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 -- 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.