# data[].attributes.headline
Leal Filho, W., Hassen, T. B., Dinis, M. A. P., Lin, C.-C., & Liu, W.-H. (2026). Mainstreaming Sustainability and Climate Change Across Higher Education: Lessons From Ten Pioneering Universities [Research article]. Sustainable Development, 1–18.  

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Leal Filho, W., Hassen, T. B., Dinis, M. A. P., Lin, C.-C., & Liu, W.-H. (2026). Mainstreaming Sustainability and Climate Change Across Higher Education: Lessons From Ten Pioneering Universities [Research article]. Sustainable Development, 1–18.  

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https://doi.org/10.1002/sd.71544

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Leal Filho, W., Fedorukb, M., Kunykb, O., Semak, U., Yaroshenko, N., Ruda, M., Eustachio, J. P. P., Dinis, M. A. P., & Luetz, J. M. (2026). Ecocide in Ukraine: an assessment of geospatial and environmental evidence of war-related ecosystem destruction in Ukraine [Original Research]. Frontiers in Environmental Science, 14, 1–19, Article 1823887. 

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Leal Filho, W., Fedorukb, M., Kunykb, O., Semak, U., Yaroshenko, N., Ruda, M., Eustachio, J. P. P., Dinis, M. A. P., & Luetz, J. M. (2026). Ecocide in Ukraine: an assessment of geospatial and environmental evidence of war-related ecosystem destruction in Ukraine [Original Research]. Frontiers in Environmental Science, 14, 1–19, Article 1823887. 

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https://doi.org/10.3389/fenvs.2026.1823887

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Frontiers | Ecocide in Ukraine: an assessment of geospatial and environmental evidence of war-related ecosystem destruction in Ukraine

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The ongoing war in Ukraine has triggered large-scale and multi-dimensional environmental degradation affecting soils, freshwater systems, forests, agricultur…

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Leal Filho, W., Luetz, J. M., Almulhim, A. I., & Dinis, M. A. P. (2026). Assessing the carbon footprint of artificial intelligence in higher education: a bibliometric and institutional analysis [Research]. Environmental Sciences Europe, 38(1), 1–19, Article 132. 

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Leal Filho, W., Luetz, J. M., Almulhim, A. I., & Dinis, M. A. P. (2026). Assessing the carbon footprint of artificial intelligence in higher education: a bibliometric and institutional analysis [Research]. Environmental Sciences Europe, 38(1), 1–19, Article 132. 

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https://doi.org/10.1186/s12302-026-01414-8

# data[].attributes.attachment_link.title
Assessing the carbon footprint of artificial intelligence in higher education: a bibliometric and institutional analysis - Environmental Sciences Europe

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The rapid integration of artificial intelligence (AI) across higher education has transformed research, teaching, and institutional operations. Yet its environmental implications remain poorly understood at the institutional level. While a growing literature examines the energy consumption and carbon footprint of AI systems, little is known about how these concerns are recognised or addressed within universities. This study addresses this gap by combining a bibliometric analysis of 461 peer-reviewed publications indexed in Scopus (2014–2025) with a multiple-case study analysis of selected research-intensive universities. The bibliometric analysis reveals a rapidly expanding research landscape dominated by themes such as machine learning, energy consumption, optimisation, and sustainability, alongside a comparatively limited focus on higher education as an institutional context. The case studies, based on sustainability reports, climate action plans, and environmental disclosures, focus on a set of research-intensive universities with substantial AI-related infrastructure. They show a consistent pattern: despite the centrality of high-performance computing (HPC) and cloud-based platforms, institutional reporting of energy and carbon emissions remains aggregated, rarely examining AI-specific impacts. This reveals a governance gap between the expanding scientific understanding of AI’s environmental footprint and the maturity of sustainability practices in academia. The novelty of this study lies in the integration of bibliometric analysis with institutional case study evidence to systematically examine how AI-related energy use and carbon emissions are addressed in higher education. By bridging these two analytical dimensions, the study provides new insight into the disconnect between research advances and institutional practice and highlights the need for dedicated frameworks to account for AI-related energy use and emissions. The study also aligns with the United Nations Sustainable Development Goals (SDGs), particularly Affordable and Clean Energy (SDG 7), Climate Action (SDG 13), and Quality Education (SDG 4), contributing to the ongoing debate on responsible and sustainable AI in higher education.

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Leal Filho, W., Albrecht, C. F., Salvia, A. L., Frandoloso, M. A. L., Eustachio, J. H. P. P., Haddrell, C., Iyer-Raniga, U., Dinis, M. A. P., Borsari, B., Diaz-Sarachaga, J. M., & Emadeldin, Y. (2026). Building a Resilient World: The Contribution of Architecture Curricula to Sustainable Development [Research Article]. International Journal of Sustainability in Higher Education, 27(10), 323–343. 

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Leal Filho, W., Albrecht, C. F., Salvia, A. L., Frandoloso, M. A. L., Eustachio, J. H. P. P., Haddrell, C., Iyer-Raniga, U., Dinis, M. A. P., Borsari, B., Diaz-Sarachaga, J. M., & Emadeldin, Y. (2026). Building a Resilient World: The Contribution of Architecture Curricula to Sustainable Development [Research Article]. International Journal of Sustainability in Higher Education, 27(10), 323–343. 

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https://doi.org/10.1108/IJSHE-05-2025-0423

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Building a resilient world: the contribution of architecture curricula to sustainable development

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Purpose. The design of buildings and urban areas holds immense potential to shape sustainability, encompassing considerations of material usage, energy efficiency and environmental impacts throughout construction and life cycle. Architects play a pivotal role in this endeavour. In the evolving landscape of architectural education, there remains a significant gap in understanding the full scope of its potential and challenges. This study aims to explore the role of higher education institutions and explores the extent to which architecture curricula contribute to sustainable development.Design/methodology/approach. The study used an online survey, designed around sustainability frameworks to assess how architecture curricula incorporate sustainability. It gathered 110 responses from 30 countries, with data analysed using non-parametric tests (Kruskal–Wallis and Mann–Whitney U test) to examine country-level differences and barriers to integrating sustainability.Findings. The findings reveal a prevalent consideration of sustainability in curricula, with a notable emphasis on environmental dimensions, closely followed by social and economic aspects. However, challenges persist, notably the lack of sustainability training for educators and limited time allocation for integrating sustainability components into educational programmes.Originality/value. This study’s novelty lies in its comprehensive investigation into the emphasis placed on sustainability within architecture education. It offers original insights collected from diverse universities worldwide through the documentation of trends observed across 30 countries, providing valuable insights on the training landscape for architects and paving the way for informed strategies to enhance sustainability integration in architectural curricula and practice.

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Leal Filho, W., Bichueti, R. S., Dinis, M. A. P., Begum, H., O’Hare, P., Malakar, K., Kouassi, J.-L., & Danumah, J. H. (2026). Cities and Climate Change: combining bibliometric trends and city-level evidence to understand the connections between urban resilience and adaptive capacity. Environmental and Sustainability Indicators, 30, 1–17, Article 101277.  

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Leal Filho, W., Bichueti, R. S., Dinis, M. A. P., Begum, H., O’Hare, P., Malakar, K., Kouassi, J.-L., & Danumah, J. H. (2026). Cities and Climate Change: combining bibliometric trends and city-level evidence to understand the connections between urban resilience and adaptive capacity. Environmental and Sustainability Indicators, 30, 1–17, Article 101277.  

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https://doi.org/10.1016/j.indic.2026.101277

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Leal Filho, W., Djekic, I., Matandirotya, N., Donkor, F., Ibrahim, U., Mbih, R., Kateka, A., Roeseler, J., Sharifi, A., & Dinis, M. A. P. (2026). Climate change, planetary health and education in Africa – Some case studies and perspectives. One Health, 22, 1-12, Article 101406.

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Leal Filho, W., Djekic, I., Matandirotya, N., Donkor, F., Ibrahim, U., Mbih, R., Kateka, A., Roeseler, J., Sharifi, A., & Dinis, M. A. P. (2026). Climate change, planetary health and education in Africa – Some case studies and perspectives. One Health, 22, 1-12, Article 101406.

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https://doi.org/10.1016/j.onehlt.2026.101406

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Please confirm you are a human by completing the captcha challenge below.

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Leal Filho, W., Aguiar, A. d. O. e., Elahi, M. M., Azam, F. M. S., Dinis, M. A. P., Eustachio, J. H. P. P., Mazhar, M., Mazutti, J., Gatto, A., Etxano, I., Kounani, A., Aina, Y. A., & Viota, M. (2026). Decarbonising university operations: strategies and challenges for Higher Education Institutions. Environmental Sciences Europe, 38, 1–29, Article 82.

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Leal Filho, W., Aguiar, A. d. O. e., Elahi, M. M., Azam, F. M. S., Dinis, M. A. P., Eustachio, J. H. P. P., Mazhar, M., Mazutti, J., Gatto, A., Etxano, I., Kounani, A., Aina, Y. A., & Viota, M. (2026). Decarbonising university operations: strategies and challenges for Higher Education Institutions. Environmental Sciences Europe, 38, 1–29, Article 82.

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https://doi.org/10.1186/s12302-026-01358-z

# data[].attributes.attachment_link.title
Decarbonising university operations: strategies and challenges for Higher Education Institutions - Environmental Sciences Europe

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Background Universities have significant carbon emissions impact and face pressure to cut their operational carbon emissions around the world. This leads to growing interest of the academic and practice community in effective pathways for carbon reduction within higher education. In this context, the aim of the research is to investigate the strategies for decarbonising university operations and challenges being faced. Drawing from a mixed-method approach, a review of case studies, and a survey involving Higher Education Institutions (HEIs) in nearly 40 countries, it explores the interconnectedness of awareness, cultural and political dimensions, internal institutional structures, and technical approaches in achieving decarbonisation goals. Results The findings underscore awareness initiatives that enhance understanding of decarbonisation among educators and students in universities, and communities. The case studies as a review of experiences from diverse geographical regions illustrate varying strategies for carbon emissions reduction in HEIs, underscoring the adaptability of decarbonisation efforts across contexts. Additionally, cultural and political factors emerge as key determinants, requiring tailored strategies to navigate diverse contexts and garner public support. Finally, institutional structures, including financial constraints and regulatory barriers, and ageing infraestructure are identified as key barriers to effective decarbonisation efforts. Conclusions The novelty of the paper resides on the fact that it highlights the need for integrating decarbonisation goals into institutional governance and planning mechanisms is essential for achieving long-term goal of net zero carbon and aligning with the global UN Sustainable Development Goals (SDGs). The study advocates for a holistic approach that considers social, economic, environmental and institutional dimensions in advancing decarbonisation within HEIs, rather than treating emissions as a purely technical issue. The effectiveness of decarbonisation measures is dependent on breaking down chronic structural and financial factors in the implementation, and is substantially supported by institutional practices that promote the engagement of all stakeholders and an open, transparent measurement of its impact. By addressing barriers, HEIs can pave the way for a sustainable and low carbon future while serving as catalysts for broader societal change.

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Esho, E. O., Akinyelu, A. A., & Dinis, M. A. P. (2026). Sustainable generative AI and quantum computing: review assessment on the environmental impact of generative AI and quantum technologies [Review]. Frontiers in Sustainability, 7, 1–23, Article 1726832. 

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Esho, E. O., Akinyelu, A. A., & Dinis, M. A. P. (2026). Sustainable generative AI and quantum computing: review assessment on the environmental impact of generative AI and quantum technologies [Review]. Frontiers in Sustainability, 7, 1–23, Article 1726832. 

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https://doi.org/10.3389/frsus.2026.1726832

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Esther O. Esho, Andronicus A. Akinyelu, Maria Alzira Pimenta Dinis

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Frontiers | Sustainable generative AI and quantum computing: review assessment on the environmental impact of generative AI and quantum technologies

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The rapid advancement of Generative Artificial Intelligence (GenAI) and Quantum Computing (QC) presents transformative opportunities, yet their high computat…

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Aina, Y. A., Almulhim, A. I., Salami, B. A., Swart, J., Abubakar, I. R., Dinis, M. A. P., & Sharifi, A. (2026). Trajectories of circular economy in cities: Key patterns and emerging pathways [Full Length Article]. Cities, 172, 1–15, Article 106852. 

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Aina, Y. A., Almulhim, A. I., Salami, B. A., Swart, J., Abubakar, I. R., Dinis, M. A. P., & Sharifi, A. (2026). Trajectories of circular economy in cities: Key patterns and emerging pathways [Full Length Article]. Cities, 172, 1–15, Article 106852. 

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https://doi.org/10.1016/j.cities.2026.106852

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Please confirm you are a human by completing the captcha challenge below.

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Dinis, M. A. P., Süßbauer, E., & Kalogeras, N. (2026). Editorial: Global Excellence in Sustainability: Europe [Editorial]. Frontiers in Sustainability, 7, Article 1784792. 

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Dinis, M. A. P., Süßbauer, E., & Kalogeras, N. (2026). Editorial: Global Excellence in Sustainability: Europe [Editorial]. Frontiers in Sustainability, 7, Article 1784792. 

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https://doi.org/10.3389/frsus.2026.1784792

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Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Porto, Portugal

Marine and Environmental Sciences Centre (MARE), University of Coimbra, Edifício do Patronato, Rua da Matemática, Coimbra, Portugal

Institute for Ecological Economy Research (IÖW), Berlin, Germany

Zuyd University, Heerlen, Netherlands

Commodity Risk Management Expertise Center, Wageningen University & Research, Wageningen, Netherlands

It is increasingly evident that sustainability challenges cannot be addressed in isolation. Global crises such as climate change ( Leal Filho et al., 2023a; Pfenning-Butterworth et al., 2024), biodiversity loss, resource depletion, and social inequality demand collaborative efforts that transcend borders and disciplines ( Leal Filho et al., 2024). Scientific progress in sustainability depends not only on technological innovation, but also on cultural, social, and political perspectives that can guide transitions toward more just and resilient societies ( Fisher et al., 2022). In recent years, research in Europe has provided valuable insights into these transitions, reflecting both ambitious policy frameworks and grassroots initiatives that seek to accelerate the move toward climate resilience and the energy transition ( Ribeiro et al., 2025). Yet sustainability is a global endeavor, and comparative perspectives from other regions are indispensable to ensure that knowledge is transferable, adaptable, and inclusive.

Several themes have emerged as particularly urgent. Transformations in consumption and production patterns continue to expose the unsustainability of prevailing models, highlighting the need for systemic change ( Leal Filho et al., 2022; Kazantsev et al., 2025). Circular economy approaches are increasingly recognized as innovative pathways to reduce waste, enhance resource efficiency, and decouple growth from environmental degradation ( Ribeiro et al., 2025). In parallel, climate change adaptation and resilience strategies are advancing, requiring the integration of technological solutions with governance structures and community-based approaches ( Leal Filho et al., 2025, 2023b; Qudrat-Ullah, 2025).

Social equity has become central to sustainability debates, underlining the importance of aligning environmental goals with social justice and inclusivity ( Törnblom et al., 2024; Effiong, 2025). Efforts to address inequalities, whether in access to resources, exposure to environmental risks, or participation in decision-making, are essential to ensure that sustainability transitions are fair and broadly supported ( Ribeiro et al., 2025; López Cifuentes et al., 2026). Finally, the reduction of dependence on non-renewable resources, the development of sustainable alternative materials, and the safe management of waste remain critical components of sustainable development agendas worldwide ( Dinis et al., 2023, 2022; Leone et al., 2025).

Considered together, these perspectives underscore the need of a holistic and interdisciplinary approach. Combining insights from the natural sciences, social sciences, and the humanities, and by fostering cooperation across regional and national boundaries, sustainability research can generate the transformative knowledge required to meet today's pressing environmental and societal challenges.

This Editorial introduces the Research Topic " Global Excellence in Sustainability: Europe," which brings together empirical, conceptual and review contributions examining sustainability transitions across diverse European contexts, while also engaging with global and comparative perspectives. The collection addresses key dimensions of sustainability, including governance, social justice, circular economy practices, technological innovation and everyday consumption behaviors. The articles included in this Research Topic reflect a diversity of methodological approaches and disciplinary perspectives, and collectively aim to advance understanding of how sustainability challenges can be addressed in context-sensitive and inclusive ways.

Against this background, the contributions gathered in this Research Topic explore how these challenges are being addressed across different sectors, scales and socio-cultural contexts.

Siirilä and Salonen argue that humanity now faces a polycrisis, i.e., a set of interconnected social and ecological crises whose combined impact is greater than each on its own, and that a holistic, collective transformation is urgently needed to address it. The authors propose a new social contract, "Society's Commitment to Sustainable Development," which unites civil society, the private sector, the public sector and decision-makers around the 2030 Agenda for Sustainable Development to foster collaborative action at local, regional and global scales. They contend that each societal actor has distinct roles, from governance and innovation to advocacy and coordination, and that widespread commitment across sectors can drive substantive progress toward sustainability. The perspective highlights the necessity of inclusive engagement, systemic change and shared responsibility to navigate complex crises and build a sustainable future, emphasizing that humans not only cause but also have the power to transform these challenges.

Matti et al. present a novel methodological approach that integrates strategic foresight with sustainability transitions frameworks to explore how different forms of agency shape transition pathways for a sustainable EU 2050. Strategic foresight is a structured and systematic approach of exploring plausible futures to anticipate and better prepare for change. The findings reveal that successful transitions require balancing the agency of established institutional actors with emerging stakeholders who may lack formal authority but bring crucial perspectives and capabilities. The study emphasizes the importance of agency of multiple actors in sustainability transitions, highlighting their capacity to act and collaborate in shaping a sustainable future. This study stresses the need for a strong government leadership, multilevel coordination, the roll-out of systemic policy mixes and a new social contract underpinned by democratic governance.

Vasconcelos et al. use a systems thinking approach with causal loop diagrams (CLDs) to explore how employee perceptions, attitudes, and behaviors toward organizational sustainability initiatives evolve over time. By integrating neo-institutional, sensemaking, and attribution theories with 46 prior studies and 50 qualitative data points, they identify two reinforcing feedback loops that either support or hinder engagement, and a balancing loop where increased knowledge and scrutiny can lead employees to become more critical. Initial symbolic sustainability efforts can foster early engagement, but this momentum may shift into a "vulnerability period" of frustration if perceived impacts fall short of expectations, following a "Fixes that Fail" pattern. The analysis challenges the simple positive/negative view of sustainability actions and suggests that sustaining long-term employee engagement requires consistent, impactful actions that "walk the talk."

Colley et al. argue for a person-centered perspective on circular behaviors to advance circular economy transitions. The authors contend that while technical innovations and business models have dominated circular economy research, everyday behaviors of individuals and households, such as reducing consumption, extending product lifespans, repair and reuse, are central to achieving systemic change. They suggest that conceptualizing people merely as consumers obscures their broader roles and that behavioral research needs deeper theoretical development beyond traditional models like the Theory of Planned Behavior. The article outlines a future research agenda advocating systems-oriented approaches, refined typologies of circular behaviors, and interdisciplinary integration of behavioral theories to better understand the psychological, social and contextual drivers of behavior. This agenda aims to enhance policy and intervention design that supports meaningful shifts toward circular consumption and resource use.

Pencheva et al. investigate how United Kingdom (UK) citizens engage with household repair and maintenance of electrical and electronic equipment (EEE) as a key activity within the circular economy. Using a citizen science approach, the study collected nearly 6,000 survey responses and 473 detailed repair logs to explore attitudes, behaviors and barriers to repair, revealing a significant gap between consumer expectations of product lifespan and current legislation, alongside challenges related to cost, accessibility of repair services, and the availability of repair information and spare parts. The authors highlight the importance of supporting local repair economies, improving legislation such as statutory warranty periods and Right to Repair laws, and enhancing transparency around diagnostics and parts access. By fostering a stronger culture of repair, the work aims to inform policy and industry action to reduce electronic waste and advance sustainable consumption practices in the UK.

Dionizi et al. investigate how prepared Albanian consumers are to adopt circular economy practices, a key pillar of sustainable consumption in emerging economies. Drawing on a cross-sectional survey and structural equation modeling (SEM) in North Albania, the authors find that employment status, income and education significantly predict knowledge and engagement with circular practices, such as sufficiency-driven consumption and donation of goods, whereas motivational influences and preferences have less predictive power. Their SEM results highlight that consumer knowledge and concrete behaviors are stronger determinants of readiness than abstract influences or preferences, underscoring persistent intention-behavior gaps in contexts with structural barriers like limited infrastructure and awareness. The study suggests that policy and business strategies in emerging economies should prioritize education and enabling environments to strengthen consumer readiness for circular economy adoption.

Eg et al. identify distinct consumer segments in Norwegian workplace canteens based on food choice motives and sustainability orientations. Using a mixed-methods approach with surveys and qualitative analyses, they classify three segments: one primarily driven by personal benefits, a second by a mix of personal benefits and animal welfare, and a third strongly motivated by sustainability concerns. The results reveal significant variations in how different groups prioritize food preferences, sustainable options and potential plant-based offerings, with implications for how canteens might tailor interventions to effectively promote sustainable consumption. The authors suggest that versatile strategies addressing diverse preferences could make canteens effective platforms for testing and encouraging sustainability interventions that might extend to households and wider society. This segmentation approach highlights the complex interplay between personal motives and green intentions in driving food-related sustainability transitions.

Nifatova et al. provide empirical insights into consumers' motives for choosing organic food and the role of the packaging. Based on a survey of 497 consumers in Ukraine, they found that there is no clear distinction between internal and external consumer motives in the perception of organic food-the packaging's organic quality is considered part of the food's organic quality. However, organic packaging can be an indicator of external consumer motives, because it is less related to health care and more to altruistic motives. Consumers who are driven by external motives may expect the product to be organic at all stages of its life cycle and they are more likely to rely on the producer's commitment to environmental responsibility. Organic producers should consider this in their marketing strategies to meet consumer expectations and avoid the risk of greenwashing. These findings help in the search for ways to improve mutual understanding between consumers and producers regarding shared responsibility for the environment.

The review article by Toebast-Wensink et al. analyses 100 empirical articles on predictors of sustainable fashion purchasing among consumer samples with and without purchasing experience. The review reveals that, amongst others, that habits occur more frequently as significant predictors for experienced consumers compared to general consumers; and experience can shift barriers into motivators. The authors conclude that experience should be highlighted as a transformative factor for sustainable fashion purchasing. Through gaining experiences, consumers' attitudes evolve and influence their decisions. It also emphasizes the potential of goal framing, suggesting that effective goal frames can encourage initial sustainable fashion purchases among general consumers. These findings are indicative for marketers and retailers: to effectively engage each group and enhance purchasing, they should employ distinct tactics for first-time and experienced sustainable fashion consumers.

Santala et al. investigated the role of close social communities in implementing sustainable mobility behavior in Finnish households. Using a Climate Puzzle game, 12 households from Espoo, Finland, were engaged in discussions among household members about their daily mobility practices. The findings show that, within the framework of the existing infrastructure, people's close social community influences the way they relate to their surroundings. For example, grandparents were helped by giving them lifts and combining trips, young people were driven to leisure activities using carpooling, and so on. The authors conclude that design interventions toward sustainable mobility should target larger social communities rather than just individuals in order to achieve the 2.5 ton target. The study also indicates that socially tailored interventions and low-carbon solutions should be developed and targeted at city districts to help households create and maintain lifestyle changes.

Bitzenis et al. provide a systematic bibliometric analysis of how artificial intelligence (AI) and machine learning (ML) support production efficiency and sustainable development. Using the Scopus database and Bibliometrix R package, the authors map global research trends, key collaborations, and thematic advances in the application of AI and ML to optimize industrial processes, improve resource management, and reduce environmental impacts. They highlight the integration of AI with sustainable energy management, circular economy practices and precision agriculture as emerging fronts, and identify ethical considerations such as data privacy and labor-market implications as underexplored areas. The analysis reveals that research output is dominated by countries like China, the United States and the United Kingdom, whilst also emphasizing the need for deeper engagement with small and medium-sized enterprises (SMEs) and developing economies in future research. Overall, the review underlines the growing importance of AI/ML in advancing sustainable production.

The study by Karimzadeh examines the meanings and practices of ethical consumption in Iran. It is drawn on 19 in-depth qualitative interviews with urban residents in the midsized city of Urmia, Iran. Findings show that ethical consumption is conceptualized by consumers through human-centered values, such as care, responsibility, and generosity, rather than through environmentalism or formal regulation. For example, the avoidance of heyf-o-meyl (wastefulness and unnecessary consumption), practiced by participants, reflects values that are rooted in traditional and cultural teachings. These results contribute to the literature on sustainable consumption by highlighting culturally embedded, locally meaningful forms of ethical engagement that constitute a moral microeconomy.

The above-mentioned articles employ diverse methodological approaches to examine sustainability transitions across Europe while also drawing on global and comparative perspectives. Collectively, they advance knowledge on how governance frameworks, organizational dynamics, technological innovation and everyday practices shape pathways toward sustainability. Empirical studies from the United Kingdom, Finland, Norway, Albania and Ukraine demonstrate how circular economy practices, sustainable mobility, food choices and consumer behavior are embedded in specific socio-economic and cultural contexts. Complementary conceptual and global analyses further deepen understanding of systemic challenges and opportunities, particularly regarding institutional change, behavioral dynamics and digital innovation. Importantly, the inclusion of evidence from Iran broadens this collection by illustrating how ethical consumption is shaped by culturally embedded values beyond European contexts, strengthening the comparative dimension of the Research Topic. Overall, the contributions underscore the urgency of context-sensitive, participatory and interdisciplinary approaches to support just and resilient sustainability transitions within Europe and beyond.

Author contributions

MD: Conceptualization, Project administration, Supervision, Writing - original draft, Writing - review & editing. ES: Writing - original draft, Writing - review & editing. NK: Writing - original draft, Writing - review & editing.

Acknowledgments

MD acknowledges the support of the Foundation for Science and Technology within the framework of the UID/04292/MARE - Marine and Environmental Sciences Centre.

Conflict of interest

The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author MD declared that they were an editorial board member of Frontiers at the time of submission. This had no impact on the peer review process and the final decision.

Generative AI statement

The author(s) declared that generative AI was not used in the creation of this manuscript.

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Social equity has become central to sustainability debates, underlining the importance of aligning environmental goals with social justice and inclusivity (T...

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Leal Filho, W., Shollo, F., Sidsaph, H., Motta, W. H., Rampasso, I. S., Sigahi, T. F. A. C., Anholon, R., Meiriño, M. J., Campos, L. M. d. S., & Dinis, M. A. P. (2025). Circular economy implementation challenges for achieving SDG 12 [Research]. Discover Sustainability, 6(1), 1–15, Article 1456. 

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Leal Filho, W., Shollo, F., Sidsaph, H., Motta, W. H., Rampasso, I. S., Sigahi, T. F. A. C., Anholon, R., Meiriño, M. J., Campos, L. M. d. S., & Dinis, M. A. P. (2025). Circular economy implementation challenges for achieving SDG 12 [Research]. Discover Sustainability, 6(1), 1–15, Article 1456. 

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Circular economy implementation challenges for achieving SDG 12

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Abstract

Despite the relevance of Circular Economy (CE) and the Sustainable Development Goal 12 (SDG 12) and the growing body of literature on the CE and SDG 12, there remains a significant research gap in systematically linking theoretical barriers to CE implementation with practical, industry-specific examples that demonstrate how these barriers impede progress toward SDG 12 targets. In this context, this paper explores the multifaceted challenges impeding the transition to a CE and its potential to contribute to SDG 12. There is a perceived need to address the challenges associated with the implementation of SDG 12. To analyse these challenges, this study uses two methods of analysis. The first was a critical analysis of the literature describing the challenges in achieving SDG 12. The second method consisted of assessing three case studies of companies from different sectors. The evidence gathered led to the listing of specific measures that may be implemented to address current challenges, including greater stakeholders´ integration, policy innovation, and consumer engagement. By identifying key barriers and proposing strategic solutions, this paper provides valuable insights that may enhance the implementation of CE principles, ultimately facilitating progress for meeting SDG 12 and fostering a sustainable future. Therefore, the present research moves beyond general descriptions of CE barriers and offers a practical roadmap for policymakers and businesses. It highlights the specific challenges that must be addressed to achieve measurable progress in resource efficiency, waste reduction, and sustainable consumption patterns as outlined by the 2030 Agenda.

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All data generated or analyzed during this study are included in this published article.

Acknowledgements

This work acknowledges the support of the Foundation for Science and Technology within the framework of the UID/04292/MARE-Marine and Environmental Sciences Centre.

Funding

This work was supported by the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), under the grant 304145/2021-1.

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Authors and Affiliations

1. Department of Natural Science, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

2. WSB Merito University, Wroclaw, Poland

Walter Leal Filho

3. Research and Transfer Centre "Sustainable Development and Climate Change Management", Hamburg University of Applied Sciences, Ulmenliet 20, 21033, Hamburg, Germany

Walter Leal Filho

4. King's Business School, King's College London, Bush House, 30 Aldwych, London, WC2B 4BG, UK

Fran Shollo & Henry Sidsaph

5. CEFET-RJ. Production Engineering Department/Graduate Program in Regional Development and Productive Systems, Rio de Janeiro, Brazil

Wladmir H. Motta

6. School of Applied Sciences, University of Campinas, Limeira, Brazil

Izabela Simon Rampasso

7. Department of Production Engineering, Polytechnic School, University of São Paulo, São Paulo, Brazil

Tiago F. A. C. Sigahi

8. School of Mechanical Engineering, University of Campinas, Campinas, Brazil

Rosley Anholon

9. Master Program in Management Systems, and Doctoral Program in Sustainable Management Systems, Federal Fluminense University, Niterói, Brazil

Marcelo J. Meiriño

10. Department of Production Engineering, Universidade Federal de Santa Catarina, Campus Trindade, Florianopolis, 88.040-900, Brazil

Lucila Maria de Souza Campos

11. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Porto, Portugal

Maria Alzira Pimenta Dinis

12. Marine and Environmental Sciences Centre (MARE), University of Coimbra, Edifício Do Patronato, Coimbra, Portugal

Maria Alzira Pimenta Dinis

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All authors have equally contributted to this paper.

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Correspondence to Izabela Simon Rampasso.

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The authors have no conflict of interest to declare. Walter Leal Filho is the Editor-in-Chief of Discover Sustainability and confirms he was not involved in the handling or decision-making of his own submission. Rosley Anholon and Maria Alzira Pimenta Dinis are an Editorial Board Member of Discover Sustainability and confirm they were not involved in the handling or decision-making of their own submission.

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Filho, W.L., Shollo, F., Sidsaph, H. et al. Circular economy implementation challenges for achieving SDG 12. Discov Sustain (2025). https://doi.org/10.1007/s43621-025-02287-2
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Circular economy implementation challenges for achieving SDG 12 - Discover Sustainability

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Despite the relevance of Circular Economy (CE) and the Sustainable Development Goal 12 (SDG 12) and the growing body of literature on the CE and SDG 12, there remains a significant research gap in systematically linking theoretical barriers to CE implementation with practical, industry-specific examples that demonstrate how these barriers impede progress toward SDG 12 targets.

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Guerreiro, M. S., Dinis, M. A. P., Sucena, S., Silva, I., Pereira, M., Ferreira, D., & Moreira, R. S. (2026). The 15-Minute City in Porto, Portugal: Accessibility for the Elderly [Full Length Article]. Cities, 170, 1-10, Article 106655.  

