Engendering sustainable development competencies in higher education: The case of Egypt

ElMassah, Suzanna; Biltagy, Marwa; Gamal, Doaa

doi:10.1016/j.jclepro.2020.121959

Cited by 31 publications

(27 citation statements)

References 16 publications

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“…Faize and Akhtar [25] also said that the students in the environmental study program are more connected to nature, and they are more sensitive to understand the environmental problem which enable them to deliver their knowledge than those who less get environmental education. Elmassah et al [40] also confirmed that different colleges or departments in universities significantly influence the content of curriculum and student's activities that later influence their competency and knowledge on environmental issues. This finding also in line with the previous studies that revealed that the environmental knowledge of students majored in environmental science is higher than the environmental knowledge of students majored in social science [27,41].…”

Section: Discussionmentioning

confidence: 92%

The Difference of Knowledge and Behavior of College Students on Plastic Waste Problems

2020

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Environmental education in the academic level is the most effective way to increase environmental awareness of college students particularly in handling plastic waste problems. This study aimed to compare the student’s knowledge and behavior on plastic waste problem between environmental science and social science students and to examine the correlation of knowledge and behavior to reduce plastic waste. Through survey of 98 students of National Chung Hsing University, Taichung, Taiwan, we compared the students’ knowledge and behavior on plastic waste problems by t-Test and Chi-square analysis, and we used Kendall’s rank correlation to evaluate the correlation of knowledge and behavior. This study found that the differences in majors resulted in the significant differences in knowledge on the negative impacts of plastic waste, where the students who are majoring in environmental sciences have higher score than the students in social science. Relating behaviors, the differences in majors also resulted in the significant different behaviors to reduce plastic usage, where the students with major in environmental sciences have the better behavior to reduce plastic usage for daily life than the social science students. These behaviors were shown in purchasing products with plastic packaging, preparing shopping bag, re-using plastic bags, taking own meal box, and having food on the sites to reduce single used plastic package. This study also found the positive correlation between environmental knowledge on plastic waste and behavior to reduce plastic waste in the daily life.

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Section: Discussionmentioning

confidence: 92%

The Difference of Knowledge and Behavior of College Students on Plastic Waste Problems

2020

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“…For example, universities need to develop a culture of sustainability that suffuses departments and degree programs, especially for students who are nearing entry to the job market (Albareda-Tiana et al, 2018). Similarly, Elmassah et al (2020) suggested that HEIs establish standards for propagating SD values in the curricula of different majors, providing new SD-based courses (both singular and integrated), and forming a specialized ESD faculty community that can share experiences and best practices. Other conceptual studies falling in the macro category deal with student competencies, inclusive teaching practices, professors' abilities and ethics, and alliances among universities and organizations that are crucial for integrating SDGs into teaching programs (del Olmo Fernández et al, 2020;.…”

Section: Teaching-macromentioning

confidence: 99%

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

2022

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Universities are rethinking their teaching and research programs and their whole third mission in response to the framework provided by the Sustainable Development Goals (SDGs). But how do universities walk the talk? What are the main strategies and activities undertaken by universities to implement the 2030 Agenda? While the higher education literature has documented the growing number of practices and strategies around SDGs, there have been few attempts to synthesize these scholarly resources. Moreover, the knowledge base revolves around an array of activities, which makes the literature seem fragmented. To fill this gap, the present paper conducts a systematic literature review and derives a method of categorizing activities that can support further knowledge growth. We classified 130 selected papers based on the type of university activities considered (research, teaching, third mission, and managing operations) and the level of the implemented action (macro, meso, and micro). Subsequently, we identified the main gaps in the literature and discussed future research avenues for addressing higher education's role in accomplishing SDGs.

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“…The urgent need to respond to the challenges posed by the achievement of the SDGs raises the question: Are SDG4.7 and SDG5 being successfully implemented in HE formal education? After some years of research, it has been found that SD policy has been widely researched but limited attention has been paid to educational practices and outcomes (Aleixo et al , 2020; Aru et al , 2017; Elmassah et al , 2020; Leal Filho et al , 2019; Vaughter et al , 2016), particularly in regard to SDG5 where there has been least debate compared to other sustainability goals (Bourn et al , 2017). Therefore, taking into account that there is no systemic approach to teaching sustainability and that there is pressure to equip students with sustainability skills, this study aimed to conduct a self-assessment process to learn what are students learning about SDG5 and what level of perceived gender competence will they have acquired when they graduate.…”

Section: Introductionmentioning

confidence: 99%

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

Miralles-Cardona

Chiner

Cardona-Moltó

2021

IJSHE

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Purpose This study aims to assess future teachers’ beliefs in their capabilities for sustainable gender equality (GE) practice after graduation and to analyze differences across degree and sex using a self-efficacy scale specifically designed and validated for this study. Design/methodology/approach A survey was administered to three cohorts of undergraduate and graduate student teachers at the University of Alicante, Spain. Using a convenience sample that represented the three teacher majors in early childhood, elementary and secondary education, 610 students were asked to rate their confidence in gender knowledge, skills and awareness using a six-point Likert scale. Findings Upon graduation, teachers reported unrealistic perceptions of their ability to practice a sustainable GE. The level of self-efficacy was found moderate in the three teacher cohorts with no statistically significant differences across degrees in any of the three efficacy components but gender attitudes were rated significantly higher by female students. Originality/value This study provides a reliable and valid instrument specifically helpful for guiding the education for the sustainable development (SD) of GE in instructional settings. Because there is no systemic approach to teaching sustainability nor valid and reliable instruments to assess gender competence for practicing a gender pedagogy, this tool will hopefully provide teacher education institutions a conceptual and practical framework on how GE can successfully be mainstreamed into the curriculum. Infusing SD of GE in curricula and assessing interventions as a habitual practice could be useful to monitor sustainability performance over time and assess contributions to SDG5.

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Engendering sustainable development competencies in higher education: The case of Egypt

Cited by 31 publications

References 16 publications

The Difference of Knowledge and Behavior of College Students on Plastic Waste Problems

The Difference of Knowledge and Behavior of College Students on Plastic Waste Problems

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

Educating prospective teachers for a sustainable gender equality practice: survey design and validation of a self-efficacy scale

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