -- 6 Results on Spatial Planning Processes -- 7 Interpretation of Participation and Sustainable Development in Cancun -- 8 The Need for Integrated Landscape Management (ILM) -- 9 Conclusions -- References -- 20 Mediating Traditional Ecological Knowledge Through Participatory Documentary: Emerging Educational Strategies for Sustainability in Southern Mexico -- Abstract -- 1 Introduction -- 2 Participatory Documentary and Ethnographic Video -- 3 Towards Relevant Research with a Social Impact -- 4 Using Video as a Means to Collaborate with Indigenous Youth -- 5 Results of the Experience -- 6 Learning Through the Documentary Production: Voices from Film-Makers and Fisherwomen -- 7 Conclusions -- References. , 21 Evaluation of Climate Change Impact as a Tool for Sustainable Development: A Case Study of a Mexican Basin.