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 -- Sustainability-Based Approach and Methods -- Moving Towards Sustainable Agriculture Through Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 Sustainable Agriculture -- 2.2 Agriculture and the 17 Sustainable Development Goals -- 2.3 Education for Sustainable Development and Adult Education: Role in Agriculture -- 2.4 Agriculture in Malta -- 3 Methodology -- 4 Results -- 4.1 Challenges in Farming -- 4.2 Impacts of Farming on the Environment -- 4.3 Indigenous Farming Knowledge -- 4.4 A Sustainable Farming Future -- 4.5 Education for Sustainable Development and Farming -- 4.6 Discussion on Main Findings -- 5 Conclusion -- References -- Balancing Sustainable Livelihoods and Conservation in the Marine Environment -- 1 Introduction to MPA Management and People's Livelihoods -- 2 Livelihoods and the Local Context -- 3 Methodology -- 4 Results -- 4.1 Main Themes -- 4.2 Discussion and from the Thematic Analysis of Qualitative Data -- 5 Recommendations -- 6 Conclusion -- References -- Linking Biodiversity and Human Health to Achieve Sustainability -- 1 Introduction -- 2 The Maltese Context -- 2.1 The Maltese Environment and Biodiversity -- 2.2 Pollution and Health -- 2.3 Effects of Biodiversity on Human Health and Well-Being -- 2.4 Biodiversity, Stress and Mental Health -- 2.5 Biodiversity and Physical Health -- 2.6 Ecosystem Services -- 2.7 Loss of Human-Nature Connection -- 2.8 Sustainable Exploitation -- 2.9 Humans and Their Perceptions of Nature -- 2.10 Research Gaps Identified -- 3 Methodology -- 3.1 The Interviews -- 3.2 Data Analysis -- 4 Discussion -- 5 Assessment of Study Findings -- 6 The Influence-Process-Action Model -- 7 Recommendations -- 8 Conclusion -- References -- Understanding Scale in Wicked Problems of Sustainable Development: Who Needs Dedicated Courses in Higher Education?. , 1 Introduction -- 2 The Meaning of Scale -- 3 A Classification of Work Assignments -- 4 Learning to Solve a Complex Problem -- 5 Creating a Hierarchy of Problems -- 6 Using Scale in Assignments-Examples from Different Disciplines -- 7 Conclusion-Whom to Teach About Scale -- References -- Presenting an Interdisciplinary Teaching Approach to Involve University Students in Issues of Sustainable Development -- 1 Introduction -- 2 Concept of the Course -- 3 Feedback and Evaluation -- 4 Conclusions -- References -- Methods of Transdisciplinary Collaboration Within Sustainable Research and Development Projects -- 1 Introduction -- 2 Description of Approaches for Transdisciplinary Research and Development -- 3 Application of the TDR Approaches in the Field of Climate Adaptation -- 3.1 Climate Adaptation as a Case Study -- 3.2 TDR Methods Applied in Three Projects Aimed at Climate Change Adaptation -- 4 Conclusions -- References -- Universities as 'Global Citizens': Reflections and Learning from a Project on Female Leadership for Sustainable Development of Fishing Communities in Colombia -- 1 Introduction -- 2 Project Background -- 2.1 Project on Sustainable Development and Women's Leadership -- 2.2 Community Based Participatory Research -- 3 Methods -- 4 Results -- 4.1 Analysis of Power Relations (Symmetrical and Asymmetrical) -- 4.2 Agency -- 4.3 Identity -- 5 Discussion and Conclusions -- 5.1 Agency and Identity and Their Links to Asymmetrical and Symmetrical Power Relations -- 5.2 The Role of HE as Global Citizen, Considerations and Potential Impact -- References -- Geography of Food Summer School: International Exchange for Sustainable Food Value Chains -- 1 Introduction -- 2 The Geography of Food Education Programme -- 2.1 Background and Goals -- 2.2 Educational Concept -- 2.3 Course Phases and Content. , 2.4 Integration