Universities are central players and important economic actors in many regions, and many of them are, in general, nationally and internationally active in respect of matters related to sustainable development. But there is a paucity of research which examines their contributions towards sustainability efforts at the local level, i.e. in the places they are situated. This paper addresses this need, by reporting on a qualitative study deploying a Matrix, which allows an analysis and reporting of regional sustainable development initiatives of a set of 22 universities in industrialised and developing countries. Recommendations to enhance their role are provided, including the importance of pursuing partnerships and joint initiatives, understanding the need of local communities, and making their know-how more widely available. The scientific value of this research is related to the understanding of how the interaction between universities and local communities happens and by shedding light to this topic, it supports universities to improve their own actions. Its implications are twofold: it demonstrates the potential of universities as local players, and outlines the range of activities they may engage with, and which may allow them to act as pillars to local sustainability initiatives.

Abstract:The United Nations named 2010 as a year of natural disasters, and launched a worldwide campaign to improve the safety of schools and hospitals from natural disasters. In the region of South East Europe, Croatia and Serbia have suffered the greatest impacts of natural disasters on their communities and health facilities. In this paper the disaster management approaches of the two countries are compared, with a special emphasis on the existing technological and legislative systems for safety and protection of health facilities and people. Strategic measures that should be taken in future to provide better safety for health facilities and populations, based on the best practices and positive experiences in other countries are recommended. Due to the expected consequences of global climate change in the region and the increased different environmental risks both countries need to refine their disaster preparedness strategies. Also, in the South East Europe, the effects of a natural disaster are amplified in the health sector due to its critical medical infrastructure. Therefore, the principles of environmental security should be implemented in public health policies in the described region, along with principles of disaster management through regional collaborations.

The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual’s intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.

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