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Guerreiro, M. S., Dinis, M. A. P., Sucena, S., Silva, I., Pereira, M., Ferreira, D., & Moreira, R. S. (2026). The 15-Minute City in Porto, Portugal: Accessibility for the Elderly [Full Length Article]. Cities, 170, 1-10, Article 106655.  

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https://doi.org/10.1016/j.cities.2025.106655

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Leal Filho, W., Luetz, J. M., Dinis, M. A. P., & Nagy, G. J. (2026). Dinner is served: how climate change interferes with olive oil production [Note and Comment]. Sustainability Science, 21(1), 417–426. 

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Leal Filho, W., Luetz, J. M., Dinis, M. A. P., & Nagy, G. J. (2026). Dinner is served: how climate change interferes with olive oil production [Note and Comment]. Sustainability Science, 21(1), 417–426. 

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https://doi.org/10.1007/s11625-025-01756-x

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Dinner is served: how climate change interferes with olive oil production

Abstract

The Mediterranean region accounts for nearly 95% of global olive oil production. However, climate change-manifesting in intensified heatwaves, prolonged droughts, and increased pest prevalence-is undermining both the quantity and quality of yields. These disruptions threaten the livelihoods of rural producers and destabilize international markets. This article examines the complexities facing growers and outlines targeted mitigation strategies, highlighting the broader implications of climate change for a staple commodity relied upon daily by millions around the world. The analysis highlights interconnected climate impacts on agriculture, trade, and gastronomy, and identifies opportunities to enhance resilience through policy, agronomic innovation, and sustainable practices. It advances an integrated approach to Mediterranean food sustainability, linking agricultural adaptation with culinary heritage.

Graphical abstract

Article highlights

Climate change threatens Mediterranean olive oil production and endangers traditional farming livelihoods.

Volatile yields and rising costs disrupt global olive oil markets.

Gastronomic adaptation to olive oil price surges reshapes culinary practices.

Sustainable farming and innovation offer pathways to resilience through climate-smart agriculture, water-efficient irrigation, and drought-resistant olive varieties.

Coordinated policy interventions must support climate adaptation in olive farming, incentivise sustainable practices, and enhance farmers' resilience.

Discover the latest articles, books and news in related subjects, suggested using machine learning.

Introduction: climate change and olive cultivation in the Mediterranean

Climate change profoundly impacts the Mediterranean region, a hotspot for environmental and socioeconomic effects. This region, characterized by its unique climate and biodiversity, is experiencing significant alterations in weather patterns and climate (Sarkar et al. 2022). One of the most evident impacts is the rise in average temperatures. The Mediterranean has warmed by 1.4 °C since the late nineteenth century, a rate higher than the global average (Pisano et al. 2020; Wedler et al. 2023). This warming is causing more frequent and intense heat waves, threatening human health and straining energy and water resources (Wedler et al. 2023). The agricultural sector is particularly vulnerable, as increased temperatures and prolonged droughts reduce crop yields, disrupt planting seasons, and elevate the risk of wildfires. These conditions threaten food security and the livelihoods of farmers (Graus et al. 2024; Zagaria et al. 2023). Importantly, in the Mediterranean region-a major center of olive cultivation and the primary focus of this paper-rising temperatures and water scarcity are significantly reducing both the quantity and quality of olive yields (Fraga et al. 2020), exacerbating production volatility. Increasing average temperatures disrupt the growth cycles of olive trees. Extreme heat during flowering lowers pollination success, resulting in fewer fruits (Nissim et al. 2020). Long heatwaves speed up ripening, causing olives to shrink and reducing their oil content. Additionally, warmer winters do not provide enough chilling hours necessary for proper bud development, which further lowers yields.

The Mediterranean is also experiencing changes in precipitation patterns, including more frequent and severe drought, water scarcity, reduced rainfall, and increased evaporation rates, leading to diminished water availability (Tramblay et al. 2020). This scarcity affects both drinking water supplies and irrigation, exacerbating tensions over water resources and impacting agricultural productivity (Gaaloul et al. 2021). Moreover, the reduction in freshwater inflow to rivers and wetlands threatens ecosystems and biodiversity, leading to the loss of habitats and species (Martínez-Megías and Rico 2022). Water shortages and increasing temperatures significantly influence agriculture and olive oil production in the Mediterranean (Tanasijevic et al. 2014). These impacts-both direct and indirect-affect yield, production processes, and the economic viability of olive farming (Maesano et al. 2021; Ouessar 2017). Olive trees, while drought-resistant, still need enough water during key growth stages. Lack of rainfall and drained groundwater supplies stress the trees, leading to smaller and fewer fruits (Brito et al. 2019). Regions that rely on irrigation face disputes over water, which raises production costs. Also, water stress changes the composition of olive oil, decreasing beneficial polyphenols and increasing acidity, which lowers its market value. Overall, rising temperatures and water shortages caused by climate change threaten the future of olive farming in the Mediterranean (Kaniewski et al. 2025; Tanasijevic et al. 2014).

This study pursues three objectives: first, to analyze how climate change and shifting Mediterranean growing seasons are reshaping olive production dynamics and threatening the cultural identity tied to this crop; second, to review emerging adaptation strategies-including drought-resistant varieties, precision irrigation, agroforestry, and technological innovations-and to consider their potential to safeguard yields and farmer livelihoods; and third, to assess the wider socioeconomic implications of declining and volatile productivity for global olive oil supplies, international markets, and Mediterranean regional economies.

Drawing on diverse datasets from across the Mediterranean, the analysis demonstrates how changing growing seasons are transforming not only production dynamics but also the cultural identity of this iconic crop. Adaptation measures, such as drought-resistant varieties, efficient irrigation, and agroforestry, are shown to be important for protecting this agricultural product and sustaining rural livelihoods. Without effective action, declining yields risk undermining global olive oil supplies and destabilizing regional economies. By offering actionable insights for both policymakers and producers, the paper contributes to bridging agronomic adaptation with culinary heritage, advancing an integrated approach to sustainability in Mediterranean food systems. The following sections examine these objectives in turn, beginning with the impacts of climate change on olive oil production in the Mediterranean.

Impacts of climate change on olive oil production

Climate change impacts on olive yields

The olive tree, scientifically known as Olea europaea L., is one of the oldest cultivated species globally, symbolizing cultural identity and standing as a quintessential emblem of the Mediterranean region (Ben Hmida et al. 2022). This region is the world leader in olive cultivation and olive oil production (Araújo et al. 2019, 2021), accounting for the lion's share of global production (Fig. 1). Beyond its botanical significance, the olive tree is a hallmark of the Mediterranean's unique climate and culinary heritage, cherished for its distinctive flavors and nutritional benefits (Kaniewski et al. 2023). Despite spread of olive trees across various microclimates globally, approximately 95% of olive oil production occurs within Mediterranean nations, with Spain, Italy, Greece, and others being primary producers (Anania and Pupo D'Andrea 2011; Ben Hmida et al. 2022; Ouessar 2017).

Data source: International Olive Oil Council (IOC). (Figure by authors, created with Datawrapper)

Top 9 producer countries and their share in world olive oil production (2017-2020). Spain, Italy, and Greece together account for more than two-thirds of global olive oil production, underscoring the Mediterranean's central role in global supply.

In terms of cultural significance, the olive tree and its oil are deeply interlinked with Mediterranean societies, functioning as emblems of peace, prosperity, and longevity that anchor collective identities and shared traditions. Their influence extends beyond agriculture, shaping landscapes, rituals, and collective memory while permeating daily life. Olive cultivation practices, often passed down through generations, embody a rich artisanal heritage that fosters strong community bonds and reinforces regional identities. In culinary terms, olive oil is not merely an ingredient; rather, it is a foundational element that defines the region's gastronomy, influencing cooking methods, flavor profiles, and eating habits. This cultural importance means that disruptions to olive oil production pose threats extending beyond economic impacts, compromising a cherished way of life and a defining aspect of Mediterranean heritage. In this sense, olive oil operates as a cultural medium that conveys history, values, and social cohesion across the region (Meneley 2020; Mili & Bouhaddane 2021; IOC 2022).

The Mediterranean Basin, a focal point of climate change impacts and labeled a 'hotspot' by the Intergovernmental Panel on Climate Change (IPCC) (Ali et al. 2022), faces significant challenges. Climate change increasingly affects olive oil production (Orlandi et al. 2020; Rodríguez Sousa et al. 2020; Santos et al. 2016). Drought stress, rising temperatures, and heatwaves adversely impact olive yields (Ben Zaied and Zouabi 2016; Brito et al. 2019; Fraga et al. 2020), with repercussions echoing throughout the Mediterranean economy. Fraga et al. ( 2019) project yield declines of up to 45% in primary production areas, underscoring substantial vulnerabilities. Recent studies have corroborated these concerns, identifying comparable climate-related risks. The European Commission's Directorate-General for Agriculture and Rural Development (DG AGRI) has reported significant downturns in the olive oil and table olive sectors (European Commission 2023). This decline has impacted major producers, such as Greece, Spain, and Italy-threatening farmers' livelihoods, disrupting supply chains, and contributing to inflationary pressures as well as broader economic and social instability. The impact of climate change on olive oil production thus transcends agricultural concerns, linking directly to economic stability, livelihood security, and regional sustainability (Sevim et al. 2023).

Economic and societal impacts

From 2021 to 2024, the Mediterranean region-particularly Spain, Portugal, Italy, and Greece-experienced lower and irregular rainfall patterns, droughts, and heatwaves that significantly impacted olive oil production. These changes forced producers to adapt quickly and highlighted the industry's resilience and adaptability. Farmers faced higher costs as they responded to changing conditions, including investing in irrigation systems and new olive varieties that are more resilient to climate change (Kaniewski et al. 2023; FWS 2024; Rodrigo-Comino et al. 2021). Global olive oil production fell from 3.42 Mt in the 2021-22 season to 2.57 Mt in 2022-23 and dropped further to 2.41 Mt in 2023-24. This represented a 26% decline in global production compared to the preceding marketing year (2022-23), and a 23% drop relative to the 5-year average (Statista 2024; FWS 2024). In 2024/25, production is rebounding toward 3.4 Mt, driven by recovery in Mediterranean producers (TRIDGE 2024), representing a 32% increase in world production to 3.37 Mt in 2024/25-largely due to a 48% recovery in Spain to around 1.26 Mt (OOWC 2024; Reuters 2024), along with gains in Greece (OOWC 2024; TRIDGE 2024) and Portugal (Reuters 2024). Figure 2 illustrates these trends.

Global olive oil production, 2021-2025 (in million tons). Data source: International Olive Oil Council (IOC). Production peaked in 2021-22, dropped sharply in 2022-23 and 2023-24, and partially recovered in 2024-25 due to favorable weather conditions. (Figure by authors)

The main reason why Mediterranean olive oil production increased significantly in 2024/25 was the return of better weather patterns. There was enough rain in spring, and there were no extreme heatwaves during the important flowering period (Reuters 2024). This helped the hardy olive trees, which had been resting and saving energy during earlier poor harvests, enter a strong natural production cycle. The better conditions led to successful flowering and fruit set, resulting in a much-needed recovery in output across major producing areas (OOWC 2024; Reuters 2024). Although this recovery delivered temporary relief and much-needed output across key producing regions, it appears to stem from short-term climatic variability rather than any lasting structural change (Kaniewski et al. 2025; European Commission 2023). Therefore, it cannot yet be interpreted as the direct outcome of long-term adaptation strategies, and the broader declining trend linked to climate stress remains a pressing concern (Fraga et al. 2019; Ouessar 2017). Despite short-term fluctuations, the underlying trajectory points to increasing climate sensitivity and long-term agricultural vulnerability, necessitating proactive and sustained adaptation efforts (Kaniewski et al. 2025).

Following repeated calls for adaptive measures (Ouessar 2017; Ozdemir 2016), recent supply pressures have significantly increased production costs and, correspondingly, olive oil prices. Over the period 2021-22, prices rose considerably due to lower production yields caused by unfavorable weather. After steady cost increases from 2021 to 2023, the price surge accelerated in the second half of 2023, and by October 2023, prices were approximately 50% higher than in October 2022 (Eurostat 2024). Continuing this trend, by January 2024, the price of olive oil in the EU was 50% higher than in January 2023, primarily due to drought and heat waves, particularly in Spain, Portugal, and Greece (Eurostat 2024; Food Navigator Europe 2024). For instance, in Jaén, Spain, the extra virgin olive oil price was €794.5 per 100 kg in June 2024, a 23.2% increase from the same period in 2023. Both supply constraints and rising demand have influenced these price increases. As a major producer of olive oil, the Mediterranean region has acutely felt the impact of these changes (IOC 2022, 2024a; b).

The effects of climate change on olive oil production span physical, economic, and cultural domains, contributing to sector-wide volatility. The current changes disrupt long-standing traditions, destabilize rural communities, and reshape global trade. As yields decrease, farmers of small landholdings struggle financially. In contrast, larger producers gain market control, raising prices and changing consumption habits. The decline in premium-quality oil threatens Mediterranean food heritage, reducing the cultural significance of artisanal production (Mili and Bouhaddane 2021). Moreover, unstable supply chains create market volatility, affecting exporters and consumers around the globe. Thus, the impacts of climate change on olive oil production extend beyond agriculture, with far-reaching consequences for socioeconomic stability and cultural identity in olive-growing regions.

Adapting olive cultivation to climate change

Gastronomic and culinary adaptations

Sustained rises in olive oil prices may impact the gastronomy sector, particularly in regions that are culinary tourist destinations and attract "olive oil tourism (Oleotourism)" (Dancausa-Millan et al. 2022, p. 2; Tregua et al. 2018). Restaurants that rely heavily on olive oil as a staple ingredient, pizzerias, and gourmet establishments specializing in Mediterranean cuisine may be constrained to adjust their operations and menu offerings in response to continuing market price rises (Cramer et al. 2018; Ponti et al. 2014). One possible strategy may be identifying cost-effective alternatives without compromising culinary quality or cultural authenticity (Dancausa-Millan et al. 2022; Fraga et al. 2019; 2020). For example, restaurants may incorporate blends of olive oil with other vegetable oils like sunflower or canola oil to mitigate costs while at the same time maintaining flavor profiles and adhering to Mediterranean culinary traditions, palates, and imaginaries (Maesano et al. 2021; Meneley 2020; Sevim et al. 2023). Moreover, the industry may follow general sustainability trends toward sourcing locally produced olive oils and promoting lesser-known varieties that may be more affordable and subject to lower demand pressures (Dancausa-Millan et al. 2022; Tregua et al. 2018). This may help manage costs while at the same time supporting local producers and adding a unique element to the culinary experience by catering to a broad spectrum of preferences and tastes (Sevim et al. 2023). Finally, restaurants may resort to the use of alternative oils, such as avocado or grapeseed oils, which, although sometimes more expensive, may offer distinct flavors and health benefits that can justify their inclusion in Mediterranean dishes suited to local customs and palates (Dancausa-Millan et al. 2022; Meneley 2020).

The appreciation of olives, especially through high-quality oil, goes beyond culinary trends. It reflects a strong commitment to cultural and environmental resilience, directly benefiting human well-being and enriching national cultural identity. By turning the olive from a simple ingredient into the focus of tasting experiences, the value of food is significantly boosted (Pulido-Fernández et al. 2022). This change promotes slower, mindful eating, allowing citizens to enjoy the complex flavors of a single-origin oil. It also fosters a deeper connection to food and supports health by valuing quality over quantity (Fig. 3).

Olive oil as a cultural and culinary staple in the Mediterranean diet. Olive oil is not merely an agricultural product but a foundation of Mediterranean cuisine, symbolizing deep ties between farming, food heritage, and cultural identity (Image: Adobe Stock, licensed.)

This careful appreciation also encourages the protection of ancient, drought-resistant olive groves. These trees may yield less fruit, but they are more genetically diverse and better suited to a changing climate than intensive monocultures. By making these traditional cultivars financially viable through premium experiences, a contribution to the protection of agricultural biodiversity is made. This diversity acts as a buffer against climate change (The Parliament 2024) and ensures a wider gene pool of resilient trees, which is vital for future food security.

Additionally, this focus on food helps preserve intangible cultural heritage. It keeps alive the knowledge of different cultivars, terroirs, and traditional milling techniques passed down through generations. It positions farmers as stewards of the land, fighting desertification while sustaining the Mediterranean ecosystem. Therefore, choosing a quality dining experience centered on authentic olive oil becomes a conscious decision to engage in a sustainable food system. It forges a link between personal health and planetary health, underscoring that a diverse, flavorful, and culturally rich diet supports both environmental resilience and human well-being. This creates a positive cycle that benefits people and the earth alike.

These efforts may be coupled with educational initiatives that raise awareness among locals and tourists alike and inform consumers about the reasons behind price adjustments, olive oil varieties and blends, and the properties, qualities, and tastes of available alternatives (Sevim et al. 2023). Transparency in sourcing, linked to a sustainability and local support narrative, may also maintain consumer trust and satisfaction (Tregua et al. 2018). By adapting creatively, responsibly, and proactively, the gastronomy sector may navigate the economic challenges of olive oil price pressures while at the same time continuing to deliver quality dining and degustation experiences (Dancausa-Millan et al. 2022; Pulido-Fernández et al. 2022).

Genetic, agronomic, and technological adaptations

Adaptation measures can be understood in terms of their degree of maturity and diffusion. Some are already widely adopted and demonstrating clear benefits, while others are emerging or still experimental, facing barriers to implementation. Organizing the discussion in this way highlights not only the diversity of options but also the interconnections among them.

Selecting drought-resistant olive varieties is a key adaptation strategy. 'Chemlali' and 'Koroneiki', for example, perform well under arid conditions while maintaining high oil quality (Fraga et al. 2020; Brito et al. 2019). Their deeper root systems and efficient water use make them particularly resilient during prolonged dry periods. These genetic and agronomic measures, already applied at scale in several Mediterranean countries, demonstrate how innovation and resource efficiency can reinforce one another in practice. Another key strategy is precision irrigation, which delivers controlled amounts of water directly to olive tree roots through drip systems. This approach minimizes water waste and ensures adequate moisture during critical growth stages (Tanasijevic et al. 2014; Gaaloul et al. 2021).

Other approaches are gradually expanding, often through research projects and regional initiatives, but they are not yet widespread. Soil management is also essential for reducing climate stress. Using cover crops like legumes or grasses in support of olive plants helps retain moisture, prevents erosion, and increases organic matter, which improves water retention in areas prone to drought (Ouessar 2017; Zagaria et al. 2023). Additionally, mulching with organic materials, such as straw or olive pomace, cuts down on evaporation, keeps soil temperatures steady, and limits weeds that compete for water. Agroforestry systems can enhance olive tree resilience by integrating nitrogen-fixing or shade-providing species, helping farmers create favorable microclimates. Local adaptation strategies may also include establishing windbreaks to protect against storms and constructing reservoirs for water storage. Such site-specific ecological interventions can help moderate the effects of extreme heat and wind and promote healthier tree growth and improved productivity.

Pruning techniques that suit warmer climates can help reduce stress on olive trees. Thinning branches improves air flow, lowers the risk of disease in humid conditions, and promotes balanced fruit production. This prevents trees from struggling during water shortages. Adjusting harvest timing is another critical adaptation strategy. Harvesting earlier in warmer years can prevent over-ripening and oil degradation, helping to preserve acidity levels and phenolic content (Nissim et al. 2020; Kaniewski et al. 2025).

Further strategies remain at an earlier stage or face practical constraints, including costs, technical expertise, or policy support. Nevertheless, they are crucial for long-term resilience. As climate change intensifies pest and disease outbreaks, integrated pest management (IPM) provides a sustainable and effective response. This lessens reliance on chemicals while keeping trees healthy. Beneficial insects, pheromone traps, and resistant rootstocks can help manage pests like the olive fruit fly, which flourishes in warmer weather (Orlandi et al. 2020; Sevim et al. 2023). Adopting solar and other renewable energy sources in olive mills helps reduce the environmental impact of olive oil production (Maesano et al. 2021).

Leveraging technology is another essential strategy for managing climate risks in olive cultivation. Precision agriculture tools-such as drones and soil sensors-enable real-time monitoring of moisture levels, early detection of pest infestations, and enhanced assessment of grove health (Rodríguez Sousa et al. 2020; Kaniewski et al. 2023). These technologies support data-driven decisions and targeted interventions, helping to minimize the adverse impacts of climate change.

Finally, equipping farmers with climate education and timely access to forecasts empowers more informed decision-making. Early warnings of heatwaves and droughts allow for proactive responses, such as deploying shade nets or activating emergency irrigation. Government and industry investment in research-particularly into heat-tolerant olive varieties and sustainable cultivation practices-will be crucial for long-term resilience (The Parliament 2024; Ozdemir 2016). Awareness campaigns can further support growers by highlighting the benefits of adopting innovative methods and technologies. Together, these diverse strategies can help mitigate the impacts of climate change and secure the future of this historic and culturally significant crop.

Overall, there is considerable evidence that research on olive grove resilience associated with Mediterranean climate change remains largely in its infancy and that more work is needed to safeguard effective and enduring adaptation (Cramer et al. 2018; Dancausa-Millan et al. 2022; Ouessar 2017; Rodríguez Sousa et al. 2020). At the same time, the analysis presented here indicates that adaptation strategies are most effective when understood as elements of a broader cycle that links cultural significance, gastronomic practices, and socioeconomic well-being (see Fig. 4).

The olive oil adaptation cycle, illustrating the interconnected dimensions of cultural significance, gastronomic adaptation, and well-being under climate change. The cycle shows how preserving traditions, adapting culinary practices, and safeguarding health and economic stability form mutually reinforcing elements of resilience in Mediterranean olive oil systems. The arrow labels within the cycle position genetic, agronomic, and technological yield-based adaptations that sustain production (see the section " Genetic, agronomic, and technological adaptations"). (Figure by authors)

Concluding remarks

Climate change poses serious challenges to olive farming, with rising temperatures, unpredictable rainfall, and extreme weather threatening both yields and oil quality. Yet, olive farmers and associated sectors can implement a range of strategies to adapt. Efficient resource management and adaptive farming practices can sustain production while preserving the quality and tradition of Mediterranean olive oil. Such measures help safeguard livelihoods and maintain the cultural, culinary, and environmental heritage of olive cultivation for future generations. Adaptation strategies-whether established, expanding, or still emerging-are most effective when combined, rather than applied in isolation. These include genetic measures, such as drought-resistant varieties, agronomic practices like precision irrigation, soil management, and agroforestry, and technological innovations, such as precision agriculture tools and renewable energy integration.

This article has shown how climate change is reshaping olive production in the Mediterranean, with consequences spanning agronomic, economic, and cultural domains. Addressing these challenges requires an integrated adaptation strategy that combines locally tailored practices, technological innovation, and coordinated policy responses. By synthesizing regional climate data, agronomic evidence, and socioeconomic considerations, the paper contributes a holistic perspective to the literature on climate-resilient food systems. It highlights the value of bridging agronomy and gastronomy-not only to secure yields and livelihoods, but also to sustain the cultural and culinary heritage embedded in Mediterranean olive cultivation. By integrating agronomic evidence with cultural and socioeconomic perspectives, the paper supports efforts to future-proof olive farming against climate risks while reaffirming and safeguarding its enduring role in local Mediterranean economies and global food culture.

Data availability

The authors declare that all data supporting this study are available within the paper. Data sources that underpin Figs. 1 and 2 have been provided in the captions.

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Acknowledgements

This paper is part of the "100 papers to accelerate climate change mitigation and adaptation" initiative led by the International Climate Change Information and Research Programme (ICCIRP). This work acknowledges the support of the Foundation for Science and Technology within the framework of the UID/04292/MARE-Marine and Environmental Sciences Centre.

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Open Access funding enabled and organized by CAUL and its Member Institutions. Open access funding enabled and organized by the Council of Australian University Librarians (CAUL) and its member institutions.

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Authors and Affiliations

1. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

2. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho

3. WSB Merito University, Wrocław, Poland

Walter Leal Filho

4. Graduate Research School, Alphacrucis University College, Brisbane, QLD, 4102, Australia

Johannes M. Luetz

5. School of Social Sciences, The University of New South Wales, Sydney, NSW, 2052, Australia

Johannes M. Luetz

6. School of Law and Society, The University of the Sunshine Coast, Maroochydore, QLD, 4556, Australia

Johannes M. Luetz

7. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

8. Marine and Environmental Sciences Centre (MARE), University of Coimbra, Edifício do Patronato, Rua da Matemática, 49, 3004-517, Coimbra, Portugal

Maria Alzira Pimenta Dinis

9. Instituto de Ecología y Ciencias Ambientales, Facultad de Ciencias, Universidad de La República, Udelar, Montevideo, Uruguay

Gustavo J. Nagy

Contributions

Following CRediT (Contributor Roles Taxonomy), the authors declare their contributions to this research as follows: conceptualization, WLF; data curation, WLF, JML, MAPD, and GJN; formal analysis, WLF, JML, MAPD, and GJN; funding acquisition, JML; investigation, WLF, JML, MAPD, and GJN; methodology, WLF, JML, MAPD, and GJN; resources, JML; visualization, JML and MAPD; writing-original draft, WLF, JML, MAPD, and GJN; writing-review and editing, WLF, JML, MAPD, and GJN. All authors have equally contributed to writing this short communication.

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Correspondence to Johannes M. Luetz.

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Leal Filho, W., Luetz, J.M., Dinis, M.A.P. et al. Dinner is served: how climate change interferes with olive oil production. Sustain Sci (2025). https://doi.org/10.1007/s11625-025-01756-x
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Dinner is served: how climate change interferes with olive oil production - Sustainability Science

# data[].attributes.attachment_link.description
The Mediterranean region accounts for nearly 95% of global olive oil production. However, climate change-manifesting in intensified heatwaves, prolonged droughts, and increased pest prevalence-is undermining both the quantity and quality of yields. These disruptions threaten the livelihoods of rural producers and destabilize international markets.

# data[].attributes.headline
Filho, W. L., Kovaleva, M., Ng, A. W., Nagy, G. J., Lütz, J. M., & Dinis, M. A. P. (2025). Artificial intelligence and climate change: the potential roles of foundation models [Research]. Environmental Sciences Europe, 37(1), 1-9, Article 159. 

# data[].attributes.subject
Filho, W. L., Kovaleva, M., Ng, A. W., Nagy, G. J., Lütz, J. M., & Dinis, M. A. P. (2025). Artificial intelligence and climate change: the potential roles of foundation models [Research]. Environmental Sciences Europe, 37(1), 1-9, Article 159. 

# data[].attributes.body
https://doi.org/10.1186/s12302-025-01153-2

# data[].attributes.attachment_link.title
Artificial intelligence and climate change: the potential roles of foundation models - Environmental Sciences Europe

# data[].attributes.attachment_link.description
Artificial intelligence (AI) is being developed fast and applied in several areas including education and healthcare with excellent potential for use in fields that require complex analytics, particularly in the case of climate change. Recent developments in AI, such as ChatGPT and OpenAI, machine vision technologies and deep learning, among others, may be deployed in various contexts, including climate change. Of specific interest is the role played by foundation models (FMs), which may help to augment intelligence on climate change and reduce the social risks of adaptation and mitigation initiatives. This article discusses the potential applications of FMs in climate change research and management and illustrates the need for further studies. FMs, built on large unlabelled data sets and enabled by transfer learning, offer versatility in handling complex tasks. Specifically, FMs can aid in climate data analysis, modelling future scenarios, assessing risks, and supporting decision-making processes. Despite their potential, challenges such as data privacy, algorithm bias, and energy consumption require careful consideration. The article emphasizes the importance of interdisciplinary efforts to address these challenges and maximize the positive impact of FMs in mitigation and adaptation. AI, including advanced models like FMs, holds significant promise for addressing climate change challenges.

# data[].attributes.headline
Leal Filho, W., Júnior, V. R., Dinis, M. A. P., Luetz, J., Aver, G., & Guerra, J. B. S. d. A. (2026). Green Correction Facilities: Lessons from Case Studies in Sustainability in Prisons. Cities, 168, 1-10, Article 106523. 

# data[].attributes.subject
Leal Filho, W., Júnior, V. R., Dinis, M. A. P., Luetz, J., Aver, G., & Guerra, J. B. S. d. A. (2026). Green Correction Facilities: Lessons from Case Studies in Sustainability in Prisons. Cities, 168, 1-10, Article 106523. 

# data[].attributes.body
https://doi.org/10.1016/j.cities.2025.106523

# data[].attributes.headline
Trevisan, L. V., Leal Filho, W., Pedrozo, E. Á., Nascimento, L. F. M. d., Vieira, K. M., Hernandez-Diaz, P. M., Dinis, M. A. P., & Salvia, A. L. (2025). Towards Smart Approaches to Sustainability on Campuses: Construction, Validation, and Assessment of a Measurement Scale [Research Paper]. International Journal of Sustainability in Higher Education, 1-22. 

# data[].attributes.subject
Trevisan, L. V., Leal Filho, W., Pedrozo, E. Á., Nascimento, L. F. M. d., Vieira, K. M., Hernandez-Diaz, P. M., Dinis, M. A. P., & Salvia, A. L. (2025). Towards Smart Approaches to Sustainability on Campuses: Construction, Validation, and Assessment of a Measurement Scale [Research Paper]. International Journal of Sustainability in Higher Education, 1-22. 

# data[].attributes.body
https://doi.org/10.1108/IJSHE-10-2024-0744

# data[].attributes.headline
Leal Filho, W., Dinis, M. A. P., & Hassen, T. B. (2025). Trade-Offs Among SDGs: How the Pursuit of Economic, Food, and Urban Development Goals May Undermine Climate and Equity Targets? [Review]. Sustainable Development, 33(1), 799-809. 

# data[].attributes.subject
Leal Filho, W., Dinis, M. A. P., & Hassen, T. B. (2025). Trade-Offs Among SDGs: How the Pursuit of Economic, Food, and Urban Development Goals May Undermine Climate and Equity Targets? [Review]. Sustainable Development, 33(1), 799-809. 

# data[].attributes.body
https://doi.org/10.1002/sd.70029

# data[].attributes.headline
Leal Filho, W., Abubakar, I. R., Hunt, J., & Dinis, M. A. P. (2025). Managing Space Debris: Risks, Mitigation Measures, and Sustainability Challenges [Review]. Sustainable Futures, 10, 1-7, Article 100849. 

# data[].attributes.subject
Leal Filho, W., Abubakar, I. R., Hunt, J., & Dinis, M. A. P. (2025). Managing Space Debris: Risks, Mitigation Measures, and Sustainability Challenges [Review]. Sustainable Futures, 10, 1-7, Article 100849. 

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https://doi.org/10.1016/j.sftr.2025.100849

# data[].attributes.headline
Leal Filho, W., Barbir, J., Venkatesan, M., Salvia, A. L., Dobri, A., Bošković, N., Eustachio, J. H. P. P., Ingram, I., & Dinis, M. A. P. (2025). Policy Gaps and Opportunities in Bio-Based Plastics: Implications for Sustainable Food Packaging [Review]. Foods, 14(11), 1-15, Article 1955. 

# data[].attributes.subject
Leal Filho, W., Barbir, J., Venkatesan, M., Salvia, A. L., Dobri, A., Bošković, N., Eustachio, J. H. P. P., Ingram, I., & Dinis, M. A. P. (2025). Policy Gaps and Opportunities in Bio-Based Plastics: Implications for Sustainable Food Packaging [Review]. Foods, 14(11), 1-15, Article 1955. 

