Note: Intro -- Preface -- Contents -- Campus as Living Labs for the SDGs -- Living Labs for Sustainable Development: The Role of the European School of Sustainability Sciences and Research -- 1 Introduction -- 2 The Benefits of Living Labs -- 3 ESSSR as a Living Lab -- 4 Conclusions -- References -- Aligning Campus Strategy with the SDGs: An Institutional Case Study -- 1 Introduction -- 2 Universities, Sustainable Development and the SDGs -- 3 The Goals and Higher Education -- 4 Method -- 5 The Case Study Context: Sustainable Development at BU -- 6 A Further Shift of Approach: Aligning with the SDGs -- 7 Discussion and Reflections -- 8 Conclusion -- References -- Energy Sustainability at Universities and Its Contribution to SDG 7: A Systematic Literature Review -- 1 Introduction -- 2 Methodology -- 2.1 Systematic Review and Descriptive Analysis -- 2.2 Articles Classification According to the University Role to SD -- 2.3 Interconnection Among SDG 7 Targets and the Role of Universities -- 3 Results -- 3.1 Systematic Review and Descriptive Analysis -- 3.2 Classification of Articles According to the University Role in SD -- 3.3 Interconnection Between SDG 7 Targets and Role of Universities -- 4 Conclusions -- References -- The Role of Green Areas in University Campuses: Contribution to SDG 4 and SDG 15 -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Questionnaire -- 3.2 Events Promoted by the Institution at the Green Areas of the Campus -- 3.3 The College Sustainability Report Card, 2011 -- 4 Results and Discussions -- 4.1 Perception of Survey Participants in Relation to Campus Green Areas -- 4.2 Events Promoted by the University in the Green Areas of the Campus -- 4.3 Good Practices in American and Canadian HEIs and the Possibility for UPF -- 5 Conclusions -- Appendix 1-Feedback of Undergraduate Courses. , Appendix 2-Feedback of Employees by Unit Academic -- References -- How Do You Teach Undergraduate University Students to Contribute to UN SDGs 2030? -- 1 Introduction -- 2 The Core Curriculum in Environmental Science and Sustainability -- 3 Year 1. ESS 110. Introduction to Sustainability-"Think Sustainability" -- 4 Year 2. ESS 201. Environmental Problem Analysis-"Analyze Sustainability" -- 5 Year 2. ESS 210. Environmental Research Methods.-"Research Sustainability" -- 6 Year 3. ESS 585. Junior Seminar in Sustainable Development-"Apply Sustainability" -- 7 Year 4. ESS 600/610. Senior Project (Year Long)-"Becoming an Agent of Change" -- 8 Area of Specialization -- 9 Co-curricular Experiences -- 10 Connecting the Pieces -- 11 Successful Student Integration -- 12 Conclusions -- References -- Sustainable Campuses as Living Labs for Sustainable Development: An Overview of a Brazilian Community University -- 1 Introduction -- 2 Literature Review: The Role of Higher Education for Sustainable Development -- 2.1 Sustainable Campuses as Living Labs for Sustainable Development -- 3 Methods -- 4 Results and Discussion: The Case of Unisul -- 4.1 Unisul's Practices as Living Labs for Sustainable Development -- 5 Conclusions and Recommendations -- References -- Identifying and Overcoming Communication Obstacles to the Implementation of Green Actions at Universities: A Case Study of Sustainable Energy Initiatives in South Brazil -- 1 Introduction -- 2 High Education, Information and Communication for Sustainable Development -- 2.1 Barrier to Sustainability Communication -- 3 Methods -- 3.1 Project 1: Solar University Initiative -- 3.2 Project 2: Energy Efficiency and Clean Energies in Campus -- 3.3 Project 3: Awareness and Education for Sustainability -- 4 Data Presentation -- 5 What Can We Learn from Data. , 5.1 The Institutionalization of Sustainability in the University -- 6 Conclusion -- References -- Mobilising the Sustainable Development Goals Through Universities: Case Studies of Sustainable Campuses in Malaysia -- 1 Introduction -- 1.1 Aim and Objectives -- 2 Understanding Sustainability in Malaysian Universities -- 3 Methodology -- 4 Case Study Particulars -- 4.1 The Bicycle Project, the University of Nottingham, Malaysia Campus -- 4.2 Kompos to Kelulut (K2K), Universiti Sains Malaysia -- 4.3 Sunway Youth for Sustainable Development, Sunway University -- 5 Discussion -- 5.1 Localisation of SDGs -- 5.2 Factors Affecting Positive Change -- 5.3 Limitations and Lessons Learnt -- 6 Conclusion -- References -- Towards a Learning System for University Campuses as Living Labs for Sustainability -- 1 Introduction -- 2 Developing the Framework -- 2.1 A Transformational Process Benefitting from Existing Ecosystems -- 2.2 Requirements for a Valuable Framework -- 2.3 A Co-creation Process -- 3 Description of the Framework -- 3.1 The Seven Data Collection Categories -- 3.2 Three Levels of Detail and Three Stages of Use -- 3.3 Co-development of the Framework -- 4 Discussion -- 4.1 Living Labs Strengthening University Work Towards UN SDGs -- 4.2 Creating Value -- 5 Conclusion and Next Steps -- References -- Nurturing the Seeds of Sustainability Governance: Rio+25 Brazilian Higher Education Institution Case Study -- 1 Environmental Agenda: