Energy sustainability in teaching and outreach initiatives and the contribution to the 2030 Agenda

Abstract

Purpose Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

Development of Sustainable Thinking by Information Literacy

“…Other aspects of energy use, such as a problem of HEIs in reaching the goals of sustainable development, were researched by specialty literature [33]; thus a conclusion was reached that points out the lack of general knowledge regarding the energetic context of the academic community [34].…”

IoT solution for energy management and efficiency on a Brazilian university campus – a case study

“…The concept of energy and its conservation is discussed and applied in different types of initiatives in the routine of the university. Lange Salvia et al (2020) present an overview about initiatives of sustainable use of energy in universities, bringing together the academic community and society, considering production, consumption, policy aspects and sustainability. Although they recommend several initiatives, there is still a need to increase the engagement with courses and actions that improve the connection between university campuses and society to promote energy sustainability.…”

“…Optimization of energy use and management is important to reduce greenhouse gas emissions, energy consumption and related costs, besides helping to preserve natural resources (Lange Salvia et al , 2020; Rebelatto et al , 2019). Nevertheless, the main impact of promoting projects of energy efficiency in the university campus environment is knowledge diffusion through the learning process and changing behaviors, because university is a relevant place for collaborative learning and driving wider social changes (Groulx et al , 2021; König and Evans, 2013; Leal Filho et al , 2019).…”

The Interrelationships Between the Sustainable Development Goals and Higher Education Institutions: A Systematic Literature Review

“…The figure 7 shows how SDG4 impacts all the others SDGs, as shown above. HEIs and HE can contribute to energy efficiency by implementing systems in their facilities that contribute to energy sustainability and by training and raising awareness of these issues among their students (Rebelatto et al, 2019Lange-Salvia et al, 2020. Milton (2021) focuses on the difficulty for fragile and conflict-affected countries to achieve SDG16 (peace and justice), analysing how HE can contribute to this SDG through training, research, governance and external leadership, looking at four dynamics that influence universities in these difficult contexts: resource mobilisation and the public good; securitisation; academic freedom, insecurity and politicisation.…”

“…-Ferguson & Roofe, 2020-Hirsu et al, 2021-Jamison & Madden, 2021-Kolb et al, 2017-Lange Salvia et al, 2020-Manolis & Manoli, 2020-Milton, 2021-Owens, 2017-Owusu-Agyeman, 2020-Perales Franco & McCowan, 2020-Rebelatto et al, 2019-Sanabria-Suá rez et al, 2020-Sonetti et al, 2019-Wubah et al, 2020 -Yemini, 2021 2. Incorporation of SDGs intoHEIs' syllabuses (14 papers) -Albareda-Tiana et al, 2017 -Albareda-Tiana et al, 2018 -Aleixo et al, 2020 -Argento et al, 2020 -Bell et al, 2017 -Chaleta et al, 2021 -Crespo et al, 2017 -Hadjeris, 2021 -Lembani et al, 2019 -Mawonde & Togo, 2019 -Michalopoulou et al, 2019 -Quadrado et al, 2019 -Ramos Torres, 2020 -Veiga Ávila et al, 2019 3.…”