# data[].attributes.body
https://doi.org/10.3390/foods14111955

# data[].attributes.attachment_link.title
Policy Gaps and Opportunities in Bio-Based Plastics: Implications for Sustainable Food Packaging

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The increasing use of bio-based and/or biodegradable plastics reflects a global push towards more sustainable materials. In the context of food packaging, where plastic waste and contamination risks are acute, these materials offer promising alternatives. However, the transition is complex, requiring coordinated regulatory interventions and lifecycle assessments (LCA) to avoid unintended environmental and health consequences. This paper outlines the pressing need for policies that guide the development and deployment of bio-based plastics in food-related applications. It provides a policy-oriented synthesis focused on Europe and discusses recent concerns such as toxicity, end-of-life impacts, and food safety. The study draws from the literature review and regulatory analysis to suggest policy mechanisms that can accelerate safe, circular solutions in food packaging. Methodologically, this communication uses qualitative synthesis of scientific and regulatory data to assess gaps and align innovations with sustainability targets.

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Leal Filho, W., Dinis, M. A. P., Canova, M. A., Cataldi, M., Enrich-Prast, A., Symeonakis, E., & Brearley, F. Q. (2025). Managing ecosystem services in the Brazilian Amazon: the influence of deforestation and forest degradation in the world's largest rain forest [Research Letter]. Geoscience Letters, 12(1), 1-15, Article 24. 

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Leal Filho, W., Dinis, M. A. P., Canova, M. A., Cataldi, M., Enrich-Prast, A., Symeonakis, E., & Brearley, F. Q. (2025). Managing ecosystem services in the Brazilian Amazon: the influence of deforestation and forest degradation in the world's largest rain forest [Research Letter]. Geoscience Letters, 12(1), 1-15, Article 24. 

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https://doi.org/10.1186/s40562-025-00391-9

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Managing ecosystem services in the Brazilian Amazon: the influence of deforestation and forest degradation in the world’s largest rain forest - Geoscience Letters

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The Amazon rain forest covers an area of ~ 6.7 million km2 of South America; nearly 60% of it is in Brazil, while the rest is shared among eight other countries. This vast extent of rain forest is a globally significant ecosystem that provides numerous ecosystem services that benefit humanity including essential climate regulation, biodiversity conservation, and hydrological stability. However, deforestation and forest degradation have led to the loss of approximately 15% of the Amazon rainforest since the 1970s, primarily driven by agricultural expansion, illegal mining, logging, and wildfires. These pressures have triggered a cascade of consequences, including biodiversity loss, disruption of cultural and ecosystem services, depletion of carbon sinks, and severe alterations to the hydrological cycle. While initially manifesting at local and regional scales, these effects increasingly pose risks to global climate stability. We simulated deforestation scenarios (15%, 50%, and 100% forest loss) using the Community Atmosphere Model (CAM 3.1) to evaluate precipitation changes and atmospheric responses. Results indicate substantial reductions in regional precipitation, hydrological disruptions affecting agricultural productivity, and an increasing risk of the Amazon transitioning from a carbon sink to a carbon source. This underscores the urgency of policy interventions, including stricter environmental regulations, trade restrictions on commodities produced illegally or in deforested areas, enhanced Indigenous land protection, and international cooperation to mitigate deforestation and promote sustainable land use. Immediate action is necessary to prevent irreversible ecological and climatic tipping points.

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Ribeiro, I. P., Lopes, H. S., Dinis, M. A. P., & Remoaldo, P. C. (2025). Geography of Sustainability Transitions: Mapping Spatial Dynamics and Research Trends Between 1995 and 2024 [Review]. Environments, 12(5), 1-22, Article 148. 

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Ribeiro, I. P., Lopes, H. S., Dinis, M. A. P., & Remoaldo, P. C. (2025). Geography of Sustainability Transitions: Mapping Spatial Dynamics and Research Trends Between 1995 and 2024 [Review]. Environments, 12(5), 1-22, Article 148. 

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https://doi.org/10.3390/environments12050148

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1. Introduction

The decarbonization of energy and transport systems, agriculture that promotes biodiversity and ensures food security, waste and water management, and sustainable urban development are some examples of the transformations of STs on the agenda in academia [ 3, 5]. Among the various research themes of this agenda is geography, and particularly, the geography of sustainability transitions (GST). Therefore, this study aims to map trends, author profiles, regional distribution, thematic focuses, and main advances within the theme of GST. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, this study identified and analyzed 63 scientific publications indexed in SCOPUS (1995-2024).

Currently, the STs field encompasses distinct approaches that seek to understand and operationalize the governance, which motivated a literature review to proceed with a bibliometric analysis aimed at understanding the academic production on GST. For its development, relevant scientific literature on GSTs was identified and analyzed, with the present study adopting a quantitative approach and focusing on publications in English. The process included three phases: (i) selection of the literature; (ii) bibliometric analysis; and (iii) discussion of the main areas of STs and directions for the future.

The paper is structured into several sections. Following this introductory section, there is a literature review on sustainability transitions and the GST. After the theoretical discussion, a section on the research methodology follows. Subsequently, the main GSTs are addressed. Finally, the discussion and conclusions of the research are presented.

2. Literature Review-From Sustainability Transitions to Geography of Sustainability Transitions

Questions such as why transitions occur in certain places, how they develop in different geographical contexts, and the role of relationships across different spatial scales have largely been ignored. Although there have been significant contributions on urban sustainability and low-carbon transitions, the GSTs have remained in the background [ 9]. Within this framework, questions arise, such as why do some regions manage to advance toward STs trajectories and socioeconomic development while others do not? What are the regional specificities that explain success in some regions and stagnation in others?

In this context, transition analysis benefits from conceptual tools such as related variety (the study of regional productive and technological diversification), resource-based enclaves, multi-level governance, value creation, and proximities (geographical, social, cognitive, organizational, and institutional) between agents [ 10]. Like sustainability science, ST studies are characterized more by their research purpose than by predefined methods or objectives, emphasizing action orientation, integrated assessment, and interdisciplinarity. The focus is to bring science closer to individuals, which requires significant changes in the organization and conduct of science. These studies seek to understand the dynamics and mechanisms of ST, considering the role of human action and the adoption of diverse approaches and perspectives.

According to Loorbach et al. (2017) [ 11], The concept of sustainability transitions has been a topic of debate in both academic and public spheres. It has developed through a diffuse international field of applied and fundamental research (...) that is increasingly global and encompasses a wide range of sectors, domains, and social issues (p. 601).

3. Methods and Data

3.1. PRISMA Model to Conduct Literature Review in Geography of Sustainability Transitions

This section provides a review of various studies conducted at an international scale on GST. The literature review focused on international studies. The PRISMA guidelines [ 15] were followed, as they are recognized for improving the quality and transparency of systematic reviews ( Figure 1).

We adopted the latest version of PRISMA, which emphasizes transparency and quality in the selected studies. First, by mid-2024, a review of records in the SCOPUS database was conducted to identify relevant literature using the following keywords: "Geographies AND transition AND sustainability." The Boolean method was used to include combinations of keywords appearing in the titles, keywords, or abstracts of the records. The term "Geography of Sustainability Transitions" ( Figure 1) produced 64 records in Scopus (including unavailable records). The choice to use the SCOPUS database for the analysis is based on three main considerations: (i) the high quality of the indexed sources, such as peer-reviewed journals, which ensure reliable data; (ii) its global coverage, which allows for comparative and international analysis; and (iii) its academic recognition, being one of the most respected and reliable databases in the scientific community, ensuring the relevance and credibility of the obtained results. In addition to the records identified in the SCOPUS database, highly cited articles on Sustainability Transitions were included to ensure the comprehensiveness and relevance of the study.

The first stage of the review process was to define keywords to identify relevant sources of literature from the Scopus database for the period 2023 to 2024. This search resulted, as mentioned before, in 64 records (including unavailable records). In the second stage, after obtaining the relevant publications, records that were unavailable or not relevant based on the title were excluded (n = 9). Subsequently, the remaining 55 records were included in the list of potential articles for review. In the third stage, the literature selection process involved the selection and full review of the records, with 12 records being excluded for not being related to GST. Among these 12 records, 3 were not intrinsically linked to GSTs but rather to other types of transitions, as the keywords may have led to a divergence in the relevance of the information obtained, which falls outside the intended scope of analysis. Additionally, 9 were related to Evolutionary Economic Geography rather than ST. In the final stage, for inclusion in the systematic review, documents that were connected to the topic, considered the most relevant in the context of GST, and produced before 2023 were selected (n = 20). These documents correspond to the period from 1995 to 2019. The 20 included records formed the set of publications proposed for this study (n = 63).

3.2. Contextualization of the Various Studies: Bibliometric Analysis

This section analyzes various studies conducted at an international scale on GST. Research on STs has emerged as an approach to dealing with the uncertainty caused by climate change [ 16]. While it has primarily focused on countries in the Global North, the Global South has also witnessed significant development. There is a gap in the bibliometric analysis of the evolution of research on STs and its geographical distribution. Recognizing this gap, the following question arises, which this section aims to address:

RQ1:

How has research on GSTs evolved between 1995 and 2024, and how has this evolution been reflected in geographical dynamics?

ST research saw its first publication in 1994, authored by Kemp [ 17]. However, until 2002, the growth of literature in this field remained stagnant.

Thus, we focused on analyzing 63 publications. A grid was developed to identify these works, presenting them based on the publication title, author(s), year, and where it was published. Additionally, the STs category addressed in the study and the geographical scale, when applicable, were categorized, along with some additional observations. The literature review on GSTs can be useful in addressing various dimensions related to sustainability and geographical development, such as the following:

Understanding how GSTs impact economic models, including the development of green industries and the circular economy, e.g., refs. [ 18, 19, 20].

Analyzing how they address natural resource management issues, considering conservation practices and efficient resource use, e.g., refs. [ 21, 22, 23].

Examining how they approach equity and social justice issues, such as equitable access to resources and community participation in planning and decision-making processes, e.g., refs. [ 24, 25, 26].

Understanding how they promote resilience in urban and rural areas, considering sustainable urban planning, urban agriculture, community resilience building, and climate change adaptation, e.g., refs. [ 27, 28].

Identifying governance systems and environmental policies that support GST, such as incentive policies, environmental regulations, public-private partnerships, and civil society participation, e.g., refs. [ 29, 30, 31].

Understanding the role of technological innovation in advancing GST, including clean technologies, renewable energy, greener transportation, and green infrastructure development, e.g., refs. [ 32, 33, 34, 35].

Identifying the impact of this scientific field on population health and well-being, such as access to healthy food, air and water quality, the consideration of traditional sustainability practices, and respect for cultural diversity, e.g., refs. [ 36, 37, 38].

3.3. Variables for Analysis and Classification

The bibliometric analysis adopted in this study aims to provide a more detailed understanding of the relevant academic production on this topic. Thus, the section focuses on a quantitative-qualitative approach, identifying key patterns and relationships among the themes.

To enhance the analysis, we divided the variables into two distinct phases: (i) authorship profile and key authors; and (ii) classification of GSTs typologies.

Typically, studies using bibliometric analysis begin by examining the evolution over time. However, a recent article [ 16], along with other studies, indicates that there has been a significant increase in research addressing STs over time. Our study is not merely to demonstrate temporal evolution but to characterize the studies by analyzing academic support, the geographical gaps within GSTs that persist to this day-especially between the Global North and the Global South-and the various GSTs that have raised academic attention.

4. Results and Discussion

4.1. Background-Authors and Spatialisation of the Research

The main authors of the studies included in the literature review show a significantly concentrated geographical distribution, with a notable preponderance of authors and academic institutions located in the countries of the Global North ( Table 1). Countries such as The Netherlands (n = 10), the United Kingdom (UK) (n = 8), and Norway (n = 4) are clearly represented as the main contributors to GST.

This geographical concentration raises important questions about the existing gap between the Global North and the Global South. The absence of authors from academic institutions in Global South countries suggests a disparity in representation and participation in these studies, which may limit the diversity of perspectives, experiences, and approaches reflected in the analyzed literature.

Due to the geographical disparities between the Global North and the Global South highlighted in Table 1, a cartographic representation was developed to illustrate the distribution of studies included in the literature review. This map represents the distribution of studies by country or locality, according to the adopted scale of analysis ( Figure 2). The 20 included records formed the set of publications proposed for this study (n = 63).

As noted by the main authors of these studies, there is a marked predominance of studies and academic institutions located in the countries of the Global North. There is a significant concentration of the application of transitions in three specific areas: Northern Europe (e.g., Germany, Denmark, Norway, and The Netherlands), North America (United States), and South and Southeast Asia (e.g., India, China, and Thailand).

4.2. Types of Geography of Sustainability Transitions

In the 64 studies in our database on which we based this bibliometric analysis, we identified several different types of GTSs. The most frequently covered GTSs are shown in Table 2, along with some studies that deal with these same transitions.

In the current context, where environmental concerns, social justice, and economic equity are at the forefront, these transitions represent essential pathways for building a more sustainable and resilient future for present and future generations. These transitions will be explored further, with an analysis of their distinct characteristics and geographical implications. Special attention is given to the identification and location of the main GSTs currently. This section aims to provide a comprehensive overview of the different approaches and ongoing initiatives, offering a contextualized understanding of the global landscape of GST.

4.2.1. Domains and Gaps in the Geography of Sustainability Transitions

STs are geographical processes-they are not generalized but occur in specific locations with distinct characteristics. Historically, the ST literature has neglected the importance of the geographical contextualization of these processes [ 10, 53].

In a conceptual analysis, Shove and Walker (2007) [ 54] highlight the relevance of contextual factors, such as the political environment and the prior knowledge of local actors, in transition processes. Later, geographers emphasized the necessity of a detailed analysis of local specificity in STs [ 55].

The study of GST scales suggests the need to go beyond the formally defined boundaries of urban, regional, national, or global categories. As highlighted by Binz et al. (2020) [ 8], these territorial categories do not account for the fluidity, permeability, and multiscale in which transitions are embedded. Thus, the structures that delineate transition processes, seemingly spatially confined, should be viewed through the lens of multiple coexisting scales. Consequently, the analysis of sociotechnical regimes (mesoscale), sociotechnical landscapes (macro trends), and technological niches (microscale)-the structures-should consider a multi-scalar perspective. The places of transitions emphasize the importance of local specificities in realizing transitions, highlighting the diversity of experiences in productive and technological transformation in each location [ 53].

The spatiality of GSTs underscores the relevance of spatial factors and processes for a better understanding. For example, emphasis can be placed on the diversification of spatial knowledge diffusion models, the unequal spatial distribution of skilled human resources, and the technological and institutional capacities of different regions [ 56]. Following these principles, the main geographical perspectives of transitions were synthetized.

While the six types of STs are often treated as distinct analytical categories, potential synergies and interdependencies among them can be identified. Recognizing these connections can clarify their individual roles, deepen understanding of each transition type, and underscore their specific relevance in practice. Urban transitions, for example, intersect significantly with energy and transport transitions, especially in the development of sustainable infrastructure and urban mobility systems. Likewise, industrial transitions are closely tied to circular economy initiatives and sustainable agri-food practices, particularly when framed within territorial innovation strategies. In environmental studies, acknowledging these synergies and interdependencies is essential. It reflects the understanding that effective sustainability transitions demand an integrated approach-one that treats the environment as a complex, interconnected ecosystem. Such an approach must account for the cumulative impact of human activities not just at the local scale, but also in terms of their broader influence on global environmental systems.

For example, several cities have developed urban food strategies, leading to new alliances between consumers and food producers, as well as between urban centers and surrounding rural areas. Alternative Food Networks (AFN), urban food strategies, and other forms of civic regulatory assemblies are thus playing a critical role in addressing local and regional food insecurity and food sovereignty [ 68].

In Australia, the proposal for a national food policy resurfaced on the political agenda in 2009, catalyzed by coordinated efforts between public health and food industry stakeholders [ 69]. Organizations such as the Public Health Association of Australia (PHAA), the Dietitians Association of Australia (DAA), Dairy Australia, Meat & Livestock Australia (MLA), the National Farmers' Federation (NFF), and the Australian Food & Grocery Council (AFGC) played an active role in this process. Multiple meetings between public health and food industry representatives led to the development of key documents aimed at better understanding the impacts of food production on the environment and public health. Additionally, these discussions established guiding principles for implementing a new National Food and Nutrition Policy in Australia.

In Denmark, awareness of the social, economic, and environmental costs of food waste has grown in recent years, driven by both civil society and the government [ 70]. Efforts to combat food waste initially emerged as a consumer-driven movement. The organization "Stop Spild Af Mad" (Stop Wasting Food) has been at the forefront of this movement, aiming to raise awareness of food waste [ 71]. This movement is supported by Danish consumers, members of the European Parliament, Danish parliamentarians, chefs, and culinary personalities. The Danish Consumer Council also launched a campaign to increase consumer awareness of food waste.

Agri-food transitions seek to address the challenges of food production in a world with a growing population and limited natural resources, promoting more sustainable farming practices, reducing food waste, ensuring food security, and fostering more sustainable and resilient food systems.

In recent years, growing awareness of the intersection between economic and ecological crises has led many governments to develop plans for a New Green Deal. This new paradigm seeks to address systemic challenges by promoting social and industrial transformations toward more sustainable modes of production and consumption [ 49]. Industrial transitions to sustainability have emerged as one of the key challenges and opportunities for economies at all stages of development in the 21st century [ 7]. Some academic literature [ 2, 74]. has been dedicated to understanding the necessary conditions for these transitions, examining the co-evolution of new technologies, market changes, user practices, political and cultural discourses, and governmental institutions from a systemic perspective. Historically, industrial growth has progressed through a series of phases, initially increasing resource intensity and pollution [ 75, 76], followed by later industrialization phases that tend to consume fewer resources and generate less pollution [ 77, 78]. This pattern often results in countries learning from more advanced economies' technologies and practices [ 42]. However, as sustainability concerns grow, simply imitating the practices of so-called developed countries may no longer be sufficient [ 42]. The pursuit of sustainable innovation must begin within individual countries. This requires a broader approach that considers not only technological innovation but also changes in social and technological practices [ 42].

Beyond the technical and economic challenges, industrial decarbonization has social implications, particularly for societies heavily dependent on industry [ 49]. Transitioning to a more sustainable economy may require significant economic and identity shifts in these societies [ 20].

The International Energy Agency [ 84] reports that direct industrial CO ₂ emissions reached 8.5 Gt of carbon dioxide in 2020, accounting for nearly one-quarter (24%) of all global emissions [ 79]. Specifically in Europe, industry is one of the largest emitters, responsible for more than 20% of total emissions, including indirect emissions [ 85]. Sectors such as iron and steel, cement, and chemicals contribute significantly to these emissions [ 73].

Industrial decarbonization has become a priority for the EU, aiming at the decarbonization of the European economy [ 86]. Some countries, such as Germany and the UK, have already made progress in reducing industrial GHG emissions [ 73]. In 2018, these same countries managed to reduce their emissions by 30% and 46%, respectively, compared to 1990 levels [ 87]. This reduction is partly due to the UK's transition from a manufacturing-based economy to a service-oriented economy, leading to a decline in direct emissions [ 73]. Both the UK and Germany have set ambitious targets to reduce GHG emissions by 2030. For example, the UK launched the Clean Growth Strategy (CGS) and Industrial Strategy, making significant investments in industrial decarbonization and carbon storage technologies [ 73]. Similarly, Germany has established clear emission reduction targets, driven by the EU Emissions Trading System (ETS) [ 88]. As carbon prices increase and climate policies tighten, accelerating industrial decarbonization becomes crucial for maintaining the competitiveness of these countries. This requires substantial investments in clean technologies, infrastructure, and environmental policies to effectively address climate change [ 73].

The transition to a sustainable economy, with a focus on the circular economy, emerges as a critical response to the challenges posed by the prevailing economic rationality. The accumulation of capital over the years has eroded the ecological foundations of production, leading to overexploitation of natural resources and environmental degradation. However, there is now a vision that considers the values and potential of nature [ 18].

Environmental economics, represented by a neoclassical approach to natural resources and pollution, proposes integrating ecological costs and the preferences of future generations into the economic system [ 18]. The valuation of natural resources is subject to ecological temporalities that do not necessarily align with economic cycles, requiring a broader understanding of the social processes that underpin the value of nature. In this context, the concept of ecological distribution emerges as an attempt to address the unequal burden of ecological costs. However, its implementation often remains within the logic of dominant economic rationality, unable to transcend the limits imposed by this same rationality [ 89]. Ecological economics, on the other hand, challenges the notion of valuing nature as capital, recognizing the interdependence between economic and ecological processes. From this perspective, the environment is conceived not as productive potential but as a limit and a cost that must be acknowledged by the economic system [ 90]. The circular economy emerges as a fundamental approach to operationalizing this transition, particularly in the context of sustainable urban development [ 91].

The circular economy aims to retain the value of resources and avoid the use of virgin materials and waste, prioritizing recycling, reuse, and reducing resource consumption [ 92]. However, its implementation requires a profound shift in how industries manage their operations, seeking economic prosperity without depleting natural resources [ 93, 94]. Through specific actions and practices, such as eco-design, reuse, and recycling, the circular economy has the potential to promote sustainability at local, national, and even global scales, presenting a viable alternative to the currently dominant economic paradigm [ 95, 96]. In China, the concept of the circular economy was introduced in the 1990s. It originated from cleaner production, industrial ecology, and ecological modernization thinking, inspired by implementation examples from Europe, the United States, and Japan [ 97].

Societies shape their economic structures, geographies, and international relations through the ways they secure and transform energy to perform useful activities [ 98]. Significant changes in energy fuels and technologies often drive broad social and geographical transformations, such as the transition from wood and waterpower to coal in the 19th century or from coal to oil in the 20th century [ 99].

Since the 19th century, global CO ₂ emissions from fossil fuel combustion have risen from nearly zero to over 31 Gt per year [ 100]. This increase has made energy consumption the primary source of GHG emissions [ 72, 84]. In the 21st century, the energy challenge is to promote a new transition toward a more sustainable energy system, ensuring universal access to energy services and a reliable supply from efficient and low-carbon sources [ 98].

The energy transition for sustainability involves the development of new forms-and new geographies-of energy production, consumption, and work to ensure the availability and accessibility of energy services in a carbon-constrained world [ 84]. This transition presents a variety of possible geographic futures, ranging from low-emission electricity production by large remote players (such as nuclear or offshore wind energy) to highly decentralized forms of domestic microgeneration [ 101, 102]. Although the concept of energy transition is widely adopted in energy studies and energy policies in some countries, there is still no consensus on the desired final state [ 98]. In some parts of the Global South, energy transition may mean an increase in the availability and accessibility of modern energy services, potentially leading to higher carbon intensity in certain cases [ 102, 103]. In Europe, the multi-level approach to socio-technical transitions has been essential in addressing structural changes in energy systems over time [ 2, 32]. While this approach is valuable, its attention to geographical space is often limited. However, energy systems are inherently spatial, with infrastructures and activities geographically distributed. The geographies of energy transition involve both changes in the distribution of energy activities within a given space and geographical interactions between different territories [ 104]. Energy transitions also have significant implications for the spatial organization of local, regional, and global economies. The globalization of industrial activity since the 20th century has been driven by declining transport costs, which have resulted in the international division of labor and changes in the geographical location of economic production [ 105]. In the UK, this transition is defined in government policy as a shift toward a greener, low-carbon future, with a target of reducing CO ₂ emissions by 80% by 2050 [ 98]. The primary political goal is initially to decarbonize the electricity sector (40% of electricity from low-carbon sources by 2020) and then to expand the use of electricity more broadly to meet the emission reduction target [ 106]. Energy policy is beginning to recognize the spatial dimensions of the energy transition, with initiatives such as the UK Renewable Energy Roadmap and the UK Foresight Programme on Sustainable Energy Management and the Built Environment [ 107], which analyzes geographic options for transitioning to sustainable energy systems [ 98, 108].

Despite the progress achieved by pioneering countries such as Germany and the UK in decarbonizing their energy systems, there is still a long way to go to replace fossil fuel use on a global scale. Fossil fuels must remain an essential part of the transition strategy in the short to medium term [ 2].

Transitions in transportation for sustainability are a vital component of global initiatives to mitigate climate change and promote environmentally responsible practices. Travel plays a fundamental role in daily life, providing socioeconomic, cultural, and educational benefits [ 33]. However, as globalization advances and communication infrastructures expand, carbon emissions from the transport sector significantly contribute to the current climate crisis [ 109]. The shift towards a sustainable transport model has thus become an urgent necessity [ 110]. The challenge of achieving significant reductions in carbon emissions in the transport sector is a reality we face. However, there are examples of successful initiatives, particularly in urban areas, where demand management, investments in public transport, and incentives for cycling and walking have shown positive results. The priority has been to create accessible urban environments with services and facilities nearby, thereby reducing the need for individual car travel [ 33].

With his works entitled "Unsustainable Transport: City Transport in the New Century" [ 110] and "Cities, Mobility and Climate Change" [ 33], David Banister highlights the need for a paradigm shift in how we perceive urban mobility. The sustainable mobility paradigm proposes reducing the need for travel and promoting greater use of public transport and active transport modes, such as walking and cycling. This requires an integrated approach to urban planning, territorial development, and transport policies, with the goal of creating more compact, accessible, and less car-dependent areas [ 111]. Mobility management and territorial development policies play a crucial role in promoting more sustainable transport systems. Demand management, pricing strategies, investments in public transport infrastructure, and the creation of pedestrian-friendly urban spaces are essential strategies to achieve this goal [ 108]. Additionally, the integration of Information and Communication Technologies (ICT) into transport systems can improve efficiency and reduce the need for travel [ 109]. In the so-called developed countries, such as those in Europe, where the tradition of urban planning is stronger, there is greater acceptance of the interconnection between mobility and climate change [ 110]. However, challenges remain, especially regarding urban sprawl and continued dependence on private cars [ 111].

The sustainable mobility approach is not just about reducing car use but rather rethinking how we design and plan our territories [ 110]. The creation of more accessible, compact, and people-centered environments is essential to promote a successful transition to sustainable transportation.

Urban transitions have emerged as a key focus area, reflecting the growing concern with the development and sustainability of urban areas. Cities have become crucial hubs for implementing and advancing transitions toward sustainability, standing out as places where innovations in related systems have been particularly significant [ 40, 112, 113, 114, 115, 116, 117, 118, 119].

A literature review conducted by Marc Wolfram and Niki Frantzeskaki [ 120] on the urban role in STs highlights a growing focus on urban environments in transition studies and an increasing interest in urban studies to investigate the dynamics of these transitions. Urban transitions for sustainability have gained prominence, particularly in the transport sector, given its importance in reducing energy consumption and CO ₂ emissions, and addressing the challenges posed by urban population growth [ 121].

Initiatives such as Urban Living Labs (ULL), featured in the book "Urban Living Labs: Experimenting with City Futures" by Marvin et al. (2018) [ 122], have emerged as experimental spaces for designing, testing, and learning how social and technical innovations in real-time contribute to a more sustainable approach in urban environments [ 122, 123, 124]. Similarly, Urban Transition Labs (UTL) have emerged as a promising approach to tackling these challenges, integrating research and innovation processes in collaboration with communities to develop sustainable solutions in urban settings [ 125, 126, 127, 128].

The relationship between experimentation and institutional change has been underexplored in the context of urban transitions to sustainability. Experimentation is viewed to induce changes that can lead to a fundamental transformation of existing systems, facilitating networking, collaboration, and learning processes [ 24, 42]. On the other hand, STs are conceptualized as institutional change processes aimed at deinstitutionalizing existing configurations while institutionalizing new and more desirable ones [ 129]. Cities have emerged as key sites for transformative changes due to their complexity, stakeholder interrelations, resource concentration, and diversity of socio-economic actors [ 40].

An important initiative is the Basque Declaration [ 130], which outlined new pathways for European cities and towns to create productive, sustainable, and resilient urban areas for a livable and inclusive Europe. The Declaration aimed to support and accelerate socio-cultural, socio-economic, and technological transformation and was developed in 2016 in the Basque Country. The event gathered political representatives from 541 cities/regions and 221 organizations.

In October 2024, Aalborg, Denmark, will host the 10th European Conference on Sustainable Cities and Towns. The transformative actions of this platform focus on three key domains (Sustainable Cities Platform [ 130]:

4.2.2. Evolution and Diversification of Sustainability Transitions Studies Considering the Sustainable Development Goals

A comparative analysis of the periods 1995-2014 and 2015-2024 reveals a substantial evolution in the scope and focus of STs research ( Table 3). The establishment of this division is substantiated by the introduction of the 17 Sustainable Development Goals (SDGs) by the United Nations in 2015. These goals have served as a unifying global framework for sustainable development, providing a comprehensive and coordinated approach to addressing environmental issues and achieving SDGs.

This trend has the potential to enhance the understanding of context-specific dynamics and the practical implementation of STs. A notable geographical broadening is also observed. Prior to the SDGs, ST studies were mainly concentrated in a few Global South countries-India, Thailand, and South Africa. However, in the post-2015 period, there has been a notable expansion in the representation of Global South contexts. This development can be attributed to an ongoing effort to address previous geographical imbalances and promote a more equitable global implementation of the SDGs.

In the field of the GST, the proliferation of transition typologies has expanded from the initially recognized seven to eleven types, reflecting the growing complexity and diversity of ST. The comparison of themes observed between the analyzed periods demonstrates not only the relevance of the field of STs and the maturation of scientific thinking within this discipline but also the consolidation of certain domains (STs types) that structure recent scientific production.

Among these, two already stand out, suggesting the theoretical maturation of their respective transitions-urban transitions (with 19 studies distributed across 19 localities, 7 of which are associated with the Global South) and Energy transitions (with 14 studies across 13 localities, 10 of which are associated with the Global South). Four others are beginning to emerge-Industrial, Transport, Circular Economy and Agri-food transitions-each represented by a sparse number of four to eight studies, distributed across five to eight localities.

The prominence of studies on energy transitions in Global South contexts (with 10 out of 13 localities associated with the Global South) can be explained by several factors:

i.

Access to clean and affordable energy is a central priority of the 2030 Agenda, enshrined in SDG 7. This has led to a significant mobilization of resources, policies, and scientific attention at the global level, particularly directed toward areas where energy access remains limited or unequal.

ii.

Energy transitions are frequently operationalized through technologies adapted to local realities, such as off-grid solar systems, bioenergy, and mini-grids, which are widely implemented in Global South countries. These represent sustainable energy alternatives and serve as living laboratories for experimentation and scientific analysis of ongoing transitions.

5. Conclusions

The intersection between geographical science and ST studies has been fundamental in understanding the contemporary challenges of adapting to and anticipating transitions toward sustainability. This convergence highlights the importance of spatial approaches in analyzing the social, economic, and environmental changes needed to achieve a more sustainable future. ST studies emerged as an interdisciplinary and transdisciplinary field, resulting from the combination of transition research and sustainability science. The need to integrate the spatial dimension into these analyses is emphasized, recognizing the crucial role of geography in understanding regional specificities and the geographical contexts of transitions. A bibliometric analysis indicated a significant concentration of studies and authors in Global North countries, pointing to a scientific gap in Global South countries within STs studies. This geographical imbalance underscores the urgent need to promote greater interdisciplinarity in research on GST. The geographical distribution of studies reflects the predominance of regions such as Northern Europe, North America, and South and Southeast Asia. The studies included in the bibliometric analysis identified various types of GST, such as energy decarbonization, sustainable agriculture, and sustainable urban development.

STs are inherently geographical processes, occurring in specific locations with unique characteristics. Although the literature has previously overlooked the importance of geographical contextualization, more recent studies emphasize the significance of spatial and geographical factors such as scales, places, and spaces in STs analysis. Considering multiple scales, from technological niches to sociotechnical landscapes, is fundamental to understanding the complexity and specificity of transitions.

