Note: Intro -- Preface -- Contents -- Sustainability Models and Systems -- 1 Designing Sustainable Consumption and Production Systems in Higher Education Institutions: The Case of Solid Waste Management -- Abstract -- 1 Waste Generation in Higher Education Institutions (HEIs) -- 2 Monetizing Garbage in Philippine HEIs -- 3 Creating Sustainable Consumption and Production Patterns in the Campus -- 4 Recognizing Other Institutions for Promoting Sustainable Consumption and Production Patterns -- 5 A Focus on ASEAN: Opportunities and Issues for HEI Sustainable Consumption and Production Patterns -- 6 Ensuring the Sustainability of the University Consumption-Production Loop -- Acknowledgments -- References -- 2 Sustainable Campus Management at Freie Universität Berlin-Governance and Participation Matter -- Abstract -- 1 Introduction -- 2 The Freie Universität's Energy Balance, 2000-2014 -- 3 Sustainable Campus Management and Participation -- 4 Instruments in a Chronological Order -- 5 Success Factors and Conclusions -- 5.1 Cost Arguments, Experience of Crises and Institutional Modernization -- 5.2 The Role of Leadership -- 5.3 Integration of Infrastructural Aspects -- 5.4 Different Participatory Approaches -- 5.5 Instrument Mix and Holistic Perspective -- 5.6 Conclusions -- Literature -- 3 Education for Sustainability: A Wisdom Model -- Abstract -- 1 Introduction -- 2 Sustainable Development, Sustainability, and Wisdom -- 3 Wisdom as an Organizing Concept for Education for Sustainability -- 4 Benefits of Aligning the Four Pillar Wisdom Model and Education for Sustainability -- 5 Application of the Four Pillar Model for Curriculum -- 6 Conclusion -- References -- 4 ecoGIS-A Solution for Interactive Facility Management to Support the European Eco-Management and Audit Scheme (EMAS) -- Abstract -- 1 Introduction -- 2 Requirements -- 3 Actors. , 3.1 Actors and Their Roles -- 4 User Interfaces -- 4.1 Mobile App -- 4.2 Web-Services -- 5 The Data Model -- 6 Beneficiaries -- 7 Implementation -- 8 Summary and Outlook -- Acknowledgments -- References -- 5 A Real-World Lab Approach to the Carbon Neutral Campus Transition: A Case Study -- Abstract -- 1 Background -- 2 HFT Stuttgart and EnSign -- 3 Project Area -- 4 Methods -- 4.1 Transformation -- 4.2 Real-World Labs -- 4.3 Iterative Approach -- 5 EnSign Real-World Lab Focal Areas -- 5.1 Project Management -- 5.2 Urban Planning -- 5.3 Energy Management and User Behavior -- 5.4 Architecture and Refurbishment -- 5.5 Integration of Renewable Energies -- 5.6 Indicators of Sustainability -- 5.7 Sustainable Finance -- 5.8 Engagement -- 6 Initial Findings -- 6.1 Teaching -- 6.2 External Stakeholder Integration -- 6.3 TR Literacy -- 6.4 Management Structures -- 6.5 Assessment -- 7 Conclusions -- Acknowledgments -- References -- 6 Sustainable Academic Libraries: A Campus Partnership at Michigan State University -- Abstract -- 1 Introduction -- 2 Methods -- 3 History of Sustainability at MSU -- 4 Collaborations -- 5 Recycling and Waste Management -- 6 Composting Pilot -- 7 Library Materials -- 8 Transportation -- 9 Energy Use -- 10 Lessons Learned -- 11 Conclusion -- References -- 7 Becoming Sustainable in Our Own Way: Sustainability at the Flagship Massachusetts Public University -- Abstract -- 1 Introduction: Campus Planning and Sustainable Development at Higher Education Institutions (HEIs) -- 2 Methodology -- 3 Case Study Theoretical Approach -- 4 University of Massachusetts Amherst -- 5 SD at UMA Phase I: Grassroots/Awakening 2001-2007 -- 6 SD at UMA Phase II: Executive Acceptance/Pioneering 2008-2014 -- 6.1 Empower Broad-Based Action -- 7 Conclusions for University Sustainable Development -- 7.1 Process, Governance and Internal Leadership. , 7.2 Research and Data -- 7.3 Leadership for Society -- References -- 8 Identifying Relevant Versus Received Sustainability Education at Industrial Engineering and Management Programs -- Abstract -- 1 Introduction -- 2 Method -- 2.1 Purpose and Aim -- 2.2 Delimitations -- 2.3 Phase 1-Identifying Relevant Sustainability Content for Industrial Engineering and Management Students -- 2.4 Phase 2-Mapping Received Sustainability Content in Industrial Engineering and Management Programs -- 2.4.1 The Interview Technique -- 2.4.2 The Compilation and Analysis of Results -- 3 Results and Analysis -- 3.1 Broad Content List -- 3.2 Skewedness of Content Covered Relative to Expert Opinion -- 3.3 Lack of Integrative Instances -- 3.4 Key Challenges -- 3.5 Uncertainty-Normativity, Interconnectedness and Pedagogics -- 4 Conclusions -- Acknowledgments -- References -- 9 Implementing Sustainability in the Classroom at Université Laval -- Abstract -- 1 Introduction -- 1.1 SD at Université Laval -- 2 Drawing up a List of Courses in SD -- 2.1 The Mandate and Task of the Advisory Committee -- 2.2 A List of Courses in SD -- 2.3 Theoretical Approach -- 2.4 Operationalizing the Process of Drawing up a List of Courses in SD -- 3 Survey of SD Courses -- 3.1 Methodology -- 3.2 Developing the Questionnaire -- 3.3 The Questionnaire Items -- 3.3.1 Systems-Thinking Competence -- 3.3.2 Anticipatory Competence -- 3.3.3 Normative Competence -- 3.3.4 Strategic Competence -- 3.3.5 Overall Analysis of the Course by the Professor in Charge -- 3.4 Preliminary Results of the First Version of the Questionnaire -- 3.5 Challenges and Difficulties -- 4 Conclusion -- Acknwoledgment -- References -- 10 Environmental Dashboards: Fostering Pro-environmental and Pro-community Thought and Action Through Feedback -- Abstract. , 1 Introduction: Challenges and Changes in Environment, Society and Higher Education -- 1.1 The Loss of Feedback Related to Natural Resources and Its Implications -- 1.2 The Role of the University in Social and Environmental Problem-Solving: Alternative Models -- 2 Using Feedback to Change Thought and Behavior: What We Know -- 3 Environmental Dashboards: Employing Multiple Scales of Feedback to Promote Systems Thinking -- 3.1 Concept and Goals -- 3.2 Implementation: Developing Content for Community Voices -- 3.2.1 Generating Messages that Promote Pro-environmental and Pro-community Thought and Behavior -- 3.3 Integration with Teaching and Learning at Oberlin College -- 3.4 Integration with Teaching and Learning in Oberlin Public Schools -- 3.5 Research on Environmental Dashboard -- 3.5.1 Effect of Citywide Dashboard on Systems Thinking -- 3.5.2 Effects of Lessons Using Environmental Dashboard on Content Retention and Systems Thinking -- 3.5.3 Effects of Community Voices -- 3.5.4 Impact of Exposure to Digital Signage -- 3.6 Expansion of Environmental Dashboard to Other Communities -- 4 Conclusion -- References -- 11 The Implementation of Sustainable Development in the Nordic Higher Education Institutions (HEIs) -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 3 Research Methods and Methodology -- 3.1 The Project Survey -- 3.2 The Workshops -- 3.3 Limitations -- 4 Results -- 4.1 The Number of Institutions and Experts Engaged in the Project -- 4.2 Outcome of the Survey -- 4.2.1 Implementation of SD -- 4.2.2 Key Drivers and Barriers in Implementing SD -- 4.3 Findings of the Copenhagen and Gothenburg Workshops -- 4.3.1 Implementation of SD -- 4.3.2 Drivers and Barriers to the Implementation of SD -- 4.4 The Oslo Workshop -- 5 Discussion -- 6 Conclusions and Future Prospect -- References -- Implementation Strategies. , 12 Energy Consumption in Student Hostels of Universiti Sains Malaysia: Energy Audit and Energy Efficiency Awareness -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Total Energy Consumption of Each Hostel Buildings -- 3.1.1 Facility and Utility Data Analysis -- 3.2 Energy Consumption for Lighting in Each Hostel and the Level of Student Engagement in Sustainable Energy Consumption Practices -- 3.2.1 Field Questionnaires -- 3.2.2 Walk Through Survey -- 4 Results -- 4.1 Total Energy Consumption in Each Hostel Buildings -- 4.2 Energy Consumption for Lighting in Each Hostel and Level of Student Engagement in Sustainable Energy Consumption Practices -- 5 Discussion -- 5.1 Electricity Wastage -- 5.2 Earth Hour -- 5.3 Light Emitting Diode (LED) as Replacement for Fluorescent Lamp -- 5.4 LED Motion Sensor Light -- 6 Conclusion and Recommendations -- Acknowledgments -- References -- 13 Resilience Thinking in Higher Education: Institutional Resilience as a Sustainability Goal -- Abstract -- 1 Introduction -- 2 Situating Sustainability in HEIs -- 3 Situating Resilience in HEIs Toward Sustainability -- 4 A Framework for Organizational Resilience Toward Sustainability -- 5 Conclusion -- References -- 14 The Campus as a Living Laboratory: Macalester College Case Study -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Macalester College Living Laboratory Case Study -- 4 Living Laboratory Academic Projects -- 5 Analysis -- 6 Eight Elements to Building a Campus Living Lab and Macalester College -- 7 Lessons Learned -- 8 Conclusion -- References -- 15 Sustainable Energy Campus: A Challenge on Smart Facilities and Operations -- Abstract -- 1 Introduction -- 2 Sustainable Campus at Técnico-Lisbon -- 3 Main Actions -- 4 Results Achieved So Far -- 5 Conclusions and Future Work -- References. , 16 Unipoli Green-Four Universities Working Together for Sustainability.

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.