of Key Educational Elements into Course Phases -- 3 Experiences and Learnings -- 3.1 Implementation -- 3.2 Evaluation -- 3.3 Quality Assessment -- 4 Conclusion and Outlook -- References -- The Role of Higher Education Stakeholder Networks for Sustainable Development: A Systems Perspective -- 1 Introduction -- 2 Stakeholder Networks as Drivers of Sustainable Development Implementation in Higher Education Institutions -- 3 Systems Thinking, Analysis and Assessment of Stakeholders' Networks in HEIs -- 3.1 Soft Systems Methodology (SSM) a Way of Enquiring About Complexity -- 3.2 Soft Systems Methodology (SSM): Managing and Controlling the Transformation Process -- 3.3 Measuring the Performance of a System with SSM: CATWOE, the Transformation Process and the Three 'Es': Efficacy, Efficiency and Effectiveness -- 3.4 Assessing the Performance of Stakeholder's Network: A Soft Systems Methodology (SSM) Model -- 4 Conclusions -- References -- Corporate Sustainability Benchmarking in Academia: Green Campus, Living Labs, Socioeconomic and Socioenvironmental Initiatives in Brazil -- 1 Introduction -- 1.1 Climate Change -- 1.2 Green Campuses -- 1.3 Living Labs -- 1.4 Economic and Socioenvironmental Sustainability Initiatives -- 2 Methodology -- 2.1 Themes -- 2.2 Indicators -- 2.3 Obtaining Information -- 2.4 Selecting the Reference Universities -- 2.5 Selecting the Universities in Santa Catarina -- 3 Profile of the Selected Universities -- 3.1 European and North American Campuses (EACs) -- 3.2 Santa Catarina Campuses (SCCs) -- 4 Corporate Sustainbility Bench Marking -- 4.1 Green Campus -- 4.2 Living Labs -- 4.3 Economic and Socioenvironmental Sustainability for Society Initiatives -- 5 Conclusions -- References. , What About the Human Side of Climate-Induced Migration? The Role of Universities in Improving Refugees' Wellbeing by Implementing the Sustainable Development Goals -- 1 Introduction -- 2 Literature Review -- 2.1 Climate Change-Induced Migration, the Climate Refugees -- 2.2 Universities for the Sustainable Development Goals: Assisting the Climate Refugees -- 3 Methods -- 4 Results and Discussions: The Contributions of Universities to Implement the Sustainable Development Goals for Climate Refugees -- 5 Conclusions and Recommendations -- References -- Critical Thinking, Moral Courage, and Sustainable Development Goals. Universities as a Driving Force for Societal Change -- 1 Introduction -- 2 Critical Thinking and Courage as Hallmarks of Higher Education -- 3 The Purpose of the University. Sustainability as the Teleological, Greater Good -- 4 Conclusions -- Bibliography -- Sustainable Development: An Analysis Based on Conference Papers -- 1 Introduction -- 2 Literature Review -- 3 Method -- 4 Results -- 4.1 Citations Analysis from Conference Papers on Sustainable Development -- 4.2 Case Study of One International Conference in Brazil -- 4.3 Relevance for Society and Implementation of the SDGs -- 5 Conclusions -- References -- Strategic Planning for a Sustainable Development Centre Using the Balanced Scorecard -- 1 Introduction -- 2 Theoretical Reference -- 2.1 Balanced ScoreCard-BSC, Perspectives and Premises -- 2.2 BSC and Its Relationship to the Strategic Map -- 3 Methodology -- 4 Results and Analysis -- 4.1 BSC Greens Group: The Strategic Map -- 5 Conclusions -- References -- Drawing Sustainability: Helping Students to Know What They Know -- 1 Introduction -- 2 The Role of Business Schools in Education for Sustainability -- 3 The Importance on Learning Recognition -- 4 The Value of Drawing -- 5 Drawing Sustainability as a Learning Activity. , 6 Research Process -- 7 Results -- 7.1 Drawing Sustainability as a Tool to Benchmark Students' Knowledge -- 7.2 Recognition