(i)

Agri-Food Transitions-in agriculture, balancing productivity and sustainability is a central challenge. Alternative food networks are emerging as important practices that promote ecological sustainability. Sustainable management of natural resources is essential for transitioning to resilient and sustainable food systems.

(ii)

Industrial Transitions-industry plays a central role in the global economy but is also a major GHG emitter. Industrial decarbonization is crucial to achieving net-zero emissions, requiring radical changes in production and consumption systems as well as investment in clean technologies. Examples from countries like Germany and the UK demonstrate significant progress in reducing industrial emissions.

(iii)

Economic Transitions-the transition to a sustainable economy, particularly circular economy models, addresses the challenges posed by conventional economic rationality. The circular economy seeks to retain resource value through recycling and reuse, promoting sustainability without depleting natural resources. This approach requires deep changes in industrial operations and consumer practices.

(iv)

Energy Transitions-involves the development of new energy production and consumption systems with low carbon emissions. A fundamental transition to reduce global CO ₂ emissions and promote access to sustainable energy services. Specific geographic policies and initiatives, such as those in the UK, are essential to achieving these goals.

(v)

Transport Transitions-vital for mitigating climate change and promoting sustainable mobility. Creating accessible urban environments, investing in public transport, and promoting active mobility, such as cycling and walking, are essential for reducing car dependency and associated carbon emissions.

(vi)

Urban Transitions-cities are crucial hubs for STs due to their complexity and concentration of resources. Initiatives such as ULL and UTL demonstrate how social and technical innovations can be implemented in urban environments to promote sustainability. However, institutional barriers and complexity remain significant challenges.

Despite debates on their contribution to GHG emissions and vulnerability to climate change, cities are increasingly recognized as key actors in addressing these challenges. NBSs have emerged as essential approaches to generating social, environmental, and economic benefits, facilitating climate adaptation and ST. Humanity is currently facing a global polycrisis, arising from the uncontrolled interconnection of vital natural and social systems, posing a threat to human survival. The accelerated urbanization of recent decades has led to environmental impacts and diminished the quality of life in urban communities. Infrastructure expansion and population concentration have contributed to soil impermeabilization, exacerbating environmental issues. A predominantly anthropocentric approach limits understanding the interactions between urban systems and the environment. Given the environmental impacts, STs are imperative to achieve ecologically sustainable cities. The management of these transitions should foster social learning processes, with initiatives such as UTL offering an efficient approach. Another critical factor is land expropriation for the common good. These processes should be directed toward projects that benefit the community and preserve the environment, ensuring a balance between community needs and the protection of natural resources and biodiversity.

Several measures to promote urban sustainability align with NBSs. These solutions integrate natural elements to address urban challenges (e.g., flooding, pollution, and extreme weather events), enhancing urban resilience and sustainability. Green and blue infrastructures should be interconnected and multifunctional, fostering biodiversity while providing recreational spaces alongside addressing major urban issues. Additionally, these solutions contribute to the development of biophilic cities, improving quality of life and reconnecting communities with nature. NBSs enhance urban resilience and generate environmental, economic, and social benefits. Overall, they help create healthier and more inclusive environments by integrating natural elements into urban landscapes.

The geographical focus of the selected studies reveals an imbalance in global research production, especially concerning transitions in the Global South. Still, this points to clear directions for future research. One such direction is the inclusion of additional databases beyond Scopus to capture relevant work that might currently be excluded. While Scopus is a widely recognized and comprehensive database-often indexing everything found in Web of Science and more-it is not exhaustive. Broadening the database scope could help uncover underrepresented perspectives and contributions. As the target year of 2030 approaches, the expansion in the number and depth of analysis is particularly relevant in the context of the SDGs. The inclusion of additional sources may enable a more accurate identification of best practices implemented, distinguish the contexts where progress has been made towards achieving the SDGs, as well as georeference the territories where targets have not yet been met. The implementation of this strategy would facilitate the replication of effective methodologies in contexts that encounter elevated levels of complexity in the GST.

GSTs represent a relevant and necessary dimension to advance the sustainability agenda and can be seen as a potential next phase following the SDGs, given the growing concern over the intensification of climate change and its consequent impacts on society and the environment.

This work has assembled a series of studies that contribute to deepening the intrinsic relationship between STs and the spatial distribution of these processes, which is designated as GST. By integrating the fields of geography and transition studies, the necessity of incorporating the territorial dimension in the implementation of optimal practices and the identification of spatial patterns of sustainable innovation is accentuated.

Author Contributions

Conceptualization, I.P.R. and H.S.L.; methodology, I.P.R.; software, I.P.R.; validation, H.S.L.; formal analysis, I.P.R.; investigation, I.P.R.; resources, I.P.R., H.S.L. and M.A.P.D.; data curation, I.P.R.; writing-original draft preparation, I.P.R. and H.S.L.; writing-review and editing, I.P.R., H.S.L., M.A.P.D. and P.C.R.; visualization, I.P.R.; supervision, H.S.L. and P.C.R.; project administration, H.S.L. and P.C.R.; funding acquisition, I.P.R., H.S.L., M.A.P.D. and P.C.R. All authors have read and agreed to the published version of the manuscript.

Funding

This publication was supported by the Multiannual Funding of the Laboratory of Landscapes, Heritage and Territory (Lab2PT), Ref. UIDP/04509/32, financed by national funds (PIDDAC) through FCT/Q3 MCTES. This work also acknowledges the support of the Foundation for Science and Technology within the framework of the UID/04292/MARE-Marine and Environmental Sciences Centre.

Data Availability Statement

The original contributions presented in this study are included in the article. Further inquiries can be directed to the corresponding author.

Conflicts of Interest

The authors declare no conflicts of interest.

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# data[].attributes.attachment_link.title
Geography of Sustainability Transitions: Mapping Spatial Dynamics and Research Trends Between 1995 and 2024

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The study of Sustainability Transitions (STs) has emerged as an interdisciplinary research field aimed at understanding and guiding societal transformations toward sustainability. While significant advancements have been made in analyzing socio-technical, economic, and policy dimensions, spatial aspects of STs have been largely overlooked.

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Pardal, A., Moreira, A., Galacho, C., Mateus, D., Viegas, L., Gaspar, M., Teixeira, M. R., Manteigas, V., & Dinis, M. A. P. (2025). From Knowledge to Action: How Portuguese Higher Education Students Engage with Circular Economy Principles [Article]. Sustainability, 17(7), 1-24, Article 3279.  

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Pardal, A., Moreira, A., Galacho, C., Mateus, D., Viegas, L., Gaspar, M., Teixeira, M. R., Manteigas, V., & Dinis, M. A. P. (2025). From Knowledge to Action: How Portuguese Higher Education Students Engage with Circular Economy Principles [Article]. Sustainability, 17(7), 1-24, Article 3279.  

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https://doi.org/10.3390/su17073279

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From Knowledge to Action: How Portuguese Higher Education Students Engage with Circular Economy Principles

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This study investigates the perceptions and practices of Portuguese higher education students regarding the circular economy (CE), emphasising their knowledge, attitudes, and behaviours toward sustainable resource management. Carried out by the Working Group on Circular Economy and Waste Management of the Portuguese Sustainable Campus Network (RCS), the research used an online survey targeting students from 20 higher education institutions (HEIs), resulting in 400 responses. The findings indicate that while students generally hold positive views of the CE, their understanding of its practical applications, such as waste reduction and resource efficiency, remains limited. Only a small proportion of students reported exposure to CE-related topics in their curriculum, revealing a gap in academic integration. This study also identifies significant demographic variations in CE awareness and practices, influenced by factors such as age, field of study, and employment status. These insights underscore the need for HEIs to strengthen CE education and actively involve students in hands-on sustainability initiatives, fostering a generation equipped to drive the transition toward a circular economy.

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Leal Filho, W., Trevisan, L. V., Sivapalan, S., Mazhar, M., Kounani, A., Mbah, M. F., Abubakar, I. R., Matandirotya, N. R., Dinis, M. A. P., Borsari, B., & Abzug, R. (2025). Assessing the Impacts of Sustainability Teaching at Higher Education Institutions [Research]. Discover Sustainability, 6(1), 1-22, Article 227. 

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Leal Filho, W., Trevisan, L. V., Sivapalan, S., Mazhar, M., Kounani, A., Mbah, M. F., Abubakar, I. R., Matandirotya, N. R., Dinis, M. A. P., Borsari, B., & Abzug, R. (2025). Assessing the Impacts of Sustainability Teaching at Higher Education Institutions [Research]. Discover Sustainability, 6(1), 1-22, Article 227. 

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https://doi.org/10.1007/s43621-025-01024-z

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Assessing the impacts of sustainability teaching at higher education institutions - Discover Sustainability

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The necessity of sustainability teaching (ST) has recently become increasingly crucial due to several interrelated factors. The world faces significant environmental challenges, such as climate change, biodiversity loss, deforestation, pollution, and resource depletion. ST equips students with the knowledge and tools to address these issues and work towards a more sustainable future. ST helps students understand these complex challenges and fosters holistic problem-solving skills. ST at higher education institutions (HEIs) can take place in various modalities, including lectures, hands-on projects, field trips, simulations, and collaborative learning to enhance knowledge and develop competencies. The impact of ST at HEIs may be measured through multiple avenues, such as student surveys, interviews with faculty, and research studies on the effectiveness of sustainability courses. This paper reports on a study that assessed the current impact of ST at HEIs. The data collection used a multi-methods approach, which included a bibliometric analysis, the assessment of a set of case studies, and an international survey conducted with teaching staff from HEIs in 38 countries. The evidence supporting ST is presented and discussed, indicating how current teaching programmes are being delivered and their degree of success. The results show that the literature on ST has evolved substantially over the past years and covers a wide range of areas, as demonstrated by the various clusters. The case studies, in turn, show multiple real-world examples of how HEIs across diverse geographic regions have implemented ST practices and their implications. The paper’s novelty lies in its approach to evaluating sustainability education’s effectiveness and broader impacts on HEIs. It offers a unique approach by integrating assessments across multiple disciplines, showing how ST impacts students´ education. Also, the study tracks the impacts of the sustainability literature, providing insights into how sustainability education shapes students’ professional prospects. Finally, the paper shows the status of sustainability education across different HEIs and countries, offering a broader perspective on how it is implemented into practice. The study concludes by suggesting measures that may maximise the impact of sustainability courses in HEIs curricula and, among other things, the overall campus culture toward sustainable development.

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Leal Filho, W., Wall, T., Williams, K., Dinis, M. A. P., Martin, R. M. F., Mazhar, M., & Gatto, A. (2025). European Sustainability Reporting Standards: an assessment of requirements and preparedness of EU companies [Research article]. Journal of Environmental Management, 380, Article 125008. 

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Leal Filho, W., Wall, T., Williams, K., Dinis, M. A. P., Martin, R. M. F., Mazhar, M., & Gatto, A. (2025). European Sustainability Reporting Standards: an assessment of requirements and preparedness of EU companies [Research article]. Journal of Environmental Management, 380, Article 125008. 

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https://doi.org/10.1016/j.jenvman.2025.125008

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Matandirotya, N. R., Leal Filho, W., Mahed, G., Dinis, M. A. P., & Mathe, P. (2024). Local knowledge of climate change adaptation strategies from the vhaVenda and baTonga communities living in the Limpopo and Zambezi River Basins, Southern Africa. Inland Waters, 14(3), 268-280.

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Matandirotya, N. R., Leal Filho, W., Mahed, G., Dinis, M. A. P., & Mathe, P. (2024). Local knowledge of climate change adaptation strategies from the vhaVenda and baTonga communities living in the Limpopo and Zambezi River Basins, Southern Africa. Inland Waters, 14(3), 268-280.

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https://doi.org/10.1080/20442041.2024.2437932

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Local knowledge of climate change adaptation strategies from the vhaVenda and baTonga communities living in the Limpopo and Zambezi River Basins, Southern Africa

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Communities living within Africa’s river basins remain vulnerable to the negative impacts of climate change. This study aimed to explore the various local knowledge (LK)-based climate change adapta…

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Leal Filho, W., Nagy, G. J., Gbaguidi, G. J., Paz, S., Dinis, M. A. P., Luetz, J. M., & Sharifi, A. (2025). The role of climatic changes in the emergence and re-emergence of infectious diseases: bibliometric analysis and literature-supported studies on zoonoses [Review]. One Health Outlook, 7(1), 1-12, Article 12. 

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Leal Filho, W., Nagy, G. J., Gbaguidi, G. J., Paz, S., Dinis, M. A. P., Luetz, J. M., & Sharifi, A. (2025). The role of climatic changes in the emergence and re-emergence of infectious diseases: bibliometric analysis and literature-supported studies on zoonoses [Review]. One Health Outlook, 7(1), 1-12, Article 12. 

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https://doi.org/10.1186/s42522-024-00127-3

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The role of climatic changes in the emergence and re-emergence of infectious diseases: bibliometric analysis and literature-supported studies on zoonoses - One Health Outlook

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Climate change (CC) is increasingly recognised as a critical driver in the emergence and re-emergence of infectious diseases. The relationship between CC and infectious diseases is complex and multifaceted, encompassing changes in temperature, precipitation patterns, and extreme weather events. This study describes the role of CC in the emergence and re-emergence of infectious diseases, emphasising zoonoses. It used a mixed methodology, including an initial literature contextualisation and a bibliometric analysis, to identify key thematic research areas related to CC and zoonotic diseases and show their connections. The research relied on the Scopus database for the identification of relevant source literature and focused the search query on publications in English. VOSviewer was used to discover clear thematic clusters that illustrate what research areas have been addressed in the literature and how they are interlinked. In addition, the research selected and analysed twelve literature-supported studies to investigate the relevance of the zoonoses involved in infectious disease emergence and re-emergence linked to CC impacts. Many pathogens and their vectors, such as mosquitoes, ticks, and rodents, are sensitive to temperature and moisture. CC can expand or shift the geographical distribution of these vectors, bringing diseases to new areas. Warmer temperatures may allow mosquitoes that transmit diseases like malaria and dengue fever to survive and reproduce in regions that were previously too cold. Also, extreme events such as floods, droughts, and hurricanes can lead to immediate increases in waterborne and vector-borne diseases (VBD) by facilitating the spread of pathogens. There is a need to better understand the connections between CC and zoonoses. To address the challenges posed by zoonoses linked to CC, international organizations like the WHO should coordinate a global response to provide clear guidance. Governments must integrate CC and zoonoses into national health policies, ensuring that health frameworks address these interconnected risks. Funding should be allocated for research on the root causes of CC and for strengthening defenses, particularly in developing countries with fragile health systems. Additionally, enhanced communication, education, and training for healthcare professionals about the links between CC and zoonoses are essential for raising awareness and promoting proactive measures.

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Leal Filho, W., Barbir, J., May, J., May, M., Swart, J., Yang, P., Dinis, M. A. P., Aina, Y., Bettencourt, S., Charvet, P., & Azadi, H. (2025). Towards more sustainable oceans: A review of the pressing challenges posed by marine plastic litter [Review Article]. Waste Management & Research, 43(9), 1358-1377.  

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Leal Filho, W., Barbir, J., May, J., May, M., Swart, J., Yang, P., Dinis, M. A. P., Aina, Y., Bettencourt, S., Charvet, P., & Azadi, H. (2025). Towards more sustainable oceans: A review of the pressing challenges posed by marine plastic litter [Review Article]. Waste Management & Research, 43(9), 1358-1377.  

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https://doi.org/10.1177/0734242X251313927

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Towards more sustainable oceans: A review of the pressing challenges posed by marine plastic litter - Walter Leal Filho, Jelena Barbir, Julia May, Marta May, Julia Swart, Peter Yang, Maria Alzira Pimenta Dinis, Yusuf A Aina, Sara Bettencourt, Patricia Charvet, Hossein Azadi, 2025

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Marine littering is a global challenge and a significant threat to a sustainable planet, requiring comprehensive and effective mechanisms to address it in a com…

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Leal Filho, W., Neiva, S. d. S., Vasconcelos, C. R. P. d., Gomes, B. M. F., Sharifi, A., Kozlova, V., Mifsud, M., Pace, P., Platje, J. J., Dinis, M. A. P., da Cunha, D. A., Hopkins, E. A., & Rayman-Bacchus, L. (2025). Exploring the imperative of education and learning for sustainable development: research gaps and pathways. International Journal of Sustainability in Higher Education, 26(8), 1729–1748. 

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Leal Filho, W., Neiva, S. d. S., Vasconcelos, C. R. P. d., Gomes, B. M. F., Sharifi, A., Kozlova, V., Mifsud, M., Pace, P., Platje, J. J., Dinis, M. A. P., da Cunha, D. A., Hopkins, E. A., & Rayman-Bacchus, L. (2025). Exploring the imperative of education and learning for sustainable development: research gaps and pathways. International Journal of Sustainability in Higher Education, 26(8), 1729–1748. 

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https://doi.org/10.1108/IJSHE-11-2023-0543

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Exploring the imperative of education and learning for sustainable development: research gaps and pathways | Emerald Insight

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Leal Filho, W., Sow, B. L., Perlin, A. P., Mbah, M. F., Costa, C. A. d., Azam, F. M. S., & Dinis, M. A. P. (2026). Addressing climate change education: relevant contributions from universities. International Journal of Sustainability in Higher Education, 27(1), 94–113.  

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Leal Filho, W., Sow, B. L., Perlin, A. P., Mbah, M. F., Costa, C. A. d., Azam, F. M. S., & Dinis, M. A. P. (2026). Addressing climate change education: relevant contributions from universities. International Journal of Sustainability in Higher Education, 27(1), 94–113.  

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https://doi.org/10.1108/IJSHE-11-2023-0542

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Addressing climate change education: relevant contributions from universities | Emerald Insight

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Leal Filho, W., Trevisan, L. V., Wahaj, Z., Deda, D., Vasconcelos, C. R. P. d., Dibbern, T. A., Vargas, V. R., Iyer-Raniga, U., Anholon, R., Novikau, A., Abubakar, I. R., & Dinis, M. A. P. (2025). University rankings and sustainable development: the state of the art. International Journal of Sustainability in Higher Education, 26(7), 1615-1636. 

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Leal Filho, W., Trevisan, L. V., Wahaj, Z., Deda, D., Vasconcelos, C. R. P. d., Dibbern, T. A., Vargas, V. R., Iyer-Raniga, U., Anholon, R., Novikau, A., Abubakar, I. R., & Dinis, M. A. P. (2025). University rankings and sustainable development: the state of the art. International Journal of Sustainability in Higher Education, 26(7), 1615-1636. 

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https://doi.org/10.1108/IJSHE-11-2023-0530

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University rankings and sustainable development: the state of the art | Emerald Insight

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Debrah, J. K., Teye, G. K., & Dinis, M. A. P. (2024). Factors influencing management of dry cell battery waste: a case of Greater Accra Region in Ghana [Research]. Environmental Monitoring and Assessment 196(12), 1-18, Article 1181. 

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Debrah, J. K., Teye, G. K., & Dinis, M. A. P. (2024). Factors influencing management of dry cell battery waste: a case of Greater Accra Region in Ghana [Research]. Environmental Monitoring and Assessment 196(12), 1-18, Article 1181. 

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https://doi.org/10.1007/s10661-024-13297-4

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Factors influencing management of dry cell battery waste: a case of Greater Accra Region in Ghana - Environmental Monitoring and Assessment

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Indiscriminate disposal of dry cell battery (DCB) waste contributes to environmental and public health issues in developing countries such as Ghana, due to the toxic nature of this specific waste. Accordingly, a study was conducted in Accra, Ghana, to determine the socio-economic and demographic factors influencing handling DCB waste, aiming a sustainable environment. Using a random sampling technique, a descriptive cross-sectional survey was conducted, encompassing 367 respondents from the Accra-Tema Metropolitan areas and Tema West Municipal Assembly in Greater Accra, Ghana. Using descriptive and multivariate statistical methods, the survey data were analysed with the Statistical Package for Social Sciences (SPSS) version 27. The results of this study show that female gender and residential area are likely to positively influence the use of DCB at home. Education significantly affects the use of DCB and its proper disposal. The results also suggest that 78% of the respondents disposed of DCB waste in waste bins. The mean monthly income of the respondents stands at USD 270, which is average and likely partially to positively influence the disposal of the DCB. The data collected revealed that female gender, age group, family size, and education level influence the indiscriminate disposal of DCB waste and DCB waste recycling. The results highlight that educated females above the age of 55, with a monthly income, are likely to properly segregate DCB waste. This study contributes to the knowledge gap in relation to dry cell battery waste management (DCBWM) in developing countries, aiming to advance global sustainability. This study is expected to contribute to educate and create awareness in managing DCB waste to reduce its indiscriminate disposal which leads to environmental pollution and negatively affects human health and environmental sustainability in Ghana.

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Veras, A. S. S., Barros, N. A., & Dinis, M. A. P. (2024). Applied Terminology in Geodiversity and Geotourism Activity: a Sustainable Conceptual Exercise. Revista de Gestão Social e Ambiental, 18(11), 1-28, Article e09113. 

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Veras, A. S. S., Barros, N. A., & Dinis, M. A. P. (2024). Applied Terminology in Geodiversity and Geotourism Activity: a Sustainable Conceptual Exercise. Revista de Gestão Social e Ambiental, 18(11), 1-28, Article e09113. 

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https://doi.org/10.24857/rgsa.v18n11-031

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Authors Ana Sibelonia Saldanha Veras Nelson Azevedo Barros Maria Alzira Pimenta Dinis

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Applied Terminology in Geodiversity and Geotourism Activity: a Sustainable Conceptual Exercise | Revista de Gestão Social e Ambiental

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Objective: Promoting environmental geoconservation, geodiversity and local culture, namely through tours and research on these natural environments. Theoretical Framework:t is based on modern scientific definitions used in geology, geomorphology, paleontology, culture, and for educational and geotourism purposes. Method:The literature review significantly contextualizes knowledge and broad understanding, as well as advances in the terminology most used in geotourism activity, adopted in Brazil and European references in the area.It is representativeness: relational: the suitability of the geosite to illustrate a geological process or quality, which contributes significantly to the understanding of the theme, process, characteristic or (i) representation: geological context, (ii) integrity: related to the state of conservation of the geosite, (iii) rarity: number of geosites in the geological study area, (iv) scientific knowledge. Results and Discussion:The results obtained revealed that review studies of specialized terminology applied in geodiversity and geotourism activity play a significant role in interpreting unique places where most geosites occur, attracting tourists who are increasingly surprised by geosites. Research Implications:The implications of geosite terminology do not involve universal consensus, and there are several ways to scientifically describe a geosite in the context of a type of terrestrial relief, geological structure and minerals. This interpretation should be carried out by a specialist or by experienced people who are knowledgeable about the local specificities. Originality/Value: This study contributes to the literature by addressing the terminology applied in geoscience that encompasses geodiversity and geotourism. The relevance and potential of geosites for education, scientific interpretation of geological characteristics in the central region of the North Amazon.

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Leal Filho, W., Fritzen, B., Salvia, A. L., Dinis, M. A. P., & Vasconcelos, C. R. P. (2024). The transformative power of networking in the implementation of the Sustainable Development Goals [Research]. Discover Sustainability, 5(1), 1-14, Article 380. 

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Leal Filho, W., Fritzen, B., Salvia, A. L., Dinis, M. A. P., & Vasconcelos, C. R. P. (2024). The transformative power of networking in the implementation of the Sustainable Development Goals [Research]. Discover Sustainability, 5(1), 1-14, Article 380. 

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https://doi.org/10.1007/s43621-024-00591-x

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The transformative power of networking in the implementation of the Sustainable Development Goals - Discover Sustainability

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Networks can help implement the United Nations Sustainable Development Goals (SDGs) in a variety of ways. They can facilitate the sharing of best practices and resources among organisations, enabling them to more effectively implement the SDGs. They can also help spread awareness on the SDGs and encourage people to take action. Networks can also assist coordinate collaborations between different organisations to support the SDGs implementation, especially in the academic sector. This study aims to fill the literature gap in assessing the transformative power of sustainability networking and reports on a worldwide analysis of the international networks which are believed to have been playing a significant role in the implementation of the SDGs in higher education. A concise online questionnaire was designed and administered to experts via an expert database mailing list and social networks, and collected 153 responses from 37 countries. This was complemented by an assessment of a set of case studies, where 5 major sustainability networks—ESSSR, IUSDRP, SDSN, AASHE and Copernicus Alliance—were evaluated in respect of their scope, target groups, types of activities and contributions to the SDGs. The results have highlighted the fact that, whereas assessed networks are very active, there is still a perceived need for more concerted actions to allow these networks to become more engaged in the implementation of the SDGs. This study suggests some specific actions which may foster a greater collaboration among networks in order to maximise the impact of their sustainability initiatives. The process of networking contributes to the advancement of sustainability and is closely related with contributions to policy, economic development and society, as well as particularly to SDG 17—Partnerships for the Goals. This study supports the role of networking, while indicating the need for greater collaboration among networks in order to maximise the impact of their initiatives and their transformative power.

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Leal Filho, W., Martinelli, Y., Dinis, M. A. P., Rosa, C., & Messias, C. G. (2024). Climate change and environmental degradation in Yanomami People’s Land: Intersectional threats and the need for improved policy-making. Environmental Science and Policy, 162, 1-8, Article 103931. 

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Leal Filho, W., Martinelli, Y., Dinis, M. A. P., Rosa, C., & Messias, C. G. (2024). Climate change and environmental degradation in Yanomami People’s Land: Intersectional threats and the need for improved policy-making. Environmental Science and Policy, 162, 1-8, Article 103931. 

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https://doi.org/10.1016/j.envsci.2024.103931

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Leal Filho, W., Luetz, J. M., & Dinis, M. A. P. (2024). University forests and carbon sequestration: an untapped potential [Comment]. Discover Sustainability, 5(1), 1-11, Article 362. 

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Leal Filho, W., Luetz, J. M., & Dinis, M. A. P. (2024). University forests and carbon sequestration: an untapped potential [Comment]. Discover Sustainability, 5(1), 1-11, Article 362. 

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https://doi.org/10.1007/s43621-024-00590-y

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University forests and carbon sequestration: an untapped potential - Discover Sustainability

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The role of universities in addressing climate change is often discussed, but one crucial aspect tends to be overlooked: their potential contribution to carbon sequestration. Many universities around the world possess significant tracts of land, often featuring substantial forested areas. These landscapes represent an underutilised opportunity for nature-based solutions that facilitate carbon sequestration. This paper discusses the current trends and status of university-owned forests, highlighting some of the largest and most ecologically significant forests managed by academic institutions across different regions worldwide. It explores their capacity for carbon sequestration, their biodiversity value, and the potential they hold for contributing to global climate change mitigation efforts. Furthermore, the article examines how these university forests can serve as dynamic, living laboratories for research, education, and conservation, as well as spaces for community engagement. In addition to their environmental benefits, these green spaces can enhance human health and well-being. Based on this analysis, the paper offers recommendations for universities on how to optimise their forested lands as carbon sinks and enhance their role in advancing sustainable practices, research, and education. Graphical abstract

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Leal Filho, W., Eustachio, J. P. P., Avila, L. V., Dinis, M. A. P., Hernandez-Diaz, P. M., Batista, K., Borsari, B., & Abubakar, I. R. (2025). Enhancing the contribution of higher education institutions to sustainable development research: A focus on post-2015 SDGs [Review article]. Sustainable Development, 33(2), 1745–1757.   

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Leal Filho, W., Eustachio, J. P. P., Avila, L. V., Dinis, M. A. P., Hernandez-Diaz, P. M., Batista, K., Borsari, B., & Abubakar, I. R. (2025). Enhancing the contribution of higher education institutions to sustainable development research: A focus on post-2015 SDGs [Review article]. Sustainable Development, 33(2), 1745–1757.   

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https://doi.org/10.1002/sd.3184

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Yıldırım, H. T., Yıldızbaş, N. T., Uyar, Ç., Elvan, O. D., Sousa, H. F. P. e., Dinis, M. A. P., & Perkumienė, D. (2024). Visitors’ Perceptions towards the Sustainable Use of Forest Areas: The Case of Istanbul Belgrade Nature Parks [Article]. Forests, 15(10), 1-20, Article 1687.  

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Yıldırım, H. T., Yıldızbaş, N. T., Uyar, Ç., Elvan, O. D., Sousa, H. F. P. e., Dinis, M. A. P., & Perkumienė, D. (2024). Visitors’ Perceptions towards the Sustainable Use of Forest Areas: The Case of Istanbul Belgrade Nature Parks [Article]. Forests, 15(10), 1-20, Article 1687.  

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https://doi.org/10.3390/f15101687

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Visitors’ Perceptions towards the Sustainable Use of Forest Areas: The Case of Istanbul Belgrade Nature Parks

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The main purpose of this study is to analyze how stakeholders’ perceptions of sustainable land use and the management of natural parks affect land management planning, with a focus on park visitors. This study was carried out in July 2019, during a period of high visitor numbers at the Belgrade Forest nature parks, as reported by the park manager. It involved evaluating participants’ knowledge about the specific natural park they visit and the organization managing it. The results show that the mode of transportation significantly influences this knowledge. Visitors who walked or drove to the park demonstrated a greater understanding of the park and its management. A visit to a nature park typically involves anticipation, planning, the visit itself, participating in activities, returning, and reflecting on past experiences. Visitors are drawn to the Belgrade Forest nature parks because of their cleanliness, family-friendly atmosphere, peacefulness, proximity, uniqueness as a green space in Istanbul, wooded areas, and suitability for sports. The study also reveals that the characteristics of nature parks, such as park amenities, distance, transportation options, and reasons for visiting, contribute to visitors’ happiness, especially affecting younger visitors between the ages of 19 and 30. These findings highlight the varied nature of visitors’ impressions after their visit, depending on their individual characteristics. In conclusion, this detailed analysis offers valuable insights to guide strategic park management efforts aimed at promoting sustainability and enhancing visitor experiences in the Belgrade Forest areas of Türkiye.

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Škėma, M., Doftartė, A., Perkumienė, D., Aleinikovas, M., Perkumas, A., Sousa, H. F. P. e., Dinis, M. A. P., & Beriozovas, O. (2024). Development of a methodology for Monitoring Social-Economic Indicators of Private Forest Owners towards Sustainable Forest Management: The Case of Lithuania [Article]. Forests, 15(9), 1-19, Article 1657. 

# data[].attributes.subject
Škėma, M., Doftartė, A., Perkumienė, D., Aleinikovas, M., Perkumas, A., Sousa, H. F. P. e., Dinis, M. A. P., & Beriozovas, O. (2024). Development of a methodology for Monitoring Social-Economic Indicators of Private Forest Owners towards Sustainable Forest Management: The Case of Lithuania [Article]. Forests, 15(9), 1-19, Article 1657. 