General Scenario -- 2 Sustainability in Higher Education -- 3 Brazilian Case Study: Cefet/RJ -- 4 Teaching Environmental Agenda -- 5 Sustainability Extension Activities -- 6 Fostering Green Technology Research -- 7 Debating Cefet/RJ Sustainability Approach -- 8 Conclusions -- References -- The Transdisciplinary Living Lab Model (TDLL). , 1 Introduction: Inter-university Collaboration to Develop Innovative Sustainability Curriculum -- 1.1 Background Context to Our Universities' Commitment to the SDGs -- 1.2 The Food Waste Problem-Locally, Globally and Campus-Wide -- 2 Translating Commitment to the SDGs into Practice: The Transdisciplinary Living Lab -- 3 Operationalizing the Transdisciplinary Living Lab Model (TDLL) -- 3.1 PHASE 1 Entering the Living Lab: Scale Matters -- 3.2 PHASE 2 Transdisciplinary Learning: Multi Scalar Perspectives -- 3.3 PHASE 3 Global Context, Local Practices -- 4 Conclusion -- References -- Sustainability in Higher Education: Beyond the Green Mirror -- 1 Introduction -- 2 Sustainability at Bristol -- 3 The City of Bristol -- 4 Living Labs -- 5 Bristol Futures -- 6 The Sustainable Futures Online Open Course -- 7 Conclusion -- References -- The EDINSOST Project: Implementing the Sustainable Development Goals at University Level -- 1 Introduction -- 2 The EDINSOST Project -- 3 Methods for Developing a Competency Map on Sustainability Degrees -- 4 Results and Discussion -- 5 Conclusions -- References -- Environmental DNA (eDNA) Metabarcoding as a Sustainable Tool of Coastal Biodiversity Assessment -- 1 Introduction -- 2 University as Living Labs: Efforts in Revolutionising Biodiversity Assessment for Sustainable Development -- 3 eDNA Metabarcoding as a Sustainable Tool of Biodiversity Surveys -- 4 General Methodologies of eDNA Metabarcoding -- 5 Integrating eDNA Metabarcoding in Intensive Coastal Biodiversity Assessment -- 6 Challenges of eDNA Metabarcoding in Operational Biodiversity Research and Monitoring -- 7 Conclusion -- References -- Visual Displays of the Sustainable Development Goals in the Curricular and Extra-Curricular Activities at Nottingham Trent University-A Case Study -- 1 Introduction -- 2 Commitment to the SDGs at Nottingham Trent University. , 3 Communicating the SDGs -- 4 Supporting Research for Visual Communication of SDGs -- 4.1 Framing the Message -- 4.2 Engaging Students in Developing SDG Visual Displays -- 4.3 Barriers to Communicating the SDGs -- 5 Case Studies of Visually Displaying the SDGs -- 5.1 Case Study 1: Food Impacts and Working Towards SDG 12 Responsible Consumption and Production and SDG 13 Climate Action -- 5.2 Case Study 2: Ocean Plastic and Working Towards SDG 14 Life Below Water -- 5.3 Case Study 3: Fast Fashion and Working Towards SDG 12 Responsible Consumption and Production and SDG 10 Reduced Inequalities -- 6 Conclusions and Recommendations -- References -- Sustainable Development Goals and Current Sustainability Actions at Politecnico di Torino -- 1 Introduction -- 2 SDGs and the Italian Situation -- 3 The SDGs Mapping Exercise at Politecnico di Torino -- 4 Energy and Buildings -- 5 Mobility and Transport -- 6 Urban Outreach -- 7 Food, Water and Waste -- 8 Green Procurement -- 9 Communication -- 10 Discussion -- 11 Conclusion -- References -- Achieving Excellence in Sustainable Development Goals in Sunway University Malaysia -- 1 Introduction -- 2 SDG 17: Partnership for the Goals -- 3 SDG 3: Good Health and Well Being -- 4 SDG 6: Clean Water and Sanitation -- 5 SDG 13: Climate Action and Mangrove Conservation -- 6 Discussion: SDGs and Ecosystem Services -- 7 Conclusion -- References -- EDS Integrated Approach for Sustainability (EDS-IA): Campus as a Living Laboratory Experience -- 1 Introduction: The Challenge of Mobilizing Disciplines Towards Sustainable Action -- 2 EDS-IA Conceptual Framework: From a Linear to a Cyclical and Multilevel Model -- 2.1 Systems Interactions -- 2.2 Planetary Boundaries -- 2.3 Social Floor -- 2.4 Sustainable Development Goals -- 3 Methodological Approach: Participatory Action-Creation -- 3.1 Diagnosis -- 3.2 Mobilization. , 3.3 Ideation.

Note: Creating a Sustainable Learning District by Integrating Different Stakeholders’ Needs. Methodology and Results from the University of Cantabria Campus Master PlanContributing Towards more Sustainable Cities - Learning Through Collaboration -- Supporting Grassroots-led Initiatives in the Spanish Energy Field Through Transformative Education for Sustainable Development -- The Role of Education for Sustainable Development in Maltese Marine Protected Areas: A Qualitative Study -- Aligning Goals for Sustainable Outcomes: Case Study of a University Building in Australia -- Transition to Transformation in Fashion Education for Sustainability -- Student Capital in Green Cities: Building University - Student - City Coalitions -- Engaging Stakeholders for Sustainable Development.

Note: Gehört zu einem 17-bändigen Gesamtwerk (vergleiche: Series preface, Seite vi) , Literaturangaben

Note: Gehört zu einem 17-bändigen Gesamtwerk (vergleiche: Series preface, Seite vi) , Literaturangaben , Literaturangaben