of Learning Through Drawing Sustainability -- 7.3 Other Learning Outcomes Recognised -- 8 Drawing Sustainability and Indicators of Learning -- 9 Impacts and Implications of Drawing Sustainability -- 10 Limitations Recognised in This Research -- 11 Conclusions -- References -- We Can Only Do It Together: Addressing Global Sustainability Challenges Through a Collaborative Paradigm -- 1 Introduction -- 2 The Role of Higher Education in Addressing Global Challenges -- 3 Blueprint for a New Paradigm in HEIs -- 4 Knowledge and Policy-Which Knowledge Is Needed in a Time of Systemic Shifts? -- 5 Limits to and Risks with the "Technological" Approach -- 6 Particular Challenges for Universities -- 7 Why Do We Need Agile Learning Organisations in Higher Education? -- 8 A Role for the SDGs in Higher Education? -- 9 Conclusions -- References -- Change Project Approach for Reorienting University Teaching Towards the Implementation of Sustainability Principles -- 1 Introduction -- 2 Change Project Approach (CPA) as a Response to Socio-Economic Challenges of Sustainable Development -- 2.1 Change Project Action Research Cycle and Stages -- 3 Materials and Methods -- 3.1 Materials: Description of Cases -- 3.2 Methods: Case Study Analysis and Value Creation Conceptual Framework -- 4 Results and Discussion on CPA Case Study Analysis -- 5 Conclusions -- Annex: Change Project Value Creation Stories -- References -- Case Studies on Sustainable Development at Universities -- Education for Sustainable Development: A University Perspective -- 1 Introduction: Sustainable Development on the Political Agenda of Latvia -- 2 Sustainability and Universities -- 3 New Concepts-New Challenges -- 4 Conclusions -- References. , Students' Perception of Campus Sustainability in a Brazilian University.

Note: Intro -- Preface -- Contents -- Indigenous Knowledge Systems and Sustainable Development -- The Role of Indigenous Communities of Practice in Fostering Community Engagement and Partnerships for Sustainable Development in Africa -- 1 Introduction -- 2 Communities of Practice (CoPs) and Their Role in Community Engagement and Partnerships -- 3 The Link Between Indigenous Knowledge Systems (IKS) and Sustainable Development -- 4 Indigenous Communities of Practice (iCoPs) as a Catalyst for Meaningful Community Engagement and Partnerships -- 5 Methodological Approach -- 6 Background and Context of the Two Identified iCoPs -- 7 Emerging Themes from Interviews -- 7.1 Meaning of Community Engagement (CE) -- 7.2 Sustaining Community Engagement and Partnerships Through Collaboration -- 7.3 Dialogue as a Way to Foster Community Engagement and Partnerships for Sustainable Development -- 7.4 Cultural Protocols as a Vital Aspect of CE and Partnerships -- 7.5 Language as a Key Element for Fostering Sustainable Development -- 8 Discussion and Implications for Sustainable Development -- 9 Concluding Remarks -- References -- Fostering University Contribution Towards Sustainable Development: The Instrumentality of Indigenous Knowledge System -- 1 Introduction -- 2 Engaging Indigenous Knowledge (IK) for Sustainable Development -- 3 Contextual Background -- 4 Findings -- 5 Discussion -- 6 Conclusion -- References -- Relevance of Indigenous Knowledge Systems in Sustaining Agriculture Under Smallholder Farming in Sub-Saharan Africa -- 1 Introduction -- 2 Indigenous Knowledge and Its Role in Sustainable Agriculture and Development -- 3 Indigenous Knowledge Systems as a Key Driver of Resilience and Sustainability in Smallholder Agriculture of SSA -- 3.1 Labour and Capital -- 3.2 Land -- 3.3 Indigenous Managerial Skills in Crop and Livestock Production. , 3.4 Indigenous Nutrient Cycling and Soil Fertility Maintenance Strategies -- 3.5 Indigenous Soil and Water Conservation (ISWC) as a Strategy of Sustainable Land Management -- 3.6 Indigenous Irrigation Practices in Sub-Saharan Africa Agriculture -- 3.7 Indigenous Pest Management Approaches -- 4 Contribution of Indigenous Plant and Animal Genetic Resources to Food Security and Sustainable Agriculture in Smallholder Farming Systems of SSA -- 4.1 Indigenous Food Crops as Components of Food Systems and Sustainable Smallholder Farming in SSA -- 4.2 Role of African Indigenous Vegetables (AIV) in Small Scale Urban and Peri-Urban Agriculture -- 4.3 Indigenous Livestock and Their Role on the Sustainability of Smallholder Farming -- 5 The Power of Indigenous Knowledge Systems in Strengthening the Resilience of Smallholder Farming to Climate Change and Variability -- 6 African Indigenous Practices and Technologies of Post-Harvest Food Storage and Processing Enhance Household Food and Nutrition Security -- 7 Concluding Remarks -- References -- Women's Economic Empowerment for Sustainable Development through Indigenous Basket and Mat Weaving in Zimbabwe -- 1 Introduction -- 2 Women's Economic Empowerment and Sustainable Development -- 3 Addressing Women's Economic Empowerment -- 4 Non-formal Education and Informal Sector Employment -- 5 Theoretical Framework -- 6 Sample and Sampling Procedure -- 7 Methodology -- 8 Findings and Discussion -- 9 Non-formal Training of Indigenous Basket and Mat Weavers -- 10 Income Generation and Poverty Alleviation through Basket and Mat Weaving -- 11 Conclusion -- 12 Recommendations -- References -- The Role of Indigenous Social Protection Systems in the Sustainable Development of Contemporary African Communities -- 1 Introduction -- 2 Social Risk Management Framework -- 3 Indigenous Social Protection and Risk Management. , 3.1 Preventive Strategies: Age Grades -- 3.2 Mitigation Strategies - Rotating Savings and Credit Associations -- 3.3 Coping Strategies - Burial Societies -- 4 Conclusion -- References -- Sustainable Quality Education Through Self-directed Multimodal Learning, for Open Indigenous Knowledge Co-creation -- 1 Introduction -- 2 Sustainable Development and Education in Africa -- 3 Self-directed Multimodal Learning -- 3.1 Self-directed Learning and Lifelong Learning -- 3.2 From Multimodality to Multimodal Learning -- 4 Open Education -- 4.1 Open Educational Resources -- 4.2 Open Educational Resources and Sustainability -- 5 Indigenous Knowledge in Education -- 6 Fostering Sustainable Development in Education Through Self-directed Multimodal Learning for Open Indigenous Knowledge Co-creation -- 7 Recommendations -- 8 Conclusion -- References -- Integrating Indigenous Knowledge on Environmental Management Practices in the Teaching of Geography in Secondary Schools: A Case of Chimanimani Community in Zimbabwe -- 1 Introduction -- 2 Background to the Study -- 2.1 Colonial Influences on Education and Environmental Sustainability -- 2.2 International Conventions and Sustainable Development Goals (SDGs) -- 2.3 Indigenous Methods on Sustainable Resource Management -- 2.4 Edward Said's Post-Colonial Theory -- 3 Statement of the Problem -- 4 Research Questions -- 5 Methodology -- 5.1 Research Design -- 5.2 Data Generation and Sampling Methods -- 5.3 Data Presentation and Analysis -- 5.4 Ethical Issues -- 6 Findings and Discussion -- 6.1 Indigenous Environmental Management Practices on Plant Species -- 6.2 Indigenous Environmental Practices on Animal Species -- 6.3 Indigenous Environmental Practices on Land Resources -- 6.4 Indigenous Environmental Practices on Weather and Climate Changes. , 6.5 Integrating IK on Environmental Management Practices with the Form 1-4 Geography Syllabus (2015-2022) -- 7 Conclusions -- 8 Recommendations -- References -- Sustainable Future for Early Childhood: Applying the African Ubuntu Philosophy to Contribute to the Holistic Development of Young Children -- 1 Introduction -- 2 Education for Sustainability in Early Childhood -- 3 Embedding Holistic Development in Ubuntu -- 3.1 Human Worth in Communal Relationships -- 3.2 Relationship Circle -- 4 Conclusion -- References -- Educational Institutions, Approaches and Innovations -- Transdisciplinary Education: Enabling the Sustainable Development Goals Using the Fourth Industrial Revolution -- 1 Concept of Inequality -- 2 Research Context -- 3 Exploring the Constructs of Inequality -- 4 Exploring the Opportunity for Quality Education (SDG 4) to Reduce Inequality (SDG 10) -- 5 Transdisciplinary Methodologies to Accelerate Achieving SDGs -- 6 Accelerating the Attainment of the SDGs in the Context of the Fourth Industrial Revolution -- 7 Conclusion -- References -- Straddling the Divide: A Framework for Digital Skills Education in Support of Both the UN Sustainable Development Goals and the Fourth Industrial Revolution in South Africa -- 1 Introduction -- 2 Defining a Set of Consolidated Digital Skills for SDG and 4IR -- 3 Educational Implications of the Proposed Digital Skills Framework -- 3.1 Considerations Related to Scholarly Discourses on Digital Skills Education -- 3.2 SDG Education Implications -- 3.3 4IR Education Considerations -- 3.4 Implications for Digital Skills Education South Africa -- 4 Example: Digital Skills Education in South Africa Through NEMISA -- 5 Conclusions -- References -- Case Study: Higher Education and the Education for Sustainable Development in Africa (ESDA) Program -- 1 Introduction -- 2 Education for Sustainable Development (ESD). , 3 Methodology -- 4 Education for Sustainable Development in Africa (ESDA) Academic Programs -- 4.1 Sustainable Urban Development (SUD) Programme -- 4.2 Sustainable Integrated Rural Development in Africa (SIRDA) Program -- 4.3 Mining and Mineral Resources (MMR) Program -- 5 The Next Generation Researchers (NGRs) Project -- 6 ESDA Sustainable Development Workshops -- 7 Key Lessons -- 8 Conclusion -- References -- The Challenges and Opportunities for Climate Change Education at Makerere University in Kampala Uganda -- 1 Introduction -- 2 Methods -- 2.1 Approach and Design -- 2.2 Sample Size and Sampling Procedures -- 2.3 Data Collection -- 2.4 Data Analysis and Interpretation -- 2.5 Ethical Considerations -- 3 Key Findings -- 3.1 The Study Context -- 3.2 Empirical Findings Regarding Challenges for Climate Change Education at Makerere University -- 3.3 Empirical Findings Regarding Opportunities for Climate Change Education at Makerere University -- 4 Discussion of Findings -- 5 Conclusion -- References -- Possibilities of Translanguaging Pedagogy for Sustainable Education in Africa -- 1 Introduction -- 2 Current Practices of the Language of Instruction in Education -- 3 Translanguaging: The Concept -- 4 The Study -- 4.1 Participants -- 4.2 Data Collection -- 5 Findings -- 5.1 Reasons for Language Shift -- 5.2 Benefits of Translanguaging -- 5.3 Challenges with Translanguaging -- 6 Discussion -- 6.1 Reasons for Language Shift -- 6.2 Benefits of Translanguaging Pedagogy -- 6.3 Limitations of Translanguaging Pedagogy -- 7 Conclusion -- References -- Sustainable Development Through the Lens of Partnerships for Inclusive Education in Africa: A Case Study from North West Province, South Africa -- 1 Introduction -- 1.1 Theoretical Framework -- 2 Sustainable Development (SD) -- 3 Sustainable Development Goals (SDGs) -- 4 Quality Education - SDG 4. , 5 Partnerships and Inclusive Education.

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.