# data[].attributes.body
https://doi.org/10.3390/f15091657

# data[].attributes.attachment_link.title
Development of a Methodology for the Monitoring of Socio-Economic Indicators of Private Forest Owners towards Sustainable Forest Management: The Case of Lithuania

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The development of a monitoring system for the socio-economic indicators of private forest owners includes the comprehensive collection of various socio-economic data. These data encompass general information about private forests owners, the need for monitoring, periodicity, and other relevant factors. This holistic approach allows for a detailed assessment of the social and economic conditions of private forest owners, as well as the economic efficiency of their operations, ultimately aiming to achieve sustainable forest management. This research builds upon previous studies by the authors that investigated the need for monitoring of the socio-economic indicators of private forests and involved interviews with forest experts. Based on the data obtained from these earlier efforts, this study aims to present a refined methodology for monitoring of the socio-economic indicators of Lithuanian private forest owners. Based on the findings of this research, it is highly recommended that monitoring be implemented at the state level across the entire territory of the Republic of Lithuania. The results of this research show that the monitoring of the economic and social indicators of private forest owners benefits not only the owners but also the state and society as a whole. Residence size, property size, and association membership emerged as the most significant factors influencing the need for forest monitoring, while knowledge in forestry, distance to the forest, and gender showed weaker but still notable effects. The research results suggest that monitoring can help to ensure the sustainable management of forests and the maintenance of ecosystem services, in addition to contributing to the region’s economic development. It is recommended that this monitoring be conducted every five years.

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Leal Filho, W., Sierra, J., Price, E., Eustachio, J. H. P. P., Novikau, A., Kirrane, M., Dinis, M. A. P., & Salvia, A. L. (2024). The Role of Universities in Accelerating the Sustainable Development Goals in Europe. Scientific Reports, 14(1), 1-14, Article 15464. https://doi.org/10.1038/s41598-024-65820-9 

# data[].attributes.subject
Leal Filho, W., Sierra, J., Price, E., Eustachio, J. H. P. P., Novikau, A., Kirrane, M., Dinis, M. A. P., & Salvia, A. L. (2024). The Role of Universities in Accelerating the Sustainable Development Goals in Europe. Scientific Reports, 14(1), 1-14, Article 15464. https://doi.org/10.1038/s41598-024-65820-9 

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https://doi.org/10.1038/s41598-024-65820-9

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Introduction

Sustainable development is a concept that has undergone several changes as the years have progressed, and new issues arose. Such evolution has been supported by the participation of various institutions and organisations -including universities- that have been active to implementing the principles and goals of sustainable development. As anthropogenic activity has increased, climate change has progressed, and the resultant effects are being h observed, the need for sustainability is now greater than ever before. The current pressures threaten the survival of humans now, and in future generations. The principle of sustainable development is based on socio-economic development that is in line with ecological/environmental constraints1.

The literal definition of sustainable development is any development that can be continued indefinitely. However, the concept has been viewed from several perspectives that have changed the meaning and resulted in numerous definitions. The most cited definition goes back to the Brundtland Report published in 1987, which regards it as "development that meets the needs of current generations without compromising the needs of future generations". This is further explained as human development that uses resources in a regenerative manner and preserves natural systems2. To boost this process, the United Nations has created 17 Sustainable Development Goals (SDGs) that target different aspects of life, especially those that require critical attention and action3.

The implementation of the SDGs commenced in 2016 following their introduction in 2015. The framework accounts for development that improved the quality of life until the year 2030. One of the major challenges faced with the SDGs is the implementation of several goals simultaneously without compromising the progress of each goal individually4. Researchers struggle with implementing the goals in a coherent manner that has minimal trade-offs5.

The 2030 Sustainable Development Agenda aims to tackle social, economic, and environmental (three pillars). Such goals were introduced as an evolution of the Millenium Development Goals (MDGs) and thus incorporated unfinished goals while tackling new challenges from present times. In doing so, global action is promoted where international collaborations are encouraged to ensure that all countries regardless of income status may achieve sustainability6. This significantly differs from the MDGs that focused primarily on developing countries. Furthermore, the SDGs cover a broader context since each goal has specific targets to be met while providing proper integration of the three pillars of sustainable development7.

The 17 SDGs were introduced as a guidance method to achieve a common goal. In doing so methods have been created to track the progress of the SDGs i.e., measuring and monitoring the achievement of goals. These methods further track practical and theoretical approaches while highlighting the trade-offs visible and finding solutions to minimise them7. More specifically, the SDGs call for changes in technology, lifestyle and governance while promoting innovation across all fields. This is an alternative to conventional methods of development that fell short of sustainability in previous times8. The goals recognise that eliminating poverty and other social issues must closely be followed with strategies that enhance health and education, diminish inequality, ensure economic growth. This must occur simultaneously with climate change preventing and adaption that preserves the natural environment9.

Sustainable Development has featured on the agenda of Higher Education (HE) for more than 20 years10, with numerous declarations having been signed by HE leaders11 and over 42 national and international networks established dedicated to sustainability in HE12. The United Nations (UN) supported initiatives such as the Higher Education Sustainability Initiative (HESI) and the Sustainable Development Solutions Network (SDSN) have been particularly active in promoting the SDGs within higher education13.

It is widely accepted that universities play a critical role in delivering the SDGs. Findler et al.14 state that Higher Education Institutions (HEIs) have an inherent responsibility to make societies more sustainable. The UN SDSN highlights that role as consisting of four activities, namely, generating knowledge, creating current and future leaders, demonstrating impact, and driving cross-sectoral leadership15. Essentially, through increasingly transdisciplinary approaches, universities can build greater connections across the education, research, policy, and practice interface10.

University students may learn about the SDGs through both the formal and informal curriculum. Several recent publications have looked at embedding education for sustainable development (ESD) issues as a whole and matters related to the SDGs in particular, into university curricula and the key competencies required by learners to be active in driving forward the sustainability agenda16. Informal learning also includes the many student-led initiatives that create "communities of learning" and support interdisciplinary opportunities outside of the often-siloed nature of the formal curriculum17. This experiential process can enable students to better apply their learning into the future18.

It is increasingly argued that to achieve the ambitious targets of the SDGs, universities need to educate not just our future leaders, but current leaders and decision makers also. Capacity development and professional training opportunities have enormous potential to empower leadership to deliver on the SDGs10. In addition, universities can act as "Living Laboratories" supporting co-creation and interdisciplinary solutions-oriented approaches to research and learning. Universities are effectively microcosms of society and therefore can act as a testbed for innovative solutions to global challenges by convening the relevant actors within a "neutral" space19. These types of innovative approaches are often more successful at tackling multi-stakeholder "wicked" problems20. Findler et al.14 document the breadth of ways in which HEIs can impact on SDGs across from direct impacts on research uptake by policy makers to more indirect (and less easily measured) impacts on for example social cohesion and sustainable urban development.

The paper is structured as follows. It starts by explaining the methods used within this research. It then continues by presenting the results and discussing them against the literature. The last section is dedicated to a conclusion, where the main contributions are presented, as well as some limitations and further lines of research.

Methods

This research used a multi-methods approach, which entails a review of existing literature, an international survey, and an assessment of selected case studies. First, we applied a cross-sectional descriptive analysis of scientific literature on "sustainable development goals" and "higher education" in European countries retrieved from Scopus database. We used Scopus, an online database with around 23,400 available scientific journals across all fields of research21. Scopus is frequently used in bibliometric research because it includes a larger number of indexed journals than Web of Science22. The current study was conducted on February 18th, 2022, and all data analysis, including citation analysis, was performed on that date. Documents with the words "sustainable development goal$*" or "SDG$" and "universit*" or "higher education" mentioned in the title, abstract, or keywords were retrieved from Scopus for the study period from 2015 (the year in which the United Nations adopted the 2030 Agenda for Sustainable Development) to 2022. The search was limited to documents published by researchers affiliated to European universities, considering books, book chapters, reviews and journal articles, but no language restriction was imposed. The application of this search string allowed us to obtain 638 publications regarding the topic of study. The information retrieved from the Scopus database included complete data regarding citation information, bibliographical information, abstract, keywords, and references. Data in Scopus was transformed into an Excel document for analysis.

For Table 1, which presents key information for the top five scientific peer-reviewed journals in this area, data analysis involved calculating total papers (TP), total citations (TC), citations per paper (CPP), and the SCImago Journal Rank (SJR) for each journal. This analysis allowed the authors to identify the most influential journals in the field and their relative impact based on citation metrics.

Table 1 Top five scientific journals.

Table 2, in turn, showcases examples of best practices to integrate the SDGs at European universities, the data was collected through a comprehensive review of initiatives undertaken by various institutions. This included a set of relevant case studies to show some examples of successful initiatives implemented by European universities. For the collection of examples, a table was designed, which entailed a specific set of information, namely the name of the university and country, and the type of SDGs work undertaken. Also, to ensure the tracing of the information, the table contains bibliographical references and weblinks. This also allows a cross-check of the information and enables readers to obtain further details. The case studies were selected aiming to show best practices in different spheres of higher education.

Table 2 Some examples of Best Practice to Integrate the SDGs at European Universities.

The authors believe that using the afore-explained literature assessment choices contributed to achieving the paper's goal by providing a comprehensive and structured understanding of the research landscape concerning the implementation of sustainable development goals in higher education. For example, the systematic review and detailed analysis allowed the authors to map out existing research, identify key trends, and highlight significant contributions and gaps. This approach not only facilitated an assessment of the current engagement levels of European universities with the SDGs but also offered insights into the challenges and solutions being deployed, thereby informing future research directions and potential practical implications.

Second, this research used an international survey developed by the research team. The purpose of this questionnaire was to assess the relationship between the SDGs and teaching and research in higher education institutions. For this purpose, the items incorporated in the questionnaire were based on a comprehensive review of the literature regarding the role of universities in fostering sustainability through teaching, research, organizational practices. To ensure the appropriateness of the items included in the survey, a group of specialists provided advice and validated the questionnaire prior to applying it for data collection. This validation process was undertaken by five internationally recognized specialists in the fields of sustainability and higher education. As a result of this validation exercise, the research team adjusted the number of sections and items within each section. Also, some of the elements were adapted to improve their suitability to the research purposes.

After addressing the suggestions made by the experts, and in order to ensure the consistency of the data, a pilot study (i.e. a pre-test) was run with five respondents. The results from this pilot test showed that the survey instrument was adequate, with minor modifications. Both phases (i.e. the validation with specialists and pilot application with additional participants) confirmed and reliability and the validity of the data gathering instrument. The final version of the survey included 22 questions, structured in four sections, namely section 1: Identification (4 items), section 2: Institutional characteristics (3 items), section 3: SDGs and teaching (6 items), and section 4: SDGs and research (9 items).

A Google Form was then developed with the confirmed survey items. A purposive sampling approach, in combination with techniques such as chain referrals and snowballing, was applied to disseminate the link to the on-line questionnaire with a global audience via the research team, the networks of the European School of Sustainability Science and Research (ESSSR), and the Inter-University Sustainable Development Research Programme (IUSDRP). Data collection was carried out from March 2022 to August 2022. Following research ethics protocols, contributors were informed that their participation in the study was voluntary, that their responses would be handled with thorough confidence, and the safety of their personal data will be always guaranteed.

The nature of the research, the methods used, and the fact that no personal data was stored or can be traced back to individuals, conforming with General Data Protection Regulation (GDPR) standards, means that the study is not subject to an ethics permit, as specified by the Association of Medical Ethics Committee in Germany, the body responsible for such assessments in the country leading this study. In any case, and considering any argument requesting waiving consent, all respondents willingly agreed to participate in the study, confirmed through an additional question added to the beginning of the questionnaire, presenting options for yes or no.

Third, this research included a set of relevant case studies to show some examples of successful initiatives implemented by European universities. For the collection of examples, a table was designed, which entailed a specific set of information, namely the name of the university and country, and the type of SDGs work undertaken. Also, to ensure the tracing of the information, the table contains bibliographical references and weblinks. This also allows a cross-check of the information and enables readers to obtain further details. The case studies were selected aiming to show best practices in different spheres of higher education.

Ethics approval

Experimental protocols did not require institutional approval. Informed consent was obtained from all subjects. All methods were carried out in accordance with relevant guidelines and regulations.

Results

The research approach applied in this research combines the three methods explained above. This allowed us to explore the state of the art as regards sustainability in higher education by using information from scientific literature, which was completed with the opinion of teachers, researchers, and staff from European HEIs through the survey. Also, we identified successful examples from different HEIs to illustrate how these institutions perform in key areas and what are the reasons for their success. Overall, these results allow us to understand the problems faced by HEIs, and how these barriers could be addressed by policymakers, university administrators, and other stakeholders in promoting sustainability through higher education. Therefore, this multi-method approach improved the quality of the analysis compared to other traditional methods that opt for one of these research strategies only.

Literature review

As regards the literature review, most documents were research articles (n = 425; 67%), followed by conference papers (n = 101; 16%), book chapters (n = 68; 11%), reviews (n = 32; 5%), editorials (n = 7; 1%), and books (n = 3; 0′5%). The database also included one letter and one survey. Increasing interest on the topic of higher education and sustainable development goals is evident, as reflected by the constant growth in the number of publications shown in Fig. 1.

Source: Authors elaboration using data from Scopus.

Evolution of publications and citations for the 2015-2022 period.

Regarding the top five active journals, the multidisciplinary journal Sustainability ranked first (n = 151; 36%), followed by International Journal of Sustainability in Higher Education (n = 41; 10%), Journal of Cleaner Production (n = 14; 3%), International Journal of Environmental Research and Public Health (n = 10; 2%), and International Journal of Management Education (n = 9; 2%). Table I shows key information for the top five scientific peer-reviewed journals in this area.

The top five active institutions are the University of Sevilla (n = 19), the Polytechnic University of Valencia (n = 13), the Manchester Metropolitan University (n = 13), the Hamburg University of Applied Sciences (n = 13), and the University College London Institute for Education (n = 12). Regarding institutional affiliation, the majority of papers were published by Spanish researchers (n = 196), followed by scientists from the United Kingdom (n = 143), Germany (n = 67), Italy (n = 42), and France (n = 32). Regarding financial support, the five leading funders are two European Institutions: The European Commission (n = 42) and the European Regional Development Fund (24); two Spanish public administrations: the National Agency for Research (n = 10) and the Ministry of Economy and Competitiveness (n = 8); and a Spanish university: the University of the Basque Country (n = 8).

Global survey

The second component of this research was an international survey, which was answered by 134 respondents from 22 countries. Regarding their sociodemographic characteristics, there was a gender balance, as reflected by the fact that 49% of participants were female and 50% were male, and one participant declared other. As regards the status of the institution to which they were affiliated, 12% of them work on private higher education institutions, while 88% work on public universities. Figure 2 shows the number of responses collected all over Europe.

Regarding the knowledge area of affiliation, Fig. 3 shows that diverse profiles of educators and researchers answered the survey, even though education and other social sciences-related areas were the most common affiliation among respondents.

Regarding the size of the institutions in which participants work, the results show a diverse range of HEIs. As reflected in Fig. 4, the most common institutional size is represented by universities of up to 40,000 students (35%), followed by institutions with up to 20,000 students (21%) and up to 10,000 students (16%). The results of the survey showed that the less frequent institutional size are the largest institutions (more than 40,000 students, 15% of the sample) and the smallest ones (up to 5,000 students, 13%).

As regards the question of whether the SDGs were part of their institution´s plans and/or policies, most of respondents declared that these are included in their institution´s plans and/or policies (41%), followed by those who consider that these are included to a little extent (23%), to a great extent (20%), and to a very great extent (12%). Only 4% of respondents stated that the SDGs are not part of their institution´s plans and/or policies at all. In line with this, regarding the question of whether their institutions have SDGs Promoters or Champions, 51% of HEIs recognize this figure or role, while in 49% of institutions this category does not exist.

Questions regarding SDGs & teaching

The survey included 6 questions about the connection between the SDGs and teaching. The first question within this category was designed to evaluate the participants' opinion regarding a set of statements. The results of this question are presented by Fig. 5. Clearly, there is a relatively high consensus (reflected by participants declaring either 4 or 5) as regards most of the statements, except for the case of whether students ask for more teaching content related to the SDGs. Regarding this item, not only the opinions were more diverse, but instead, a relevant number of participants declared that indeed they do not perceive that the students ask for more teaching content connected to the SDGs.

The survey also included a question regarding to which extent the participants apply each SDG in their teaching. Figure 6 shows that it is possible to identify three clusters. First, SDGs that are addressed at a large extent in teaching activities (SDGs 11, 12, and 13); second, SDGs that are included at a moderate extent (SDGs 3 to 10, and 17); and third, SDGs that are less frequently addressed (SDGs 1, 2, 14, 15, and 16).

When asked about the best approach to promote teaching about the SDGs in the higher education context, most of participants (68%) declared that SDGs-related content should be distributed across all courses and disciplines. 16% of respondents consider that it should be addressed in a mandatory discipline offered to all courses, 10% suggest that it should be delivered through an optional discipline offered to all courses, while 7% have preferences for other approaches.

In this context, participants were also asked about their perception regarding the support currently offered to academic staff in their institutions to teach about the SDGs. Most of participants declared that support is either poor (39%) or acceptable (34%). In contrast, 9% consider that it is good, and only 2% perceived it as very good. 16% of respondents declared it to be very poor.

Against this background, the survey included a question regarding the challenges for the implementation of the SDGs in their teaching. The most relevant challenge was the lack of connection between the courses and the goals (49%), followed by lack of knowledge in how to properly conduct teaching on the SDGs (42%), lack of support from the administration (39%), lack of materials or resources (28%), and lack of interest or motivation from students (23%). 8% of participants do not identify any challenges, while 8% of them perceive other challenges that were not suggested in the survey, such as lack of time, and lack of proper training. Related to this, we asked participants how they would expect the emphasis given to the SDGs in their teaching to develop until 2030. Most of them (78%) believe that it is likely to increase, 16% consider that it is likely to remain at the same level, and only 5% think that it is likely to decrease.

Questions regarding research

The survey included 9 questions regarding the connection between the SDGs and research. The first question in this section aimed to measure the extent to which participants perceive opportunities for research about the SDGs. Only 126 participants answered to this question, and the results are shown in Fig. 7. Four key areas received a relatively large consensus by participants. The statement for which the largest number of participants reported the highest levels of agreement was "I have voluntarily connected the SDGs with my research or created new research studies based on the goals", showing the relevant role that the participants' own interests and motivation play in strengthening research about the SDGs. In line with this, the results show that participants perceive the SDGs as an opportunity for increased research collaborations with different stakeholders. In this context, the most relevant area for this are different programs or units within the participants' universities, or collaboration with communities, businesses, and NGOs. Next, although with a slightly lower level of support, participants identify the SDGs as an opportunity for increased collaboration with other universities or HEIs.

The subsequent questions regarding the connection between the SDGs and research were responded by 124 participants. As regards to what extent respondents apply each SDG in their research, Fig. 8 shows that SDGs 11, 12, and 13 are the ones that a larger number of participants address in their research. Some other SDGs are still relevant, even though less present in research activities undertaken by respondents (SDGs 3, 4, 7, 8, 9, 10, and 17), while SDGs 1, 2, 5, 6, 14, 15, and 16 are the objectives addressed by a smaller number of researchers.

The questionnaire contained a question designed to assess the respondents' opinion regarding the support currently offered to academic staff to research about the SDGs. In this regard, 44% of respondents consider that it is poor; 29% perceive it as acceptable; 14% declared it to be very poor; 10% think that it is good; and only 4% recognise that it is very good. Against this background, the survey included a question regarding the best approach to promote research about the SDGs in you're the participants' education context. 51% of respondents considered that the best option is to distribute it across all research projects or programmes, while 42% of them believe that it may be better to have an institutional centre dedicated to supporting and connecting research on the SDGs. 7% of respondents perceive that the best option is to combine both approaches, or opt for other specific alternatives. To better understand the implications of these perceptions, we asked the participants their opinion as regards the main challenges for the implementation of the SDGs in their research. The main challenge is the lack of support from the administration (48%), followed by lack of connection between research and the SDGs (42%), lack of materials and resources (23%), and lack of interest or motivation from students (17%). 11% of participants do not perceive any challenge, while 10% perceive other reasons, such as for example the lack of central leadership, the lack of funding, and the difficulty to get funding if research is of multi-disciplinary and inter-disciplinary nature. Nevertheless, we also asked the participants about their expectations regarding the emphasis given to the SDGs in their research to develop until 2030, and a large share of them (78%) believe that it is likely to increase. In contrast, 20% consider that it is likely to remain at the same level, while only 2% believe that it is likely to decrease.

The survey included a question regarding the main information sources used by participants to receive information about the SDGs. This question was answered by 119 participants, and the results are shown in Fig. 9. It is clear that there are three main sources of information used for gathering information about the SDGs: reports, institutional sources, and scientific journals, followed by books and guidance documents published by relevant stakeholders.

We also asked participants whether they get information from networks about the SDGs. As shown in Fig. 10, the European School of Sustainability Science and Research is the most popular network for these purposes, followed y the Sustainable Development Solutions Network and the European Network on Higer Education for Sustainable Development.

The survey also included a question regarding to which measures of success does the participants' institution use to demonstrate the benefit of embedding the SDGs in Higher Education. The Times Higher Impact Rankings is the most popular measure, as declared by 43% of respondents, followed by the EAUC Green Gown Awards (18%), the People and Planet University League, UK (14%), the Sustainability Tracking, Assessment and Rating System (12%), and the United Nations Academic Impact (11%). 25% of participants declared other methods, and 16% stated that their institutions do not use any measure of success.

Finally, we asked participants regarding their opinion about the future use of digitalisation as a tool to teach or undertake teaching and research on the SDGs (e.g., Information and Communication Technologies, Distance Learning). A large share of participants (76%) believe that it is likely to increase, 21% consider that it is likely to remain at the same level, while 3% think that it is likely to decrease.

Case studies

The last research component included 8 case studies selected to show best practices implemented by European universities in areas such as teaching, research, training, institutional practices, or multi-stakeholder alliances. Regarding research initiatives, the Hamburg University of Applied Sciences (HAW) started an international program to accelerate the implementation of the SDGs, and one of the main axes of this project is the Encyclopedia of the UN SDGs, a global effort to boost knowledge about sustainability and the SDGs. On a different standpoint, the University of Leeds has implemented over 160 research projects in more than 30 countries in recent years aiming to foster cross-cutting research, enhance international collaboration and promote economic development, with a strong focus on the Global South. As regards the SDGs and teaching, the Manchester Metropolitan University was the first university in the world that started a program focused on carbon literacy. This program uses peer-to-peer training, and is designed to help their students, other universities, and other relevant stakeholders. From a different perspective, the Aalborg University implemented an innovative pedagogical model that addresses real-life issues using problem- and project-based learning. In line with this, the University of Edinburgh created the Learning for Sustainability Scotland program, recognized by the United Nations as one of its Regional Centres of Expertise for Education for Sustainable Development. Training activities for teachers, researchers and staff are another sphere in which universities are very active. One example of this is the Implementation of Sustainable Development Goals for University Teachers (ImpSDGup) of the University of Girona, designed to help teachers integrate sustainability-related concepts and activities in their teaching. Regarding institutional practices and strategies, the University of Cork was the first university ever to be awarded as a Green Flag by the Foundation for Environmental Education, because of the launch of its Green Campus Program. In parallel to this, alliances between different stakeholders are key for accelerating the implementation of the 2030 Agenda, as stated by SDG 17. One good example of these strategies are the city-university partnerships promoted by the Leuphana University of Lüneburg. Table 2 shows the details of these examples.

Discussion

The literature review showed that interest in sustainability-related topics has increased exponentially over the last few years. At the same time, it highlighted the relevance of research articles as the main documents addressing these issues. It also revealed the prominence of several scientific journals that several scientific journals that have a clear focus on sustainability or have included sustainability as one of the main criteria they use when making decisions on whether to publish scientific studies. This is in line with the same trends in other areas of knowledge, where sustainability is becoming increasingly relevant for research.

Regarding the survey, the data collected from 134 respondents across 22 countries offers a comprehensive insight into the various facets of SDG implementation in European universities. SDGs are usually viewed as an extremely useful tool for universities to increase cooperation and networking with other organizations - first of all, with other educational institutions and non-governmental organizations to develop new research, facilitate knowledge and technology transfer23,24. The absence of network cooperation with external organizations is frequently cited as obstacles to the successful implementation of SDGs within universities25. Consequently, European scholars perceive SDGs as an opportunity to enhance teaching and research collaboration between various units and programs within their institutions, as well as with other universities in their region or country, Non-governmental organisations (NGOs), communities, and businesses (Figs. 5, 7).

In order to effectively integrate the principles of SDGs into teaching, it is necessary to develop appropriate curriculum structures and materials26. As a result, approximately half of the respondents reported that their course curricula have been revised to incorporate SDGs (Fig. 4). This supports previous findings that universities are still lagging behind in offering courses that fully integrate SDGs into their curricula27,28,29. Studies have shown that the inclusion of SDG principles into curricula is more effective when implemented at a higher level, such as at the academic program, department, or university level30. However, most respondents reported that they voluntarily revised the content of their courses without external pressure (Fig. 4). Quite similarly, individual researchers usually voluntarily connect SDGs with their research (Fig. 6).

SDG13 Climate Action is the most widely applied SDG in teaching and research at European universities, as shown in Figs. 5 and 7. Although climate change issues are rarely included in the general education curriculum at universities31,32, global warming remains one of the most popular environmental topics and therefore, focus of SDG teaching and research. The next two most applied SDGs in teaching and research at European universities are SDG12 Responsible Consumption and Production and SDG11 Sustainable Cities and Communities, which are often related to economics and management courses.

Most respondents agree with the dominant view that interdisciplinary and transdisciplinary learning settings, which go beyond a single academic course33,34,35,36 are a better approach to fostering education for sustainable development. However, there is no consensus regarding research on SDGs, specifically whether they should be included in all research programs or concentrated in a single research center.

The survey results confirm previous studies regarding the existence of institutional obstacles to the implementation of SDGs at universities, both in teaching and research. The most significant barriers include poor financial support and a general lack of interest in sustainable development from university administrations and colleagues25,27,37,38. However, the reported lack of interest in SDGs from students and their promotion of research opportunities, as shown in Figs. 4 and 6, is a concerning sign that may require changes in teaching approaches of SDGs. Nonetheless, most respondents are optimistic that the role of SDGs in teaching will increase.

The Internet, in general, has become a prevailing source of information about SDGs for many, including educators39. Although social media can be effective for dissemination SDG-related information towards students and general public40 educational professionals in Europe primarily rely on academic sources such as peer-reviewed articles, official reports and institutional sources (Fig. 8).

Participation in cross-institutional networks, initiatives, and alliances is important for implementation of SDGs in universities and explicitly encouraged in SDG17 Partnerships for the Goals41. Although European scholars receive information about SDGs from many networks, two of the them are the most popular (Fig. 9)-European School of Sustainability Science and Research42 and Sustainable Development Solutions Network15.

University rankings provide a systematic approach to evaluating the performance of higher education institutions. However, among existing rankings, those that value sustainability are scarce43,44. The Times Higher Education Impact Rankings, one of the few academic rankings that assess universities' performance in sustainable development, is currently considered the most popular international ranking system for measuring the integration of SDGs in universities.

Numerous studies have demonstrated the increasing role of digitalization, including e-learning, in teaching SDGs41,45,46. Similarly, respondents from European universities have expressed their belief that the use of digitalization as a tool for teaching and conducting research on SDGs will continue to grow.

From the strict point of view of HEI's internal management and operations, these results point out the need to increase cooperation among different departments, services, and units within the institution, and to increase cooperation with other HEIs from different contexts. To accomplish this, it may be useful to implement an internal survey to gather information on this topic among all levels of the university community. This will also allow the identification of priorities, bottlenecks, and objectives among teachers, researchers, and staff. Also, these results suggest that it becomes crucial for HEIs to create and promote networks for enhancing cooperation with other stakeholders from outside academia, both from the public and private sectors. This will help HEIs to improve the implementation of the SDGs internally, but at the same time will contribute to strengthening the role that HEIs can play in fostering synergies with other actors out of university campuses.

As regards teaching and learning activities, we identified that, even though around half of the participants in the survey declared that they have updated their curricula to include SDG-related content, these results show that there is still a large room for improvement. Therefore, HEIs could develop training programs and provide guidance to support researchers, teachers, and staff in updating study plans and syllabuses under the umbrella of the 2030 Agenda. In line with this, it may be wise to develop mechanisms to foster interdisciplinary and transdisciplinary learning settings. This may require updating study plans and increasing flexibility and creativity for course recognition among different degrees and faculties. To do so, implementing faculty-wide or campus-wide courses could be a powerful approach.

Finally, the analysis of the case studies offered some insights into several successful experiences executed by HEIs in spheres such as teaching, research, training, institutional practices, or multi-stakeholder alliances. These initiatives prove that universities and other HEIs can foster the achievement of the SDGs and, hence, accelerate the implementation of the 2030 Agenda. As explained, this could be done by promoting research; enhancing teaching and learning for ESD; applying science in diverse projects; increasing cooperation with public and private stakeholders; fostering the development of international, inter-disciplinary, and multi-disciplinary networks; creating research centers and institute with a focus on sustainability; and providing training and support for teachers, researchers, and staff. Overall, these examples show the manyfold approaches that HEIs could adopt to promote sustainability at several levels and the pivotal role that they can play in enhancing synergies with different stakeholders and economic sectors.

Conclusions

This paper reports on a study aimed at examining the current degree of engagement of European universities in the implementing the SDGs. It has used a multi-methods approach, consisted of a review of existing documents, a survey involving participants from 22 countries and case studies.

The remit of the paper is to map, document and disseminates examples of what European universities are doing to implement the SDGs, the challenges they face, and the solutions being deployed to overcome them. From the evidence gathered from the paper, some main conclusions can be made. The first, is that it is encouraging to see that the number of institutions which do not seem to take the SDGs into account is rather small, and that over 30% of the sample currently handle the SDGs to a great or very great extent. This is an encouraging sign. The second conclusion which can be drawn relates to the fact that the emphasis given to the SDGs in teaching does very, and some SDGs (e.g., SDGs 1, 2, 14, 15, and 16) seem to be less frequently addressed. Also, the study has shown that some SDGs are quite present as far as research is concerned (i.e., SDGs 11, 12, and 13), whereas others (SDGs 1, 2, 5, 6, 14, 15, and 16) are being addressed by a smaller number of researchers. The final conclusion from the paper is that less than 15% of the sample stated they received institutional support to the SDGs. This is a worrying trend, since lack of support is known to be an obstacle for engagement (Leal Filho et al. 2023).

The paper has some limitations. One of them is the fact that the review of the documents focused on the SDGs and not on general sustainability issues. Also, the survey sample, with just over 100 respondents cannot be regarded as very comprehensive. Moreover, the case studies focused on what European universities are doing and did not investigate practices in other geographical regions.

Future studies may focus on what universities in other geographical regions (e.g., The Americas, Africa and Middle East or the Asia-Pacific region) are doing. They may also investigate the existing barriers to the integration of the SDGs in university study programmes. This may be helpful in building a profile of the extent to which universities around the world are engaged in the delivery of the SDGs, and in identifying the means to accelerate this delivery.

Acknowledgements

This section has been left blank to guarantee anonymity. This paper is part of the 100 papers to implement climate change mitigation and adaptation initiative.

Author information

Authors and Affiliations

1. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho, Javier Sierra, João Henrique Paulino Pires Eustachio & Amanda Lange Salvia

2. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho & Elizabeth Price

3. Research Center for Global Governance; Educational Research Institute: Department of Applied Economics, Faculty of Law, University of Salamanca, Paseo Tomas y Valiente, Salamanca, Spain

Javier Sierra

4. Department of International Relations and Public Administration, International University of Sarajevo, Hrasnička Cesta 15, 71210, Sarajevo, Bosnia and Herzegovina

Aliaksandr Novikau

5. School of Biological, Earth and Environmental Sciences (BEES), University College Cork, Cork, Ireland

Maria Kirrane

6. Environmental Research Institute (ERI), University College Cork, Lee Road, Cork, Republic of Ireland

Maria Kirrane

7. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

8. Marine and Environmental Sciences Centre (MARE), University of Coimbra, Edifício do Patronato, Rua da Matemática, 49, 3004-517, Coimbra, Portugal

Maria Alzira Pimenta Dinis

Contributions

W.L.F. conceived the study. W.L.F., J.S., E.P., J.H.P.P.E., A.N., M.K., M.A.P.D., and A.L.S. wrote the main manuscript. All authors reviewed the manuscript.

Corresponding author

Correspondence to Javier Sierra.

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Filho, W.L., Sierra, J., Price, E. et al. The role of universities in accelerating the sustainable development goals in Europe. Sci Rep 14, 15464 (2024). https://doi.org/10.1038/s41598-024-65820-9
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The role of universities in accelerating the sustainable development goals in Europe - Scientific Reports

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The process of implementation of the UN Sustainable Development Goals (SDGs) which were approved by the UN General Assembly in 2015 has not been simple, being influenced by variety of social, economic, and logistical problems. It has also been negatively affected by the COVID-19 pandemic.

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Leal Filho, W., Zuñiga, R. A. A., Sierra, J., Dinis, M. A. P., Corazza, L., Nagy, G. J., & Aina, Y. A. (2024). An Assessment of Priorities in Handling Climate Change Impacts on Infrastructures [Article]. Scientific Reports, 14(1), 1-16, Article 14147. 

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Leal Filho, W., Zuñiga, R. A. A., Sierra, J., Dinis, M. A. P., Corazza, L., Nagy, G. J., & Aina, Y. A. (2024). An Assessment of Priorities in Handling Climate Change Impacts on Infrastructures [Article]. Scientific Reports, 14(1), 1-16, Article 14147. 

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https://doi.org/10.1038/s41598-024-64606-3

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An assessment of priorities in handling climate change impacts on infrastructures - Scientific Reports

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Scientific Reports - An assessment of priorities in handling climate change impacts on infrastructures

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Leal Filho, W., Dinis, M. A. P., Salvia, A. L., Sierra, J., Vasconcelos, H., Henderson-Wilson, C., Diatta, S., Kumar, T. V. L., Meirelles, M. G., & Carvalho, F. (2024). Assessing climate change and health provisions among staff in higher education institutions: A preliminary investigation [Research Article]. PLOS ONE, 19(5), 1-21, Article e0304019. 

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Leal Filho, W., Dinis, M. A. P., Salvia, A. L., Sierra, J., Vasconcelos, H., Henderson-Wilson, C., Diatta, S., Kumar, T. V. L., Meirelles, M. G., & Carvalho, F. (2024). Assessing climate change and health provisions among staff in higher education institutions: A preliminary investigation [Research Article]. PLOS ONE, 19(5), 1-21, Article e0304019. 

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https://doi.org/10.1371/journal.pone.0304019

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Walter Leal Filho,

Maria Alzira Pimenta Dinis,

Amanda Lange Salvia,

Javier Sierra,

Helena Vasconcelos,

Claire Henderson-Wilson,

Samo Diatta,

T. V. Lakshmi Kumar,

Maria Gabriela Meirelles,

Fernanda Carvalho

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Abstract

Climate change can have direct and indirect effects on human health. Direct effects can include an increase in extreme weather events, such as heatwaves and floods, as well as an increase in the spread of vector-borne and infectious diseases, which may lead to a set of health problems and diseases. Indirect effects can include changes in air quality, water availability, and food production and distribution. These changes can lead to an increase in respiratory problems, malnutrition, and increased food insecurity. There is a perceived need to investigate the extent to which Higher Education Institutions (HEIs) are engaged in efforts to foster a greater understanding of the connections between climate change and health. In this context, this preliminary investigation offers an overview of the relationships between climate change and health. By means of a survey among teaching staff and researchers at HEIs from 42 countries across all continents working on the connection between climate change and health. The study has investigated the extent to which current provisions for education and training on the connection between climate change and health are being considered and how current needs in terms of policy development, research, and training are being met. A series of case studies illustrate how universities worldwide are actively developing strategies and implementing measures to address climate change and health. The study concludes by providing specific recommendations aimed at facilitating the handling of issues related to climate change and health in a higher education context.

Citation: Leal Filho W, Dinis MAP, Lange Salvia A, Sierra J, Vasconcelos H, Henderson-Wilson C, et al. (2024) Assessing climate change and health provisions among staff in higher education institutions: A preliminary investigation. PLoS ONE 19(5): e0304019. https://doi.org/10.1371/journal.pone.0304019

Editor: John Adebisi, University of Namibia, NAMIBIA

Received: August 1, 2023; Accepted: May 3, 2024; Published: May 21, 2024

Copyright: © 2024 Leal Filho et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the manuscript and its Supporting information files.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

1. Introduction

Climate change is one of the greatest threats to human health. It can impact human health in several direct and indirect ways, such as malnutrition, casualties, and physical injuries due to the intensified storms and floods that are termed as direct effects, droughts, water scarcity/contamination, heatwaves, increasing morbidity and mortality along with the adverse effects on mental health [ 1]. Indirect effects include an increase in tropospheric ozone, contributing to a rise in the number of asthma attacks and vector-borne diseases, such as malaria and dengue [ 2]. Risks for most health outcomes are projected to increase, with young children, the elderly, pregnant women, individuals with pre-existing morbidities, physical labourers, and people living in poverty, being the most vulnerable [ 3]. The increase in temperature and humidity in the atmosphere increases the body's core temperature, resulting in a severe impact on heat illness and heat strokes. Extreme temperatures cause more heat-related deaths in addition to the illness of cardiovascular, kidney, and respiratory disorders [ 4].

An increase in thermal stress due to climate change can cause dehydration, tiredness, fainting, confusion, ineffective functioning of the brain, lack of concentration, and body discomfort [ 5, 6]. Environmental changes as a result of climate change are occurring swiftly. Rises in temperature contribute to the existence of more mosquitoes, ticks, and fleas, potentially resulting in an increased number of fatalities from diseases such as malaria. Mosquito types such as Aedes, Anopheles, and Culex transmit mosquito-borne infectious diseases [ 7, 8]. In addition, climate change is likely to increase the spread of vector-borne and infectious diseases such as dengue fever and Zika virus [ 9], as warmer temperatures and changes in precipitation patterns create more favourable conditions for disease-carrying mosquitoes and other vectors. According to [ 10], Semakula et al. [ 11], and Leedale et al. [ 12], malaria vector hotspots and prevalence in east and southern Africa and the Sahel are projected to increase under Representative Concentration Pathway (RCP) 4.5 and RCP8.5 by 2030 and becoming more pronounced later in the century [ 13].

Aside from the physical health impacts, climate change can also impact people's mental health. As a direct result of an event related to climate change, individuals may immediately experience high stress, fear, terror, and being overwhelmed [ 14- 16]. Following a climate change related event, individuals may experience a range of long-term mental health issues including displacement from home environments, post-traumatic stress, depression, grief and anger [ 14, 15]. Recent research by Hickman et al. [ 17] shows that the psychological burdens of climate change are affecting the mental health of young people across the globe.

Moreover, climate change can negatively impact the economy of regions and countries, which may subsequently lead to unemployment and socio-economic problems. Data indicates that in 2020, the world population experienced a loss of 295 billion potential work hours due to extreme heat exposure, with 79% of all losses occurring in countries with a poor Human Development Index, happening in the agricultural sector [ 18]. Considering the complex and wide-ranging impacts of climate change on human health, it is important to understand the relationships between climate change and health and to develop effective strategies to address these impacts.

There is a perceived need to foster knowledge of climate change and health as a whole, and of the contribution of Higher Education Institutions (HEIs) to this process, in particular. This significance arises from the unique position of universities as hubs of knowledge, research, and diverse expertise. Through interdisciplinary initiatives and research endeavours, universities play a pivotal role in catalysing innovative solutions to complex societal problems, particularly those associated with the profound challenges posed by climate change. Universities can provide research and resources to develop new technologies, promote public awareness of climate change, and offer educational opportunities to create a global network of knowledgeable citizens [ 19]. Universities can also influence policy decisions and create a platform for discussing the impacts of climate change. With the intensification of extreme weather events, the need to find ways to mitigate climate change is increasingly urgent. Accordingly, university engagement is essential to finding solutions to the environmental problems of today [ 19, 20].

There are several examples of activities that HEIs are already doing to address the health impacts of climate change and promote sustainability, namely:

1. Education and awareness-raising. Many HEIs offer courses and programmes focused on sustainability and climate change [21-23]. For example, the University of California, Berkeley, offers a course in Global Public Health and Environment, which includes content on climate change and health [24]. The University of Cambridge in the UK offers a course on Climate Change and Health, which explores the impacts of climate change on public health [25].

2. Research. HEIs are also leading research on the linkages between climate change and health [26, 27]. For example, Harvard University has established the Harvard Global Health Institute, which conducts research on the health impacts of climate change and other global health issues [28]. The Hamburg University of Applied Sciences in Germany hosts the Research and Transfer Centre "Sustainable Development and Climate Change Management", which among other efforts coordinates numerous university initiatives on climate change research, and also leads the world´s leading peer-reviewed book series on climate change, the "Climate Change Management" series: https://www.springer.com/series/8740 [29].

3. Sustainable operations. Many HEIs are also implementing strategies to reduce their own carbon footprint [30]. For example, the University of Copenhagen, Denmark, has established a Climate Plan with the goal of reducing its carbon footprint and promoting sustainable practices. This includes initiatives such as energy-efficient buildings, green transportation, and sustainable food options.

4. Community engagement. HEIs are also engaging with local communities to promote awareness of the health impacts of climate change and build partnerships to address these challenges [31]. For example, the National University of Singapore has established a Sustainability Office that focuses on promoting sustainability initiatives on campus and engaging with the wider community. This includes initiatives such as a Sustainable Campus program and a research group on climate change and health [32].

The cited examples represent only a handful of the numerous endeavours undertaken by HEIs worldwide to confront the health consequences of climate change and advance sustainability. While encouraging progress is observed in these collective initiatives, it is essential to recognize the existence of several obstacles that impede comprehensive engagement by universities in climate change-related efforts. Some of these are:

Lack of awareness. Staff at certain universities may not possess a comprehensive awareness of the full extent of the impacts of climate change, including the significance of their role in actively engaging with this crucial topic [33].

Limited resources. Several universities may lack the financial or human resources required to address the issue of climate change adequately [19].

Unclear goals. Without well-defined goals, universities may find it challenging to prioritize their efforts and determine which strategies and initiatives are most effective in addressing climate change [34].

Costs. Some initiatives for mitigating and adapting to climate change involve costs, and there could be political pressure from diverse stakeholders to avoid undertaking them [22].

Short-term focus. Universities may prioritize short-term objectives, such as boosting enrolment or enhancing rankings, over long-term goals, such as reducing GHG emissions [19];

Lack of continuity. It is noted that certain initiatives at universities have a short-lived duration, whereas a long-term perspective is essential [19].

In the broader context, universities are increasingly offering substantial support for various climate-related activities initiated and led by both their staff and students. This multifaceted engagement underscores a collective effort within the academic sphere to not only acknowledge the gravity of climate change but to actively contribute to sustainable practices, advocate for climate resilience, and foster a culture of environmental responsibility [ 35].

This preliminary study aimed to investigate these relationships and examine the extent to which current provisions for education and training on the connection between climate change and health are being considered and met in the context of HEIs. A research question was posed, specifically: How are HEIs addressing climate change and health issues in an integrated manner?

To answer this question, a mixed method approach was used. It combined a review of recent literature on the role of HEIs in addressing the connection between climate change and health, an international survey, and a set of selected case studies. The results of this research provide some useful lessons that may be applied by researchers, policymakers, and managers and staff in HEIs for improving their educational and research outcomes, as well as their social outcomes.

The article is structured as follows. First, the relationship between HEIs and climate change is explored from a comprehensive perspective. The subsequent section details the methods used in this research and provides information about the survey and the criteria used for identifying the case studies. This is followed by a thorough explanation of the results, which are cross-checked against the literature. The final section presents the main conclusions of this research and provides some recommendations for enhancing the role of HEIs in addressing the multiple relationships between climate change and human health.

2. Methodology

This preliminary investigation aimed to understand how HEIs are addressing climate change and health issues in a comprehensive manner. To answer this research question and ascertain the degree to which existing provisions for education and training on the nexus between climate change and health have been explored, along with identifying needs for policy development, research, and training, several methods have been applied. First, a survey has been conducted. The target population was teaching staff and researchers of HEIs working on the connection between climate change and health. In addition to this, a set of case studies were identified by the research team to better illustrate the areas in which universities are dealing with the connection between climate change and global health from different perspectives.

The questionnaire was developed by the team of authors following two main key areas of interest in the scope of this investigation:

1. Education and training on Climate Change and Health. This section was created with the aim of comprehending the respondents' perception of the existing provisions on the topic. Questions focused on the following: i. provisions being sufficient to lead to lasting behavioural changes; ii. Interest of students/researchers on the topic of climate change and health; ii. interest of teaching staff/researchers on training on the topic of climate change and health; iii. level of satisfaction with training provisions (generally and at BSc, Master's and Doctorate programmes); iv. main sources of information used for teaching/researching on climate change and health; v. aspects covered by teaching/research; and vi. aspects that demand further training. These aspects were based on Kotcher et al. [36] guidelines.

2. Policy, research and training needs. This section focused on the perception of respondents based on national contexts on the following: i. current initiatives on climate change and health; ii. barriers to the implementation of initiatives; iii. adequate availability of information regarding the impacts of climate on human health; iv. satisfaction on the emphasis given to provisions for climate change and health in the context of government policies; v. open space to share examples of specific policies on climate change impacts and health; vi. open space of final remarks.

In addition, the developed questionnaire also included an initial section dedicated to collecting demographic information for sample description (e.g., country, gender, age group, level of education, expertise and role in the higher education institution). The questionnaire is available in S1 Appendix.

After the pre-test, a stage in which an expert group of climate change and health researchers assessed the questionnaire and provided feedback that allowed the authors to reach a final improved revised version [ 37, 38]. The survey was then disseminated via the online tool Google Forms. Teaching staff and researchers associated with the International Climate Change Information and Research Programme ( ICCIRP) were invited to respond to the survey, as well as those registered in academic networks and mailing lists related to climate change and health.

The nature of the research, the methods used, and the fact that no personal data was stored or can be traced back to individuals, conforming with General Data Protection Regulation (GDPR) standards, means that the study is not subject to an ethics permit, as specified by the Association of Medical Ethics Committee in Germany, the body responsible for such assessments in the country leading this study. In any case, and considering any argument requesting waiving consent, all respondents willingly agreed to participate in the study, confirmed through an additional question added to the beginning of the questionnaire, presenting options for yes or no. The survey collected responses during the second semester of 2022, from 5 th July to 28 th November and the results were analysed using descriptive statistics.

The survey was able to collect answers from 120 participants from 42 countries across all continents: Argentina, Austria, Bangladesh, Bhutan, Bolivia, Bosnia and Herzegovina, Brazil, Cameroon, Canada, Eritrea, Ethiopia, Gabon, Gambia, Germany, Ghana, India, Indonesia, Italy, Japan, Kenya, Kyrgyz Republic, Liberia, Malawi, Mexico, Mozambique, New Zealand, Niger, Nigeria, Pakistan, Portugal, Senegal, Serbia, South Africa, Spain, Sudan, The Netherlands, Tunisia, Uganda, United Kingdom, United States of America, Zambia, Zimbabwe. Table 1 presents the countries which were captured by this survey. It is possible to observe that 60% represent developing countries.

The first section of the survey was used to collect demographic and professional information about participants in this research. There are no significant differences in terms of balance among the surveyed developed and developing countries, relating gender, age, degree level and role at the HEI. In terms of field of work or expertise area, CC mitigation is more present in developing countries (near 3/4 versus ¼), CC adaptation is more present in developing countries, as well and CC policy (around 2/3 versus 1/3) and general public health is more present in developed countries (2/3 versus 1/3), an expected characterization, explained by the dominant issues. Most relevant information is shown in Fig 1.

In addition to this, the results are complemented by a set of cases studies which present how universities across the globe are working to formulate strategies and take measures aimed at mitigating the impact of climate change on health. Adopting Yin's [ 39] classification, the cases were classified as type I. Each case was examined holistically to showcase the strategies implemented. This comprehensive approach facilitated the study's explanatory power. The analysis of the case studies has been carried out by showcasing the approach used to foster awareness on the connections between climate change and health, and the results obtained. The latter is meant to serve as inspiration to other organisations willing to, but reluctant to engage in this field.

3. Results and discussion

3.1 Survey

After section 1, focused on demographics, described above, section 2 of the enquiry aimed to assess the current provisions for education and training on climate change and health in their countries. The first 4 questions in this section aimed to assess the participant's perception regarding the efforts carried out in their HEIs. The results, which are in line with common concerns raised by researchers regarding the need for increased efforts in HEIs to stress the climate emergency [ 40], are shown in Fig 2.

In this regard, 74.2% of the respondents acknowledge that current general education of students/researchers on climate change and health in their country is not sufficient to lead to lasting behavioural changes, while 16.7%, mostly located in developing countries (e.g., Bhutan, Ethiopia, India, Nigeria, Pakistan, Senegal Sudan or Uganda), say it is. As regards the interest for this topic in medical schools, 64.2% of the respondents have reported to experience a growing interest of students/researchers on climate change and health as a topic. This value is higher (75.8%), when answering the question whether experiencing a growing interest of teaching staff and researchers on climate change and health training, with a negative answer being given by the same percentage of developing and developed countries.

Participants were also questioned about their level of satisfaction regarding the current training provisions for climate change and health in their countries, taking into consideration the different educational and training levels. As regards the general context, 55.0% of the respondents reported being dissatisfied, 24.2% remained neutral, 11.7% were highly dissatisfied and 9.2% were satisfied. In relation t o the level of satisfaction with the current training provisions for climate change and health at BSc programmes, 52.5% reported dissatisfaction, followed by neutrality in 21.7%, 15.0% being highly dissatisfied, 10.0% being satisfied and 0.8% being highly satisfied. These values are similar when respondents are now questioned about the same topic for Maste r's programmes, were 50.0% are dissatisfied, 23.3% are neutral, 14.2% are highly dissatisfied, 10.8% are satisfied and 1.7% are highly satisfied, with the results to both questions showing a close connection between the BSc and Master programmes engagement. Considering the PhD programmes, the answers are also close to the set of responses reported to the BSc and Master programmes. The responses obtained to the same question for this educational level were, per order, the following: 46.7% dissatisfied, 25.0% neutral, 12.5% highly dissatisfied, 12.5% satisfied, and 3.3% highly satisfied, revealing again, how this cycle of studies gets near the results obtained to the other cycles. and they are aligned with previous research showing concerns regarding the fact that educational actions need to be reinforced to increase awareness and comprehension among students [ 41]. It is possible to observe that the dissatisfaction level decreases with the level of education increase, from the BSc, master, to PhD, which makes sense, considering that higher education levels will correspond to a higher level of engagement and environmental awareness in this respect. In any case, the percentage corresponding to a high degree of satisfaction is extremely low, which highlights the need for further investment in training provisions involving climate change and health cross-cutting issues. These relative levels of dissatisfaction are aligned with concerns regarding the relatively low levels of investment to foster interdisciplinary research [ 42], which is a core component of research-based education in all educational levels and training approaches, either in developing or developed countries.

The respondents were also enquired about the main sources of information used for teaching/researching on climate change and health. The answers illustrate the diversity of opinions collected, from books, international reports/guides, IPCC reports, or scientific articles.

Enquired about the aspects already covered in the teaching and/or research developed by the respondents, the answers proved a wide scope of interests.

Involving the same set of answers' options and enquired about which of the aspects would the respondents like to have more training opportunities, the responses obtained were mostly distributed evenly. These answers show how eager the respondents are about acquiring knowledge that involves all issues related to climate change one way or the other, while, at the same time the climate change and global sustainability option of answer was selected representing an equal set of respondents percentage, for whom the chosen terminology represents it all there is to know about climate change, thus revealing a gap in knowledge at this respect, that need to be further addressed, as suggested by Leal Filho et al. [ 22, 23]. These results are detailed in Fig 3.

The third and last section of the survey is focused on policy, research and training needs. It included four questions aimed to assess the areas where current initiatives on climate change and health are being seen in the respondents' country, the barriers to the implementation of initiatives on climate change and health in the respondents' country, and the participant's opinion regarding the impacts of climate change on human health in the respondents' country. The answers to these questions are shown in Fig 4. These results are consistent with previous research, suggesting that relevant social groups may not be sufficiently targeted when designing climate change and health related policies, or information strategies and campaigns, and contribute to better understand the reasons for these concerns [ 43- 45].

Finally, to the question enquiring whether there are examples of specific policies on climate change impacts and health to be mentioned by the respondents, many of the respondents opt not to answer. However, 44.16% of participants have given specific examples, highlighting issues that should be improved in areas like implementation, policies and regulation, quantity and quality of information, education and training, and awareness/understanding or need of research. These findings illustrate the main areas for concern among citizens [ 46, 47]. At this respect, Table 2 includes statements from the participants aiming to illustrate specific contexts, within different countries, mostly from developing nations, in these cases, but not only.

A final query in section three allowed the respondents to leave final remarks. 39.0% or participants leave some interesting comments regarding issues like education, awareness and understanding, stakeholder collaboration, regional or global networks. Table 3 illustrates the associated challenges reported.

Finally, it is interesting to note that several participants expressed their interest in increasing their involvement in this area of research, and to contribute to the creation or reinforcement of regional or global networks focused on this topic [ 40, 48].

To sum up, the results obtained in the survey involving respondents from across various geographical regions do demonstrate the need to further invest in climate change and health related education. HEIs have an essential role in dissemination of information and act as drivers of change within the society. Accordingly, and as highlighted in the results obtained, it becomes imperative to further invest so that the studied cycles of study are able to engage students, teachers and researchers to further commit with these issues, that will contribute to promote an entire societal change, through the increased environmental awareness towards climate change and health impacts.

3.2 Case studies: Universities as key players in addressing climate change and health

Around the world, there are already several inspiring projects from leading universities in climate change and health. Table 4 illustrates how universities across the globe are working to formulate strategies and take measures aimed at mitigating the impact of climate change on health. This collecting of information serves the purpose of contextualizing the data obtained from the survey. This process enhances the overall understanding and interpretation of the collected data by providing additional background and context, ensuring a more comprehensive analysis of the specific role played by HEIs in climate change and health initiatives. Naturally, the examples presented in the table mostly focus on developed countries, more easily found in the scientific literature. This focus might arise due to a higher prevalence of research activities, resources, and data accessibility in developed nations. However, despite this imbalance, the examples laid out in the table are intended to serve as recommendations for actions to be pursued by developing countries. By examining the experiences and strategies implemented by developed countries, policymakers, researchers, and practitioners in developing countries can derive valuable guidance. Additionally, this approach encourages a collaborative and adaptive approach to problem-solving. Developing countries can adapt and tailor successful strategies to their unique circumstances, considering factors such as cultural differences, resource availability, and healthcare infrastructure, emphasising the importance of shared learning and leveraging global experiences to accelerate progress in addressing common challenges faced by both developed and developing nations.

The topics covered in Table 4 are diverse but all related to sustainability, health, and well-being. Overall, these topics illustrate the importance of understanding climate change in the context of health, sustainability, and well-being in various settings. They also highlight some educational interventions research, and collaboration aimed at addressing these critical issues.

One area where action is also needed is in respect of training needs assessment for climate change and health. These can guide the preparation of teacher education materials, new degree programmes, and the integration of matters related to climate change and planetary health into the curriculum of health professions, training students to understand, evaluate, and assess climate changes and their impacts on health, fostering the development of adaptation and mitigation strategies. Thus, contributing to health policy or focusing on transformative practices for understanding planetary health in the context of the African continent are only some of the undertakings summarized above.

Universities can provide a key contribution to global efforts to fight against climate change. Their ability to generate knowledge, promote collaboration, and develop innovative solutions, by means of research, public awareness, education, and policy-making is more critical than ever [ 19, 20, 22], especially if one takes into account the increasing urgency to address climate change.

4. Conclusions

This paper has reported on a study on the current state of education and training on climate change and health across 42 countries worldwide, i.e., Argentina, Austria, Bangladesh, Bhutan, Bolivia, Bosnia and Herzegovina, Brazil, Cameroon, Canada, Eritrea, Ethiopia, Gabon, Gambia, Germany, Ghana, India, Indonesia, Italy, Japan, Kenya, Kyrgyz Republic, Liberia, Malawi, Mexico, Mozambique, New Zealand, Niger, Nigeria, Pakistan, Portugal, Senegal, Serbia, South Africa, Spain, Sudan, The Netherlands, Tunisia, Uganda, United Kingdom, United States of America, Zambia, Zimbabwe. The survey was conducted among teaching staff and researchers at HEIs working in this field, aimed at identifying gaps in knowledge and skills among educators and researchers, as well as the challenges and opportunities associated with integrating climate change and health into the higher education curricula. The findings from the survey including participants from diverse geographical regions, unequivocally underscore the urgency of increased investments in education about climate change and its intersection with health. HEIs are pivotal entities in the dissemination of crucial information and promotion of training on climate change. As such, they are also catalysts for societal transformation. As delineated by the survey results, it is important to intensify efforts at universities, with educational programs to effectively involve both, staff and students, as well as the organisations they work with. This heightened commitment is indispensable for fostering a comprehensive societal shift, marked by heightened environmental consciousness regarding the implications of climate change on health.

By fostering awareness and promoting engagement at various educational levels, HEIs can collectively contribute to ushering in a broader societal change in attitudes and actions towards these pressing issues.

The information collected through case studies shows that various initiatives have been undertaken in HEIs, including conducting training needs assessments for climate change and health, creating teacher education materials, or training students to comprehend and assess climate change impacts on health. These endeavors also involve fostering the development of adaptation and mitigation strategies, contributing to health policy, and focusing on transformative practices for understanding planetary health. Together, these initiatives reflect a global commitment within HEIs to address the intersection of climate change and health, showcasing diverse approaches and impacts.

This study has some limitations. The first one is the fact that the empirical part was undertaken over a short period of time. A further limitation is related to the fact that the sample, with 120 participants, was not large enough to allow a more robust statistical approach to be used. Nonetheless, this study provides a welcome contribution to the literature since it has analysed and documented trends related to the ways in which HEIs in 42 countries currently handle provisions related to climate change and health, which makes this study one of the most comprehensive ones on the topic, while limited to the sample. It is challenging to collect information on the topic among so many countries.

The geographical distribution of the sample, including 42 countries from all the continents, offers a rough profile of international trends, hence helping to foster a broader understanding of the international implications of this important topic. Future studies may aim to collect a wider range of responses, thus catering to more complex statistical analyses.

To effectively tackle the challenges pinpointed in the study and foster the seamless integration of climate change and health into higher education curricula, several recommendations can be proposed. For instance:

There should be a heightened emphasis on developing interdisciplinary programmes and courses that seamlessly integrate the intricate dimensions of climate change and health. This approach ensures a comprehensive educational experience that transcends disciplinary boundaries.

To enhance the educational landscape, there is a need to integrate climate change and health topics into existing courses, especially those in environmental science, public health, and biology. This incorporation enriches the curriculum by infusing relevant content into established academic domains.

Pioneering the creation of new interdisciplinary courses dedicated to the exploration of climate change and health is imperative. These courses should draw upon insights from various disciplines, fostering a holistic understanding of the multifaceted relationship between climate change and health.

Establishing experiential learning opportunities, such as field trips and research projects, is crucial for a hands-on exploration of climate change and health topics. These opportunities provide students with real-world exposure and deepen their understanding through practical engagement.

To further enrich the educational experience, it is essential to develop avenues for students to directly engage with experts and practitioners in the field. This interaction facilitates a direct exchange of knowledge, insights, and experiences, enhancing students' comprehension of the complex issues at the intersection of climate change and health.

Facilitating meaningful conversations among students, faculty, and practitioners about the interconnectedness of climate change and health is vital. Creating spaces for dialogue fosters a collaborative learning environment, encouraging the exchange of perspectives and the development of well-rounded insights into the subject matter.

By implementing these recommendations, universities can not only address the identified challenges but also contribute significantly to preparing future professionals with a comprehensive understanding of the critical nexus between climate change and health.

Finally, greater provisions should be made for training, so that teaching staff and researchers may become more familiar with the connections between climate change and health and, by doing so, feel encouraged to handle these issues in their study programmes and research. In this context, the establishment of partnerships between HEIs and public health organisations may prove fruitful, promoting collaboration and knowledge exchange on matters related to climate change and health, to the advantage of current and future university students. This is supported by the fruitful cases studies presented, underscoring the transformative potential of using these examples as a guide for developing countries, thus promoting a cross-pollination of ideas and strategies, facilitating a more inclusive and collaborative approach to tackling shared issues on a global scale.

Acknowledgments

This paper is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

References

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Climate change can have direct and indirect effects on human health. Direct effects can include an increase in extreme weather events, such as heatwaves and floods, as well as an increase in the spread of vector-borne and infectious diseases, which may lead to a set of health problems and diseases.

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Leal Filho, W., Luetz, J. M., Thanekar, U. D., Dinis, M. A. P., & Forrester, M. (2024). Climate-friendly healthcare: reducing the impacts of the healthcare sector on the world’s climate [Note and Comment]. Sustainability Science, 19(3), 1103–1109.

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Climate-friendly healthcare: reducing the impacts of the healthcare sector on the world’s climate - Sustainability Science

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If the global healthcare sector were a country, it would be the fifth-largest carbon emitter, also producing massive volumes of waste. A revolutionary transition to an environmentally sustainable model of healthcare is required. Decarbonisation efforts are initially focused on transitioning to renewable energy sources and improving energy efficiency in healthcare facilities (Scopes 1 and 2). One of the major challenges is to reduce the carbon intensity of the broader healthcare sector, especially operational and supply chain-related emissions, which represent 71% of the sector’s worldwide emissions (Scope 3). This comment briefly describes the connections between the healthcare sector and climate change and describes several high-impact decarbonisation opportunities, focusing on transitioning from current resource and waste-intensive procurement models and highlighting the planetary co-benefits of fostering low-emissions healthcare. To succeed, this transition will require high-level advocacy and policy changes supported by international collaboration at the global level.

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Leal Filho, W., Trevisan, L. V., Dinis, M. A. P., Ulmer, N., Paço, A. M. F. d., Borsari, B., Sierra, J., & Salvia, A. L. (2024). Fostering Students’ Participation in the Implementation of the Sustainable Development Goals at Higher Education Institutions. Discover Sustainability, 5(1), 1-24, Article 22. 

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https://doi.org/10.1007/s43621-024-00204-7

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Fostering students' participation in the implementation of the sustainable development goals at higher education institutions

Abstract

Students are central actors at Higher Education Institutions (HEIs). Whereas much can be achieved by the active participation of students in sustainability affairs, it is unclear what is the current level of students' knowledge and engagement regarding the United Nations (UN) Sustainable Development Goals (SDGs) around the world, as well as which initiatives are being undertaken by HEIs on this matter. In order to address this research gap, this study investigated the current status of students' knowledge and participation in initiatives aimed at the implementation of the UN SDGs. A comprehensive research methodology was carried out by means of a bibliometric analysis, case studies, and a survey involving a sample of 602 students from 53 countries. For the bibliometric analysis, data were analysed with the support of the VOSviewer software, while quantitative data analysis was performed with the support of IBM SPSS Statistics. The study shows that the participation of students in SDGs activities is associated with the commitment level of the HEIs to the implementation of the SDGs. In addition, the fact that students have taken a course or have a discipline related to the SDGs, plays a significant role in the SDGs implementation process. Moreover, the findings reveal that graduate students are more familiar with the SDGs than their undergraduate peers. The analysed HEIs case studies also demonstrate the commitment to sustainable development (SD) through different initiatives being pursued at different levels and scopes. Based on the results, the study provides recommendations on a set of specific measures that may be implemented to increase HEIs students' interest and engagement in SD.

1 Introduction

Sustainable development (SD) has evolved significantly throughout the last four decades. Whereas the early conceptions of SD in the 1980s focused on the economy, society, and environment, they have now been expanded with provisions to encourage and guide governments and institutions around the world to achieve sustainability [ 1]. The 17 United Nations (UN) Sustainable Development Goals (SDGs) that were introduced in 2015 as part of the 2030 Agenda for SD, represent globally the sustainability objectives of "unprecedented scope and significance" [ 2]. Never before have countries accepted such an encompassing sustainability framework on a global scale. As such, the SDGs and the 169 targets aim to stimulate sustainability action and complete what the Millennium Development Goals did not achieve [ 2]. Among these, SDG 4, entitled Quality Education, aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" [ 3]. The SDGs, therefore, target all educational levels to instil a culture of sustainability among learners and explicitly mention the importance of Education for Sustainable Development (ESD) in target 4.7.

Schools and universities are among the institutions that should be at the forefront of integrating the SDGs in their teaching, research, campus operations, and outreach. This claim is substantiated by well-developed approaches that have been enacted through efforts of educational institutions such as Higher Education Institutions (HEIs) [ 4]. Therefore, HEIs play a pivotal role in shaping the skills, resilience, and values of future leaders in SD [ 5]. Some authors [ 6] argued that to prepare the new generation of professionals, a systemic approach to education reform is necessary. Making education for sustainability transformative and ubiquitous in curricula would equip learners with the necessary skills to cope with the challenges and uncertainties of the Anthropocene. Students' empowerment through service learning was recommended in an evaluation study at the University of Catalunya, Spain, where the authors assessed to what extent the principles of SD were employed in curricula [ 7].

However, new trends in ESD also emphasise multidisciplinary study programmes, by using a well-adjusted mixture of courses across the curriculum, aimed at optimising learners' experience through a multitude of strategies that should be framed within an eco-centric curriculum model [ 8, 9]. A multidisciplinary education for spurring SD has also been advocated by others [ 10], together with a visual scheme for engaging faculty in strategic planning and policymaking at HEIs [ 11]. Nonetheless, students remain the keystone resource at universities because although transient, most are knowledgeable about current crises and the consequences of inaction looming over their own future if the SDGs are not implemented. Several among those students have become passionate activists catalysing many other social groups to rally in support of a plethora of causes that affect the multifaceted dimensions of SD: from climate justice to gender issues, inequalities, food security, pollution and more [ 7]. Therefore, engagement and activism could be explained also as students' passion for 'wanting to make a difference' in the world, while seeking community and institutional belonging from universities. These can demonstrate being supportive of students' dreams and hopes by cherishing their participation and fostering inclusivity for all their students, starting from their first semester. When a university campus is conceived as a living laboratory, its open space will offer distinctive learning opportunities that increase personal wellness, a sense of community, and sustainable living experiences that can become transformative, while aligning with tangible approaches to achieve sustainability [ 12, 13].

Regretfully, the COVID-19 pandemic of 2020 led to significant, negative impacts on the overall implementation of the SDGs [ 14], on SD teaching [ 15] and on students' mental health, as described by [ 16] and [ 17]. Lockdown conditions enhanced a huge reliance on technology, which educational staff and institutions on different levels have been adopting since then to maintain teaching, albeit in an online format. However, [ 18] pointed out that learning cannot occur in seclusion from people or nature. If sustainability is the overarching framework of the campus culture, then HEIs should be compelled to enhance students' participation in institutional governance and decision-making. This includes fostering curricula with programs that begin (even through a simple freshman seminar), at the undergraduate level for all students, irrespective of the main field of their academic studies. This and similar approaches encourage inclusivity, diversity, community building, and lifelong learning in sustainability [ 8], as foreseen in SDG 4.

In the context of HEIs, students play a pivotal role in shaping the trajectory of SD. Recognising the potential impact of students' active involvement in sustainability initiatives, it becomes imperative to gauge the extent of their awareness and engagement concerning the UN SDGs globally. Despite the significance of student participation, there is a notable research gap regarding the understanding of the students' knowledge levels and the initiatives undertaken by HEIs in fostering SDGs awareness and implementation. The existing literature lacks a systematic exploration of the global landscape concerning students' awareness of the UN SDGs and their active involvement in initiatives aimed at translating these goals into actionable practices. The scope and diversity of initiatives by HEIs to integrate SDGs into their academic and extracurricular activities also remain largely unexplored. Addressing this research gap, the present study delves into the nuanced dynamics of students' knowledge and engagement in initiatives aligned with the UN SDGs. By conducting a thorough investigation into the current status of students' awareness and participation, the study seeks to provide valuable insights that contribute to the filling of this research void.

Therefore, the purpose of this study consisted of investigating the current status of students' knowledge and participation in sustainability initiatives taking place at universities worldwide, that is, to assess the extent to which students are currently contributing to the implementation of the UN SDGs while identifying barriers that could hamper this effort. Data gathered from a bibliometric analysis of the literature about this topic were triangulated with those derived from an analysis of selected case studies and a survey involving a sample of 602 students from 53 countries around the world. The findings are poised not only to shed light on the existing scenario but also to inform future strategies and policies aimed at enhancing student involvement and HEI initiatives in advancing the global sustainability agenda. These findings enabled us to recommend specific measures, which may be implemented to increase interest in engaging students on initiatives about matters related to SD, a step further.

2 Literature review on students' role within the context of the United Nations sustainable development goals at higher education institutions

Since the agreement to implement the UN SDGs, HEIs around the world have been making a concerted effort to incorporate sustainability into their practices. This has been carried out through the development of declarations, the design of new curricula, sustainable campus practices, and the establishment of partnerships at a regional and global level, among other practices [ 19, 20, 21]. However, one of the most powerful tools at universities is student engagement. Consistent with this reality, many universities are constantly studying and developing ways to adequately prepare students to engage in sustainability [ 22].

Students are vastly considered agents of change in various fields. Therefore, through education for SD, they can develop knowledge, skills, and attitudes towards sustainability issues. Furthermore, students acquire traversal competencies that can be applied in scenarios outside of their future professional world. This allows for active and critical citizenship that benefits the planet and people [ 23].

Some researchers have pointed out that universities should do more to raise awareness about 'green issues' among students. This allows students to be more conscious of actions on campus, and thereafter translate the same consciousness when in the workplace. This is particularly beneficial as some students will take up work in legislation and governance and then be able to promote sustainability at a local, national, and global level [ 24]. Therefore, many universities are actively involving students in sustainability-related actions. For example, in Brazil, some universities have set up Green Campus Initiatives to engage students to develop strategies to produce a more sustainable campus or a greener campus environment. Such campaigns ensure the dissemination of SD concepts at campuses and improve students' knowledge and proactivity in terms of sustainability. This has significantly increased sustainability outputs [ 25].

Another example derives from the waste produced by HEIs, which greatly contributes to global carbon emissions. Here, students are often major contributors to waste production at universities. Therefore, it is helpful to develop effective waste management strategies and encourage students to ensure that the recycling and reuse of products are being implemented [ 26]. By creating zero-waste projects, universities can reduce the contribution to landfill waste, while assisting to achieve a decarbonisation of their campuses. Students can significantly contribute to the success of such initiatives. Although some institutions have already adopted this approach, many have not yet fully engaged students in waste management plans [ 26, 27]. Actually, students may also support sustainability efforts through a transformation of their campus operations. This includes greening operations to ensure an environmentally friendly campus [ 28]. This can be significantly enhanced by student engagement especially in clean transportation, recycling, waste management, water usage, and food wastage [ 29, 30, 31].

Students are also able to bridge the gap between the university and the community, often without the need for formal engagement of central management. Furthermore, they can develop stronger community-university partnerships and advance sustainability transitions as most students are from these communities [ 32].

Moreover, travel is an essential component of university life. Apart from university staff, students from foreign countries travel to international institutions for education. They also travel internationally and locally to attend conferences and other related programmes. This increases the number of carbon emissions and adversely affects the SDGs [ 33]. Promoting the use of online systems for education and conferences, as complements to presence-based schemes may significantly reduce the amount of air travel associated with students and positively affect the SDGs [ 33]. On a smaller scale, students should be encouraged to use intercampus shuttles, cycle, or walk when possible. Other means such as encouraging carpooling and the use of clean energy in transportation, will promote sustainability and decarbonisation [ 34].

Furthermore, HEIs face many financial constraints while implementing sustainability and going green. Considering students are a large percentage of the campus network, their financial contributions by means of fees (or donations), may considerably assist with activities. A recent study has indicated that students' willingness to financially contribute to campus greening initiatives ranges between US$13 and US$15 to US$10 and US$18 [ 35]. Collectively, these contributions can significantly assist in the execution of sustainable programmes. They also allow students to have a greater voice in sustainability affairs, in shaping the agenda of universities, and help staff and students work more closely to create a green campus and community.

3 Methods

3.1 Theoretical foundation

The theoretical foundation underpinning this study draws on several key concepts from the fields of Higher Education, Sustainability Education, and Institutional Commitment. The study revolves around the premise that students are central actors within HEIs. This aligns with the student-centred learning approach, emphasising the active role of students in shaping their educational experiences and broader engagement with societal issues, adopting a theoretical framework that underscores the pivotal role of HEIs in fostering sustainable development [ 36]. Institutional commitment to the UN SDGs is considered a driving force influencing the level of student participation in sustainability affairs [ 37]. This aligns with theories on organisational behaviour and commitment within the context of sustainability initiatives. In addition, this study implies a theoretical underpinning related to knowledge transfer and educational impact. It suggests that students' engagement with SDGs is influenced by their exposure to courses or disciplines directly related to the SDGs, aligning with theories of knowledge acquisition and transformative learning [ 36], suggesting that formal education can significantly impact individuals' attitudes and behaviours, especially in the context of sustainability. The adoption of a mixed methodology approach combines qualitative and quantitative research methods, reflecting a pragmatist theoretical perspective. This approach allows for a comprehensive understanding of the issues being addressed, acknowledging the multifaceted nature of the phenomena under investigation. The complementary use of bibliometric analysis introduces elements of scientometrics and information visualisation, aligning with theories related to the quantitative analysis of academic literature and providing a broader context for understanding the global landscape of research on students' engagement with the UN SDGs. By integrating these theoretical elements, the study aims to provide a nuanced understanding of the complex relationships between students, HEIs, and the UN SDGs, contributing to the broader discourse on sustainability in the context of HEIs.

3.2 Research approach and design

The research objective of this study is to assess the extent to which students are currently contributing to the implementation of the UN SDGs while identifying barriers that could hamper this effort. In order to achieve the proposed goal, the first methodological approach consisted of a bibliometric analysis based on the keywords co-occurrence, aiming to unveil the links between HEIs and the efforts undertaken to involve students in the implementation of the SDGs. This technique can reduce the complexity involved in searching a specific research topic, allowing to obtain clear links between the possible research streams explored. The analysis was carried out using the Scopus database and VOSviewer software, a commonly used software for bibliometric analysis [ 38]. Data collection was performed on 18th October 2022. The keywords used for data collection covered the research topics, related to sustainability, SDGs, HEIs, and students.

The configured search string was the following: (TITLE ("sustainability" OR "sustainable" OR "sustainable development" OR "sustainable development goal*" OR "SDG*" OR "2030 Agenda") AND TITLE-ABS-KEY ("HEI" OR "HEIs" OR "Higher Education Institution*" OR "Higher Education" OR "Universit*") AND TITLE ("student*" OR "alumn*" OR "scholar*" OR "graduate*" OR "undergrad*" OR "learner*" OR "pupil*")).

A total of 1174 documents were found, covering all areas and all periods. Then, the search was limited to articles, book chapters, reviews, and the English language and a final result of 938 publications were gathered. The keywords co-occurrence analysis returned five clusters that are described in the fourth section.

The second method approach was an anonymised survey involving students from various HEIs in Europe, America, Africa, Asia, and Oceania. The survey was developed based on the literature gathered from the bibliometric analysis stage and then assessed by 10 experts from different countries and fields of knowledge related to sustainability. The survey was initially prepared in English language (Online Appendix A) and then translated into Spanish and Portuguese by native speakers. After a pre-test, the final version was disseminated via GoogleForms and distributed via email messages, allowing the collection of responses for six weeks. Through a snowball methodology, the instrument was shared with the Inter-University Sustainable Development Research Programme (IUSDRP), and subsequently further disseminated through a set of relevant academic list servers. The estimated response time was 10 min, and no incentives were offered for completing the questionnaire. In total, 602 students from 53 countries participated in the survey. Data analysis was performed with the support of IBM SPSS Statistics 23.

The survey aimed to explore the extent to which students are familiar with the 2030 Agenda and the SDGs and their engagement in SDG initiatives promoted by their universities. Moreover, it tested some assumptions derived from the literature review and bibliometric analysis, described below:

1. 1.
The institution's commitment to SDGs is associated with student participation in SDG-related initiatives.

2. 2.
Having taken a subject related to the SDGs is associated with student participation in initiatives aimed at the SDGs.

3. 3.
The fact that the institution offers initiatives related to the SDGs is associated with participation in disciplines focused on the SDGs.

4. 4.
There is a significant difference in the average between undergraduate and postgraduate students about familiarity with the SDGs.

5. 5.
There is a significant difference in average between students who had a subject related to the SDGs and those who did not, in terms of familiarity with the SDGs.

6. 6.
There is a significant difference in average between students from institutions that promote initiatives related to the SDGs and those that do not in terms of familiarity with the SDGs.

7. 7.
There is a significant difference in average between students who participate in initiatives related to the SDGs and those who do not participate in terms of familiarity with the SDGs.

8. 8.
There is a significant difference in average between students from different regions about familiarity with the SDGs.

9. 9.
There is a significant difference in average between students from different areas of knowledge about familiarity with the SDGs.

10. 10.
There is a significant difference in average between students of different ages about familiarity with the SDGs.

11. 11.
Having subjects related to the SDGs influences students' familiarity with the SDGs.

12. 12.
The institution's commitment to implementing the SDGs influences students' familiarity with the SDGs.

13. 13.
Students' participation in initiatives related to the SDGs influences their familiarity with the SDGs.

14. 14.
Students' region of origin influences their familiarity with the SDGs.

15. 15.
The area of knowledge influences students' familiarity with the SDGs.

16. 16.
The level of education influences students' familiarity with the SDGs.

17. 17.
The institution being public or private influences students' familiarity with the SDGs.

18. 18.
Gender influences students' familiarity with the SDGs.

19. 19.
Age influences students' familiarity with the SDGs.

Assumptions 1 to 3 were tested by conducting the chi-square test. Assumptions 4 to 7 were tested by using the Student's t-test. Assumptions 8 to 10 were tested by using the ANOVA test. Assumptions 11 to 19 were tested by using linear regression analysis.

Finally, based on [ 39], the research employed a meticulous approach to scrutinise ten thoughtfully chosen case studies, aiming to unravel the intricate ways in which HEIs contribute to the UN SDGs through student involvement. The classification of these case studies as "Type I," following Yin's framework, was underpinned by the adoption of a comprehensive analytical lens. Within this methodological paradigm, each case study stood as an autonomous and self-contained unit, fostering an exhaustive examination of the strategies implemented by HEIs to surmount the challenges entailed in realising the SDGs. This analytical framework not only permitted an in-depth exploration of individual cases but also facilitated the extraction of overarching insights into the multifaceted landscape of HEI contributions to the SDGs. The typology ensured that each case study received due attention and scrutiny, enhancing the study's ability to distil nuanced and context-specific information regarding the role of HEIs in advancing the SDGs through student engagement.

An extensive literature review allowed the methodological approach triangulation used in this study and proved to be important to illustrate the several initiatives carried out by different HEIs to foster the connection between students and HEIs to achieve a successful implementation of the SDGs. The case studies were selected based on criteria of relevance and evidence collected by scientific publications. Thus, the case studies were meticulously selected from a diverse range of universities globally, each with a distinguished track record of active involvement in the implementation of the UN SDGs. These universities were strategically chosen to represent various geographic regions, cultural backgrounds, and levels of economic development. The rationale for adopting this multifaceted approach is rooted in the imperative to comprehensively document and disseminate a broader international spectrum of experiences and practices related to the UN SDGs, thereby fostering a richer understanding of global sustainability initiatives. Selecting universities from different regions is intended to capture the unique contextual factors, challenges, and successes that have arisen within distinct geographical and socio-cultural contexts. This approach not only enriches the understanding of the global effort towards SD but also facilitates the dissemination of ideas and best practices among diverse regions. Furthermore, it aligns with the spirit of the UN SDGs, which emphasise the universality of these goals and the need for collaborative efforts across borders. Through this research strategy, a robust and inclusive knowledge base that transcends borders can be shared, offering insights that can inform policy and practice, not only within individual institutions but also at a broader international level. By showcasing the experiences and strategies of universities committed to the UN SDGs across different regions, it is possible to inspire and empower other HEIs worldwide to engage actively in sustainability initiatives and contribute to the global pursuit of a more sustainable and equitable future. The specific inclusion criteria employed for the selection of case studies were as follows:

Selection was based on initiatives implemented by universities to support students in contributing to the SDGs.

Case studies were chosen from universities in diverse geographic locations to capture a broad range of approaches and contexts.

The chosen case studies were deemed relevant for a comprehensive analytical approach, allowing for an in-depth exploration of strategies employed by HEIs in addressing SDGs implementation challenges.

The initiatives showcased in the case studies were aligned with the overall strategic goals and plans of the respective universities, demonstrating a commitment to sustainability and the SDGs.

The case studies were selected based on their potential implications for students' engagement and contribution to the SDGs, emphasising initiatives that have a measurable impact.

The credibility and significance of each case study were considered by reviewing relevant publications and references associated with the initiatives, ensuring a solid foundation for analysis.

A diverse range of initiatives, including educational programs, sustainability plans, indicator panels, and interdisciplinary projects, were included to showcase various ways universities are supporting SDGs.

Initiatives that demonstrated strong ties to local communities and marginalised areas, contributing to social inclusion and community development, were included, emphasising overall commitment of communities.

Case studies featuring innovative approaches, such as digital platforms, international conferences, and living labs, were included to highlight the importance of innovation and collaboration in sustainability efforts.

Efforts by universities to integrate sustainability into study programs and courses, fostering a deeper understanding of climate change and sustainability, were emphasised in the selection process.

These criteria ensured a diverse and representative collection of case studies, offering insights into the varied strategies employed by HEIs to support students in addressing the challenges posed by the UN SDGs.

4 Results and discussion

4.1 Multifaceted dimensions of sustainability integration in higher education

The bibliometric analysis shows that the number of publications on the topic had increased over time (2000-2022), reflecting that the research on the topic is growing in general, with a significant volume of publications in 2021 (148 publications) and 2022 (198 publications). Figure 1 shows the trend.

The publications on the topic are distributed in 148 journals or books. The most productive journal identified is Sustainability, with 196 publications. International Journal of Sustainability in Higher Education ranks 2nd with 98 publications, followed by the book World Sustainability Series, with 55 publications, the Journal of Cleaner Production (34 publications) and the Environmental Education Research (17 publications).

Regarding the countries, Fig. 2 shows that the United States is the most productive country on the topic, with 230 publications, followed by the United Kingdom (88 publications), Spain, (82 publications), Australia (77), China (67), Malaysia (56), Germany (48), Canada (35), Brazil (29), and others.

In the sequence, the popular keywords on the topic were identified through a co-occurrence analysis (Fig. 3), grouped into five clusters. The red cluster refers to themes such as SD, students, education, training, climate change, ethics, environmental protection, competencies, and skills, among others. To face the current and future global challenges experienced by humankind, HEIs worldwide are taking on the responsibility for citizens' education by giving priority to developing sustainability competencies [ 40]. In this regard, researchers are increasingly investigating how best to integrate sustainability into HEIs' curricula to enable students to actively engage with problematic or complex situations similar to reality [ 41, 42, 43] claim that the SDGs should be included in all courses since society needs experts with professional knowledge but also citizens with the ability to identify the consequences of their actions.

The green cluster discusses topics such as higher education, education for ESD, learning, active learning, environmental education, interdisciplinarity, experiential learning, transformative learning, project-based learning, leadership, etc. The literature has shown that SDGs teaching requires new pedagogical and transdisciplinary approaches, such as the ones that involve experimental, interactive, transformative, and project-based learning. They usually demand students work in groups contributing to fostering competencies related to collaboration, conflict resolution, critical thinking, and systems thinking, among others, which are important skills in professional settings for SD [ 42, 44].

Teaching and academic performance appear detached in the blue cluster; teacher training, educational attainment, environmental and social sustainability, global perspective, ecology, international students, and aspects of entrepreneurship are other themes included. In fact, there are new trends in ESD aiming at more multidisciplinary and global programs, in which teaching staff play a key role in the adjustment of the curricula [ 11]. Well-trained teaching staff will be crucial to developing entrepreneurial and sustainable competencies in higher education students [ 40]. As stated by [ 4], HEIs should lead the SDGs' integration into their academic activities, as well as the campus operations, research, outreach, and governance.

In this sense, the yellow cluster involves precisely SDGs, motivation, student engagement and perceptions, CSR, recycling, and environmental management. It also includes topics such as COVID-19 and public health. In this regard, [ 14] pointed out the adversarial effects that the pandemic caused on the implementation of the SDGs, not only in the universities' teaching and research activities but also in students' mental health [ 16]. However, HEIs will be continuously trying to find ways to prepare the students to engage in sustainability [ 22].

Themes such as sustainability, university, student, attitude, behaviour, knowledge, and the different approaches (strategic, stakeholder, participatory, partnership) are associated through the purple cluster. At this point, it is necessary to reflect not only on the provision of information and knowledge via courses and/or training but also on the students' attitudes. HEIs can encourage students' behaviour towards sustainability by using different approaches, but from an agency perspective, it also depends on students' motivations to take part in sustainability initiatives and develop competencies for their professional and personal lives [ 23]. Nevertheless, stimulating and communicating SD concepts on campuses helps to increase students' knowledge and proactivity in terms of sustainability [ 29].

The bibliometric analysis allowed the identification of the most relevant literature and provided a basis for the interpretation of the results, outlined in the conclusions section.

4.2 Students' global awareness, engagement, and challenges in SDGs initiatives

The survey was answered by 602 students from 53 countries around the world (Fig. 4). The countries with more answers were Germany (197 respondents) and Brazil (90 respondents). Regarding the participants' backgrounds (Table 1), most of them are undergraduate students (43.90%). However, 30.60% are master's (MSc, MA, Med) students, 4.50% are MBA students, 17.90% are PhD students, and 4.20% are postdoctoral students. Most of the participants study in public HEIs (86.00%), are female (59.60%), are between 18 and 24 years old (42.00%), and are from the fields of Business, administration, and law (20.80%) and Engineering, manufacturing, and construction (20.10%).

Table 2 shows the students' knowledge and engagement regarding the SDGs. Most of the participants (80.90%) replied to be aware of the 2030 Agenda and the UN SDGs. Among the students who are not aware, 85.20% would be willing to learn more about them. The other questions were asked only for those students who know the 2030 Agenda and the UN SDGs (487 participants). Considering those students, 60.60% of them already had a subject or discipline related to the SDGs. Moreover, on a scale of 1 (very little extent) to 5 (very large extent), 37.20% of the respondents claimed to be familiar with the SDGs to a large extent and 30.40% are to some extent familiar. Furthermore, 56.30% of the students stated that their HEIs conduct activities to promote the SDGs and 43.70% do not.

Among the students who study at HEIs that carry out SDGs initiatives (274 participants), 52.60% stated that the commitment level of their HEIs with the SDGs implementation is high, 29.60% answered that it is low, and only 17.90% answered that it is very high. When asked about their participation in SDGs initiatives promoted by their HEIs, most of the students (57.70%) replied that they do not take part in it.

Subsequently, students who are aware of the SDGs were asked where they have learned about them. As Fig. 5 shows, most of the students have learned about the SDGs at university (77.00%) or through media (42.00%). This trend is similar to the ones obtained by [ 45] on Spanish university students' awareness of the SDGs. In contrast, other investigations have shown the bigger potential of the media in informing about sustainability and climate change in comparison to university settings [ 23, 46, 47]. Although social media strategies have been increasingly used for learning purposes [ 48, 49] the survey findings show universities' potential in embracing their role as a key source of knowledge on the topic.

Moreover, students who participate in SDGs initiatives promoted by their HEIs were asked in which kind of initiatives they usually take part. As Fig. 6 shows, most of the students engage in lectures or events to learn more about the topic, in educational activities during class time, or in conducting research. These results are consistent with recent trends in higher education since a growing number of institutions and educators are organising activities to engage students in sustainability-related issues [ 50, 51, 52]. Nevertheless, as reported by other studies, lower levels of engagement are seen in outreach-related initiatives [ 47, 53, 54]. The sample investigated in this study does not seem keen to contribute to SDG initiatives by means of financial donations, possibly indicating challenges in the implementation of green fees [ 35].

Regarding the motivations to get involved in SDGs initiatives (Fig. 7), contributing to the environment and a better society are the most important reasons listed by the students.

Related to students' participation in specific SDGs initiatives at their HEIs (Fig. 8), SDG 11 (sustainable cities and communities) and SDG 4 (quality education) seem to be the most addressed by the students, like results from previous studies [ 55, 56]. However, regarding the future initiatives to be approached by their HEIs, students would like to engage in SDG 2 (zero hunger), SDG 1 (no poverty), and SDG 17 (partnerships for the goals). These results are aligned with the findings of international studies that pointed out the prevalence of SDGs 4 and 11 among the most researched globally in university settings [ 57] and the potential of symbiotic relations between universities and cities for SD [ 58]. In this regard, several initiatives are currently being developed to enhance this approach from a wider perspective [ 59]. On the other hand, the interest of students in engaging in goals more related to the social cause supports the potential of outreach and community engagement initiatives [ 60]. This confirms that students perceive social engagement as relevant to their education [ 61], and highlights the increasing demand for multidisciplinary and cross-disciplinary training [ 62].

Understanding the challenges and barriers that students and institutions may face to enhance ESDis crucial [ 55]. In this regard, the challenges faced by the students participating in SDGs initiatives, 'Lack of time' was the most highlighted by the participants, followed by 'Lack of integration with my course content' and 'Lack of knowledge'. These results confirm previous findings that suggest that an increasing number of students have pro-environmental behaviour, but lack enough knowledge about sustainability topics [ 63].

By comparing the profile of students who participate in SDGs initiatives promoted by their HEIs and those who do not, it is possible to observe that in terms of familiarity with the SDGs, students who do not engage in SDGs activities are less familiar than students that are engaged. For instance, among those who do not engage, 39.20% of the students claimed to be to some extent familiar with the SDGs and 32.90% to a large extent familiar. On the other hand, among students who are engaged, 49.10% are to a large extent familiar with the SDGs and 37.90% are to a very large extent (Fig. 9).

Moreover, students who are engaged in SDGs activities better assess the commitment level of their university with the SDGs implementation than those who are not engaged. Furthermore, it was observed that among the students who are engaged in SDGs practices, most of them are PhD students (34.50%), while undergraduate students are less engaged in SDGs activities (43.00%). In terms of the field of knowledge, students from Engineering, manufacturing and construction, and Health and welfare are the least engaged, while business, administration and law, social sciences, journalism, and information are the most engaged in SDGs activities. Finally, in terms of age, students between 25 and 40 years are the most engaged, while students between 18 and 24 years old are the least.

Considering these results, the chi-square test was performed to analyse the associations between the variables. Then, it was found that the participation of the students in SDGs activities is associated with the commitment level of the HEIs with the SDGs implementation ( p < 0.05). The participation of students in SDGs activities is associated with having any discipline or subject related to the SDGs ( p < 0.01). Moreover, it was found that the offer of initiatives related to the SDGs by the institution is associated with students' participation in disciplines focused on the SDGs ( p  < 0.01).

In order to understand whether there was a significant average difference in the students' familiarity with the SDGs between groups of two categories, the Student's t-test (a type of statistical analysis used to compare the averages of two groups) was conducted for the following variables: position (undergraduate and graduate students), institution (public and private), gender (female and male), discipline (already had and never had), HEIs initiatives to promote the SDGs (no and yes), participation in SDG initiatives (no and yes). Table 3 shows the value and significance of the t-test for the variables.

Table 3 Student's t-test for students' familiarity with the SDGs

According to Table 3, considering a p < 0.01, the variable 'Position' presented a significant average difference for the 'Undergraduate student' and 'Graduate students' (Master's/MBA/PhD/postdoctoral students) categories. The findings show that graduate students are more familiar with the SDGs (3.701) than undergraduate students (3.217). For the 'Institution' variable, the average difference between students from public and private HEIs was not significant ( p  > 0.05). Likewise, there was no significant average difference between female and male means. The 'Discipline' variable, on the other hand, presented a significant average difference between the students who had already taken some discipline related to the SDGs and those who had not. Students who had already taken a course are more familiar (3.736) with SDGs than those who had never taken a subject (3.135).

Moreover, students who study in HEIs that promote initiatives related to the SDGs presented a higher familiarity with the SDGs (3.752) than those who study in HEIs that do not promote such initiatives (3.174). Finally, students who participate in SDG initiatives have a higher familiarity with the SDGs (4.224) than those who do not take part in them (3.405).

In order to understand whether there was a significant average difference in the students' familiarity with the SDGs between groups of more than two categories, the analysis of variance (ANOVA) was conducted for the following variables: region, the field of knowledge, and age. Table 4 shows the mean of the ANOVA for the variables.

By analysing the mean difference between the 'region', 'field of knowledge', and 'age' variables for the 'familiarity with the SDGs', it was observed that the region and the 'field of knowledge' did not show a significant difference among the groups ( p  > 0.05). However, there was a significant difference for the 'age' category, in which students aged 41 years or older had greater familiarity (mean = 3.872) than those aged between 18 and 24 years (mean = 3.356).

Finally, in order to understand the influence of the categories on familiarity with the SDGs, an analysis of linear regression was conducted preceded by the Kolmogorov-Smirnov Test (nonparametric test). The estimated model is presented in Table 5.

By analysing the coefficients that express the magnitude and direction of the relationship of each of the independent variables on the dependent variable, it was found that the variables 'Participation', 'Discipline', and 'Position' have a positive influence on familiarity with the SDGs. Moreover, the 'Participation' factor has the greatest impact (standardised coefficient of 0.309). The other variables were not significant in the model.

The nine assumptions tested were largely matched by the data gathered. This was not always the case. Of the 19 assumptions presented in the methods section, 12 were confirmed (1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, and 16) and 7 did not seem to correspond with reality (8, 9, 14, 15, 17, 18, 19).

4.3 Insights from case studies empowering students driving SDGs implementation in HEIs

More than ever, HEIs are significant players in the promotion of sustainability and SD, spurred on by societal demand, international declarations [ 64, 65], and governmental policies. Higher education has an even greater responsibility in developing highly skilled professionals for a sustainable world [ 59], and education is seen as the cornerstone for creating one [ 66].

One of the initiatives carried out during the COVID-19 crisis was the enhancement of "Digital learning for sustainable development" [ 15] an important platform created by the Hamburg University of Applied Sciences (HAW), in Germany [ 67]. In accordance with the UN SDGs and, in particular, SDG 4 [ 19], the Research and Transfer Centre "Sustainability and Climate Impact Management" (FTZ-NK) at HAW can promote ESD across themes and borders actively. This open-access platform endorses the faster acquisition of sustainability knowledge and skills, encouraging more integrated approaches to research and teaching. Being incorporated into academic programs, the SDGs may present a chance to significantly advance international efforts to create a more sustainable future. The same University has several initiatives supporting SD and SDGs, especially through the FTZ-NK, a research and technology transfer centre for sustainability and climate change management, which trains students and scientists on climate change through courses and a wide range of publications [ 15, 68, 69]. The Manchester Metropolitan University, in England, actively engages students with a societal response to climate change through specific climate literary training initiatives [ 69, 70]. Since 2013, the training has evolved to external stakeholders, beyond the boundaries of the University in Manchester [ 70].

In Tanzania, the University of Dar es Salaam, is an excellent example of dedication to climate change sustainability, with teaching and learning practices aimed at allowing all students to reach an understanding of climate change and SD [ 69, 71]. The supportive role of the University of Dar es Salaam governance organs is emphasised by [ 71] in a study involving in-depth interviews with university lecturers, administrators, and undergraduate and postgraduate students, an important contribution to advancing the SDGs in Africa. The University of Bologna's dedication to sustainability in Italy is demonstrated by its most recent Strategic Plan, directed at addressing the SDGs [ 72]. Assessment and reporting of sustainability programmes, still in the early stages [ 73] and actions carried out within the University scope significantly contribute to transparency and further dissemination of knowledge [ 72]. They constitute social responsibility documents that inform multiple stakeholders, as demonstrated by the Bari, Bologna, and Perugia state universities, in Italy [ 73]. Accordingly, reports constitute important mechanisms to advance the SDGs, creating a sustainability culture that affects how students, teaching staff, administrative staff, and particularly university management and government bodies face sustainability [ 72, 73] and act as important drivers of sustainability orientation at the institutional level [ 73].

The University of the Basque Country (UPV), in the Basque Country, created the EHU/UPV Agenda 2030 plan, an indicator panel and roadmap for the period 2019-2025, aiming to assess SD achievement within this University. It mainly focuses on 12 of the 17 SDGs and comprises three axes (Equality, Inclusion, and Planet Campus) [ 74]. Among others, the main objectives of this initiative aim to incorporate the local efforts of students, faculty, researchers, and staff in the SDGs consistently, and implement the 2030 Agenda [ 19] as a shared, interconnected task, to be merged into all activities at the university, as well as measured, monitored and communicated in the specified timeframe [ 74].

Collaborative projects among different HEIs can result in significant outcomes. Examples are reported by [ 66] about the collaboration of HEIs in international conferences. Through this kind of activity, HEIs can spread sustainability knowledge, good practices, and awareness among the community and stakeholders, while simultaneously involving the students. Encouraging the students' participation and engagement in SD has proven to be an outreach of fundamental significance in the conferences, which have the potential of promoting interdisciplinary and multidisciplinary strategies for tackling issues related to global sustainability, through a range of expertise areas. This international cooperation is crucial to the successful implementation of the SDGs, as advocated by [ 64, 65, 75].

In specific regions of the globe, the role of HEIs in contributing to SDGs is constrained and the support for SDGs needs to go beyond the path used in conventional universities. It is the case of the University of Veracruz, in Mexico, which focuses on SDG 4 [ 19] and other SDGs, such as the ones related to environmental preservation, health, sustainable livelihoods, and gender equality, by facilitating access to marginalised populations [ 76]. In Serbia, an analysis of the University of Belgrade showed that efforts are being made to improve the educational process in order to accelerate the inclusion of concepts such as interdisciplinarity and teaching competencies by linking theory to practice and institutional policies [ 77]. Austria has developed a university professional development course for university teaching staff on ESD and innovation in teaching [ 78]. At the Technical University in Ukraine, in Ukraine, aiming to facilitate interdisciplinarity and sustainability values in curricula, a range of "Ecocomposition, placed-based learning, and interdisciplinary project-based learning" is proposed, contributing to raising students' awareness of environmental issues [ 79].

The above findings are summarised in Table 6. The case studies report a diverse range of several different HEIs´ initiatives and practices, not limited to a specific region, and with a different focus, intending to illustrate the diversity of strategies developed in HEIs, aiming to assist the progress of ESD within the context of the UN SDGs in various universities around the world.

The case studies highlight the important role of HEIs in promoting SD. The HEIs described in the case studies have implemented a variety of initiatives, including:

Digital learning platforms for sustainability education

Climate literacy training programs for students and stakeholders

Strategic plans that are directed at addressing the SDGs

Assessment and reporting of sustainability programs

Collaborative projects with other HEIs

Initiatives to promote sustainability in specific regions of the globe

Professional development courses on ESD

The above-described initiatives are helping to raise awareness of sustainability issues, build capacity for sustainability action, and contribute to the implementation of the SDGs. On the other hand, the addressed case studies also highlight some of the challenges that HEIs face in promoting SD. Some examples can be given:

The need for interdisciplinarity in sustainability education

The need for more data and metrics to track progress on sustainability goals

The need to engage with stakeholders from all sectors of society

The need to overcome cultural and institutional barriers to change

Despite these challenges, the case studies show that HEIs are playing an increasingly important role in promoting SD. By continuing to innovate and collaborate, HEIs can make a significant contribution to building a more sustainable future.

5 Conclusions

This study reports on a study aimed at investigating the level of engagement from university students on matters related to SD To this purpose, a bibliometric analysis and a survey involving a sample of 602 students from 53 countries around the world were undertaken, complemented by some case studies.

The results gleaned from the bibliometric analysis underscore the pervasive influence of sustainability and its associated issues across a spectrum of clusters. Notably, the concept demonstrates multifaceted implications within the fields of both natural and social sciences. This signifies the interdisciplinary nature of sustainability, highlighting its relevance and interconnectedness across diverse academic disciplines. Concurrently, the survey outcomes reveal a commendable level of awareness among the surveyed students regarding the 2030 Agenda and the UN SDGs. Even among those who expressed less than full awareness, there exists a notable eagerness to deepen their understanding. This positive inclination reflects a willingness among students to engage with and contribute to the global sustainability agenda. Furthermore, the survey brings to light the pivotal role universities play as primary sources of information on sustainability. This underscores the significance of HEIs in disseminating knowledge and shaping perceptions on the subject. It is noteworthy that, following universities, the media emerges as the second most influential source of information, signifying the broader societal role in shaping awareness and discourse on sustainability issues. In essence, the combined findings from the bibliometric analysis and survey not only emphasise the pervasive nature of sustainability across academic domains but also underscore the crucial role of educational institutions and media in shaping the discourse and fostering awareness among the upcoming generation of professionals and citizens.

The 10 case studies revealed a variety of initiatives being undertaken by universities from different regions of the world, which are actively engaged in informing their students on sustainability issues, across study programmes and informal initiatives. Many HEIs have established digital learning platforms to deliver sustainability education to a broader audience. They facilitate access to educational resources and materials related to SD and environmental issues. HEIs have recognized the importance of climate literacy and have initiated training programs aimed at enhancing the knowledge and awareness of students and various stakeholders. Programs typically focus on climate change mitigation and adaptation strategies. HEIs are aligning their strategic plans with the UN SDGs to ensure their activities contribute to broader global sustainability objectives, guiding actions and investments in SD. HEIs are implementing assessment and reporting mechanisms to measure the impact of their sustainability programs, which involves tracking progress, evaluating outcomes, and transparently communicating results to stakeholders. Collaborative efforts among HEIs are becoming more common, with multiple institutions working together on research, education, and projects related to sustainability and SDGs. Some HEIs are tailoring their initiatives to address the unique sustainability challenges of specific regions. This localised approach allows them to have a more significant impact in addressing regional environmental and social issues. HEIs are offering professional development courses for educators and professionals interested in ESD. The courses equip individuals with the knowledge and skills to incorporate sustainability principles into teaching and work. These case studies collectively demonstrate the diverse ways in which HEIs are actively engaging with and contributing to the UN SDGs, addressing different goals and emphasising interdisciplinary approaches, transparency, and student involvement, as previously discussed and further summarised. These initiatives often intersect and complement each other, creating a holistic approach to sustainability within the higher education sector.

In consideration of the imperative to expedite the realisation of the SDGs and its implications, it becomes increasingly crucial for more HEIs to actively participate in and contribute to this transformative process. HEIs play a pivotal role as knowledge hubs and catalysts for societal change. Their engagement in the SDGs is paramount, not only for fostering ESD but also for driving research, innovation, and community outreach initiatives aligned with the SDG targets. By integrating the SDGs into their curriculum, research agendas, and institutional practices, HEIs can instil a sense of responsibility and sustainability among students, equipping them to become future leaders committed to addressing global challenges. Furthermore, HEIs can serve as testing grounds for sustainable practices, influencing local communities and serving as models for broader societal adoption. As influential entities with the capacity to shape attitudes, policies, and practices, HEIs stand as key actors in advancing the SDGs and fostering a collective commitment to a more sustainable and equitable future. As this study has shown, students are increasingly interested in engaging in initiatives related to SD. This is also demonstrated by the rise in the number of student-led environmental initiatives, such as the Global Student Network, Fossil Free, and the Green Team, among many others. These initiatives often focus on raising awareness of environmental issues, working to reduce carbon footprints, and pushing for governmental and corporate action on sustainability issues. As these initiatives become more popular, more students are joining them, both in their communities and across the world. This increased engagement shows a growing commitment to making a positive impact on the environment and to creating a sustainable future.

This paper has some limitations. The bibliometric analysis focused on themes of direct relevance to sustainability and the results may not be generalizable to other thematic settings. The survey did not include some specific questions which could offer additional insights into the phenomenon under investigation, namely awareness, and engagement in SD. The study did not include any longitudinal data which could provide insight into differences in opinions or information levels, over time. The sample size, while significant, i.e., 602 students from 53 countries, may not be regarded as representative of the student population at large, worldwide. Notwithstanding the inherent limitations, this paper has achieved a remarkable feat by successfully garnering student data from a diverse cohort spanning 53 countries. This inclusivity positions the study as one of the most comprehensive examinations on the addressed topic to date. The global scope of the dataset not only broadens the geographical representation but also contributes significantly to the existing body of literature. By shedding light on how students from various cultural and educational backgrounds are navigating matters related to SD, the study transcends regional boundaries. The truly international nature of the dataset not only enhances the study's credibility but also offers a unique and valuable perspective on the extent of student engagement with SD issues. As such, this research serves as a noteworthy and welcomed addition to the literature, providing insights that contribute to a more nuanced understanding of the global landscape of student involvement in SD.

Some recommendations that may assist in increasing the students' interest to engage in initiatives on matters related to SD may include the following ones:

Involve students in activities such as field trips and volunteer opportunities, allowing them to see first-hand the benefits of SD.

Connect students with mentors who are actively engaged in SD initiatives.

Give students the opportunity to create their initiatives and present them to their peers and community. Here, methods such as "problem-based learning" or "project-based learning" may help.

Hold regular debates and discussions about SD so that students can express their views and learn from their peers.

Organise competitions and awards for students who create and develop their own SD projects.

Invite guest speakers to present on topics related to SD and its importance.

Involve students in initiatives that have a direct impact on their community, such as creating a community garden or a recycling program.

Give students the opportunity to research and present their own SD solutions.

Utilise technology as a tool to help students understand the global impact of SDt.

Encourage students to join clubs and organisations dedicated to SD.

While not exhaustive, this list delineates key areas necessitating proactive measures. Implementation of these measures holds the potential to catalyse substantial positive changes. Beyond instilling a heightened awareness of SD among HEIs students, these initiatives have the capacity to revolutionise the training of future professionals. By integrating SD principles into the educational fabric, students are not only equipped with theoretical knowledge but also gain practical insights and skills that are indispensable in navigating the complexities of sustainability challenges. The holistic incorporation of SD themes in curricula and professional training ensures that future professionals emerge with a robust understanding of sustainability, empowering them to seamlessly integrate sustainable practices into their respective fields. The envisioned outcome is a cohort of professionals well-versed in sustainability issues, poised to lead transformative changes and contribute meaningfully to building a more sustainable and resilient global society.

Data availability

All data generated or analysed during this study are included in this article.

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Acknowledgements

This paper is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Funding

The study was not supported by any funding agency.

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Authors and Affiliations

1. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

2. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho, Javier Sierra & Amanda Salvia

3. School of Administration, Federal University of Rio Grande do Sul (UFRGS), 855 Washington Luiz St, Porto Alegre, RS, 90010460, Brazil

Laís Viera Trevisan

4. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

5. Marine and Environmental Sciences Centre (MARE), University of Coimbra, Edifício do Patronato, Rua da Matemática, 49, 3004-517, Coimbra, Portugal

Maria Alzira Pimenta Dinis

6. Department of Sustainability Sciences, Leuphana University of Lüneburg, Universitätsallee 1, 21335, Lüneburg, Germany

Nico Ulmer

7. Universidade da Beira Interior, Núcleo de Estudos em Ciências Empresariais (NECE-UBI), Rua Marquês d'Ávila e Bolama, 6201-001, Covilhã, Portugal

Arminda Paço

8. Department of Biology, Winona State University, Winona, MN, USA

Bruno Borsari

9. Department of Applied Economics, Research Center on Global Governance, Educational Research Institute, Faculty of Law, University of Salamanca, Paseo Tomas y Valiente, Salamanca, Spain

Javier Sierra

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CRediT author statement: WLF Conceptualisation, Formal analysis, Writing - Original Draft, Writing - Review & Editing, Supervision. LVT Methodology, Investigation, Software, Formal analysis, Writing - Original Draft, Writing - Review & Editing. MAPD Methodology, Investigation, Formal analysis, Writing - Original Draft, Writing - Review & Editing. NU Investigation, Formal analysis, Writing - Original Draft. AP Investigation, Formal analysis, Writing - Original Draft. BB Investigation, Formal analysis, Writing - Original Draft. JS Investigation, Formal analysis, Writing - Original Draft. AS Methodology, Investigation, Formal analysis, Writing - Original Draft, Writing - Review & Editing

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Correspondence to Laís Viera Trevisan.

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Filho, W.L., Trevisan, L.V., Dinis, M.A.P. et al. Fostering students' participation in the implementation of the sustainable development goals at higher education institutions. Discov Sustain 5, 22 (2024). https://doi.org/10.1007/s43621-024-00204-7
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Fostering students' participation in the implementation of the sustainable development goals at higher education institutions - Discover Sustainability

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Students are central actors at Higher Education Institutions (HEIs). Whereas much can be achieved by the active participation of students in sustainability affairs, it is unclear what is the current level of students' knowledge and engagement regarding the United Nations (UN) Sustainable Development Goals (SDGs) around the world, as well as which initiatives are being undertaken by HEIs on this matter.

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⭐ Leal Filho, W., Dibbern, T. A., Dinis, M. A. P., Cristofoletti, E. C., Mbah, M., Mishra, A., Clarke, A., Samuel, N., Apraiz, J. C., Abubakar, I. R., & Aina, Y. A. (2024). The Added Value of Partnerships in Implementing the UN Sustainable Development Goals. Journal of Cleaner Production, 438, Article 140794. 

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⭐ Leal Filho, W., Dibbern, T. A., Dinis, M. A. P., Cristofoletti, E. C., Mbah, M., Mishra, A., Clarke, A., Samuel, N., Apraiz, J. C., Abubakar, I. R., & Aina, Y. A. (2024). The Added Value of Partnerships in Implementing the UN Sustainable Development Goals. Journal of Cleaner Production, 438, Article 140794. 

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https://doi.org/10.1016/j.jclepro.2024.140794

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The added value of partnerships in implementing the UN sustainable development goals

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Partnerships have become a key tool in the implementation of the United Nations (UN) Sustainable Development Goals (SDGs). Partnerships can scale up t...

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Leal Filho, W., Dinis, M. A. P., Morales, M. F., Semitiel-García, M., Noguera-Méndez, P., Maya, S. R. d., Alarcón-del-Amo, M.-d.-C., Esteban-Lloret, N. N., & Pemartín, M. (2024). Assessing the Provisions for Sustainability in Economics Degree Programmes. International Journal of Sustainability in Higher Education, 25(6), 1156-1179. 

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Leal Filho, W., Dinis, M. A. P., Morales, M. F., Semitiel-García, M., Noguera-Méndez, P., Maya, S. R. d., Alarcón-del-Amo, M.-d.-C., Esteban-Lloret, N. N., & Pemartín, M. (2024). Assessing the Provisions for Sustainability in Economics Degree Programmes. International Journal of Sustainability in Higher Education, 25(6), 1156-1179. 

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https://doi.org/10.1108/IJSHE-08-2023-0382

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(Department of Natural Sciences, Manchester Metropolitan University , Manchester, UK and European School of Sustainability Science and Research (ESSSR), Hamburg University of Applied Sciences , Hamburg, Germany)

Maria Alzira Pimenta Dinis (UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP) , Porto, Portugal and Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP) , Porto, Portugal)

Acknowledgements

This paper is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative. This is an initiative being disseminated worldwide.

Data availability: All data generated or analysed during this study are included in this published article.

Competing interests statement: The authors declare no competing interests.

Citation

Leal Filho, W., Dinis, M.A.P., Morales, M.F., Semitiel-García, M., Noguera-Méndez, P., Ruiz de Maya, S., Alarcón-del-Amo, M.-d., Esteban-Lloret, N. and Pemartín, M. (2024), "Assessing the provisions for sustainability in economics degree programmes", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-08-2023-0382

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Emerald Publishing Limited

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Assessing the provisions for sustainability in economics degree programmes

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Assessing the provisions for sustainability in economics degree programmes - Author: Walter Leal Filho, Maria Alzira Pimenta Dinis, Maria F. Morales, María Semitiel-García, Pedro Noguera-Méndez, Salvador Ruiz de Maya, María-del-Carmen Alarcón-del-Amo, Nuria Esteban-Lloret, María Pemartín

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Dinis, M. A. P., Ngarava, S., Zhou, L., & Chari, M. M. (2023). Editorial: Sustainability Challenges Around Energy Poverty in an Era of Global Environmental and Economic Crisis [Editorial]. Frontiers in Environmental Science, 11, Article 1340083. 

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Dinis, M. A. P., Ngarava, S., Zhou, L., & Chari, M. M. (2023). Editorial: Sustainability Challenges Around Energy Poverty in an Era of Global Environmental and Economic Crisis [Editorial]. Frontiers in Environmental Science, 11, Article 1340083. 

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https://doi.org/10.3389/fenvs.2023.1340083

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Leal Filho, W., Wall, T., Salvia, A. L., Dinis, M. A. P., & Mifsud, M. (2023). The central role of climate action in achieving the United Nations' Sustainable Development Goals [Article]. Scientific Reports, 13, 1-7, Article 20582. 

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Leal Filho, W., Wall, T., Salvia, A. L., Dinis, M. A. P., & Mifsud, M. (2023). The central role of climate action in achieving the United Nations' Sustainable Development Goals [Article]. Scientific Reports, 13, 1-7, Article 20582. 

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https://doi.org/10.1038/s41598-023-47746-w

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Introduction

SDG13: climate action

Climate change is one of the most pressing global issues of the present time. This has prompted its inclusion among the United Nations Sustainable Development Goals (SDGs), as SDG13, or "Climate Action". This goal calls for the necessary actions to minimise climate change and address its related impacts. Furthermore, it calls for action to be taken at different organisational levels, with a view to providing a broader response to the problem1. As the first volume of the 6th Intergovernmental Panel on Climate Change Assessment Report (AR6) has shown, there is a pressing need to address the drivers of climate change, specifically by a reduction of CO ₂ emissions2.

The first target of SDG13 entails strengthening resilience and adaptive capacity to climate related disasters or hazards in all countries3. This objective was conceived considering events such as extreme flooding, droughts, heatwaves, wildfires, and other natural disasters in mind, since they affect the livelihood of millions of people worldwide. The aim is to ensure that disaster risk management skills are developed, so that they may assist in the prevention, or at least to reduce the consequences of climate-related events4. Another target of SDG13 is to pursue a proper integration of climate change measures and solutions into national and global policies3. This may ensure that governments support the related actions or programmes to be implemented regarding climate change which, in turn, may increase a country's ability to adapt to it5. A further target involves improving education and awareness about climate change6,7, while increasing capacity building among people and institutions to address it, especially by undertaking concerted adaptation and mitigation action, and interpreting early warning signs3. The last target of SDG13 is broken down into 2 subsets. Firstly, it aims to ensure that developed countries are able to mobilize funds of United States Dollar (USD) 100 billion per year to aid developing countries with adaptation and mitigation implementation, and ensuring that the Green Climate Fund remains operational. The second part involves raising the capacity of developing countries and small island nations, while specifically focusing on vulnerable groups such as women, the youth, and marginalized groups of people3,4. This is further facilitated by the Global Reporting initiative (GRI) that allows countries to report their contributions and-by doing so-provides a basis for accountability8.

SDG13 and links with the other SDGs

According to the United Nations9, tackling climate change in the context of SDG13 will require many urgent actions. The connection of this SDG13 with all other SDGs is reflected in some binding treaties, which include the United Nations Framework Convention on Climate Change (UNFCCC), the Kyoto Protocol, the Doha Amendment and the Paris Agreement, thus illustrating the pre-existing legal obligations towards SDG1310,11.

Among its many impacts, climate change is known to lead to reductions in access to drinking water, negatively affecting people's health (SDG3), limiting their possibilities for income generation (SDG1), also often threatening food security (SDG2)12. The 2019 Conference of the Parties of the United Nations Framework Convention on Climate Change-COP 25-in Madrid served as a basis to develop crucial steps in areas such as finance and agriculture13, as well as technology, capacity building, the rights of indigenous people, or gender issues14, which are some of the many issues which are highly dependent on climatic conditions. COP 26, in Glasgow, showed that Global greenhouse gas (GHG) emissions cuts are still nowhere near where they need to be to keep our climate liveable, and support for the most vulnerable countries affected by climate change is still woefully inadequate. However, COP26 did produce some new "building blocks" to advance implementation of the Paris Agreement, which could help put the world on a more sustainable, low-carbon pathway15. COP 27, in the Egyptian coastal city of Sharm el-Sheikh, closed with a ground-breaking agreement to provide money to help countries that have been severely affected by climate-related disasters, such as floods, droughts, and others16. This was widely praised as a historic decision. All these steps are to be paralleled by actions intended to further reduce GHG emissions from human activities, reducing the impacts of climate change in building climate resilience. The United Nations Department of Economic and Social Affairs stated that even though the lockdowns associated with the COVID-19 pandemic have led to a 6% drop in GHG emissions in 2020, this is not enough to achieve the annual reductions necessary to limit global warming to 1.5º C17. Financing of climate action has increased, but continues to be exceeded by investments in fossil fuels17. Also, the progress in meeting disaster risk reduction targets is rather slow between countries, which suggests that more cooperation (SDG17) is needed18,19.

Air pollution (SDG3), water scarcity (SDG6), food security (SDG2), land use (SDG15) and sustainable energy (SDG7) are important SDGs which are to a considerable extent associated with climate change. Therefore, climate issues need to be carefully considered in their implementation. Liu et al.20 highlight that the advantages of joint efforts to implement climate policies need to be recognized by policy-makers, since all interactions are influenced by socioeconomic factors.

A recent review of the implementation of the SDGs and of the interrelations among the goals undertaken by the United Nations9 revealed that many SDGs integrate economic growth, environmental protection and social well-being dimensions, applying both to high-income as to low-income countries. Therefore, further attention to climate change is necessary to achieve fairer economic and social prosperity21. It is also about considering that co-benefits, i.e., synergies resulting from climate change mitigation actions delivering non-climate benefits, are important in climate policies, since they are able to lead to improvements in areas such as energy, or in forests' protection. However, trade-offs, i.e., higher energy prices or more people risking hunger, represent risks and adverse side-effects that must also be accounted for in designing actions20,22. Cohen et al.22 report the importance of considering both co-benefits and trade-offs involved, i.e., co-impacts, in climate actions, aiming to maximise the former and minimize the latter. There is also a need to search for synergistic outcomes meeting multiple objectives. Each of the 17 SDGs have synergies with climate change, while a few have no direct trade-offs, i.e., SDGs 3, 4, 5, 12 and 1318.

Based on this context and on the need to further discuss the relations among climate change and all SDGs, Fig. 1 explores an approach that relates each target of the goal on Climate Action (SDG13) to the other SDGs. Disaster risk reduction strategies and its implications (target 13.1), for instance, are covered directly by some of the targets of SDGs 1, 2 and 11, in terms of building resilience of the poor and those in vulnerable situations, implementing resilient agriculture, and reducing the number of affected people, while promoting more policies and plans towards mitigation and adaptation to climate change.

Source: Authors.

Relation among targets of Climate Action and the SDGs.

Target 13.2 covers the integration of climate change measures into policies and planning and can be related to a wide range of topics-and consequently, can be relevant to all SDGs. Yet, not all of SDGs have clear references to climate change or climate action efforts, but all would benefit from such policies and plans.

The ability to adapt to climate change and promote resilience encompasses the impacts on health (SDG3) and on provision of water services (SDG6). SDGs 7, 9 and 12 also have important roles in fostering more sustainable strategies to contribute to reduced greenhouse gas emissions-from renewable energy and energy efficiency to innovative approaches in production, consumption, and industrial services. The impacts of climate change on aquatic and terrestrial ecosystems are numerous, including desertification, ocean acidification, and the consequences to biodiversity. Therefore, SDGs 14 and 15 are also expected to benefit from a greater consideration to climate change in local and national plans and strategies.

The process of building knowledge and capacity to meet climate change is explored in target 13.3 which outlines the advantages of a greater integration of climate issues in the educational curricula and in capacity-building programmes. SDGs 4 and 8 are also closely associated with these aspects, having one or more targets that demand the acquisition of knowledge and skills to promote sustainable development or resource efficiency (e.g., targets 4.7 and 8.4), in addition to the importance of having the workforce prepared to apply climate action measures in various sectors.

The targets related to the means of implementation (13.a and 13.b) rely on strong institutions and international partnerships (SDGs 16 and 17) for a mobilization of the resources associated with the UNFCCC, and highlight the importance of mechanisms to support climate change planning and management, hence contributing to SDGs 5 and 1019,23.

Methods

To further the understanding of the influences of SDG13 on the other SDGs, an international exploratory study was carried out. The European School of Sustainability Science and Research (ESSSR) and the Inter-University Sustainable Development Research Programme (IUSDRP) disseminated a survey among their networks, asking expert respondents to answer three questions: (i) their country (closed question, list of countries as options were provided); (ii) their primary position (closed question, with options Research, Teaching, Administration and Other); and (iii) "To which extent does the implementation of SDG13 (Climate Action) positively influence the implementation of the other SDGs?". A Likert-type scale (no influence, a little, moderately, to some extent, to a great extent) was presented as response option for all goals (SDGs 1-17 listed, except for SDG13).

An invitation to contribute to the survey was widely shared among the networks of the ESSSR and IUSDRP, i.e., meaning researchers and teaching and management staff and other representatives of universities across all geographical areas. They were also encouraged to share the invitation across their institutional networks, helping to disseminate it further. Since participation in the survey was voluntary, the authors had no influence on the willingness of participants to take part on it. The only criteria specifically mentioned in the survey invitation was for respondents to be familiar with the study topic, i.e., Climate Action and the other SDGs.

The internet-based survey, the method chosen for this study, is a standard procedure which requires no specific ethics consent in Germany, as confirmed by the German Association of Medical Ethics Committees. The survey implementation followed the procedures and guidelines used in surveys in Germany and at HAW Hamburg, the lead organisation. Informed consent was sought from all participants, who voluntarily agreed to proceed with the completion of the questionnaire, anonymised so that no personal details were stored.

Ethics statement

The nature of the research, the methods used, and the fact that no personal data was stored or can be traced back to individuals, conforming with GDPR standards, means that the study is not subject to an ethics permit as specified by the Association of Medical Ethics Committee in Germany, the body responsible for such assessments in the country which led the study.

Results and discussion

The survey received 260 responses from respondents in all regions, as shown in Fig. 2. The sample cannot be regarded as representative but allows a rough profile of current trends to be built on an international scale. In total, there were 61 countries participating in this study, whose responses were collected between September-October 2021. As primary position in the higher education sector, around 47% of the respondents are researchers, followed by 33% engaged in teaching activities and 9.2% working on administrative functions. The remaining percentage refers to colleagues working on combined positions (e.g., teaching and research) as well as management, consulting and other climate-related roles.

Distribution of responses around the world.

Figure 3 summarises the results of this investigation. Generally, the respondents acknowledged the important influence SDG13 has on all other SDGs. For a set of goals, the influence seems to be more pronounced: SDGs 3 (Good health and well-being), 6 (Clean water and sanitation), 7 (Affordable and clean energy), 11 (Sustainable cities and communities), 12 (Responsible consumption and production), 14 (Life below water) and 15 (Life on land) received over half of the responses in the highest category of influence. SDG7 stands out with the higher percentage in the group (67%). Sustainable energy and renewable energy investments are extensively discussed along with climate change matters24,25, and the synergies both goals have is clear in all reports on the topic. In addition to health, which has been receiving increased attention in terms of the impacts associated with climate change26, these group combines most goals directly associated with the Planet dimension of the 2030 Agenda.

Extent the implementation of SDG13 influences positively the implementation of the other SDGs.

For other SDGs-especially those associated with social and economic aspects, the perception of influence is slightly less pronounced, with responses distributed among the two highest response categories: SDGs 1 (No Poverty), 2 (Zero Hunger), 8 (Decent work and economic growth), 9 (Industry, innovation and infrastructure), 17 (Partnerships for the goals).

The final group is formed by SDGs 4 (Quality education), 5 (Gender equality), 10 (Reduced inequalities) and 16 (Peace, justice and strong institutions). These were the only goals to receive over 20% of responses in the two lower categories of influence. In Fig. 3, Quality education and Gender equality stand out for having the highest percentages of responses indicating "no influence" of SDG13, and the lowest percentages of responses supporting a great influence of the climate goal. Even though climate change impacts, particularly extreme weather events, are known to disproportionally affect poorer and minoritized communities, the synergies among related goals and climate justice seem to receive less attention18,27.

Conclusions: the way ahead

As this communication has shown, SDG13 on climate action is a central SDG that seeks to strengthen resilience and reduce vulnerability to climate-related hazards and natural disasters. Climate action is not only about creating a low-carbon, climate-resilient world by reducing GHG emissions, investing in renewable energy, and improving climate adaptation measures. It also involves empowering individuals, communities, and nations to make informed decisions and develop the necessary skills to manage climate risks. To achieve SDG13, governments, businesses, and civil society must work together to develop and implement ambitious climate policies, which may improve the lives of the populations, apart from emissions reductions.

As this article has shown, there are many direct and indirect interrelations between SDG13 and other SDGs. However, these are not well understood. As a result, many opportunities for potential synergies to integrate climate action with other SDGs are being missed. But this gap may also represent an opportunity, since it can be bridged. Some of the measures which may be deployed in order to address this problem, may include:

1. (i)
Greater consideration to climate change and climatic aspects in plans aimed at increasing sources of local income (SDG1) and food production (SDG2). For instance, plans to diversify subsistence agriculture in Africa need to consider the use of drought resistant crops, taking into account increasing temperatures and longer dry periods.

2. (ii)
A due emphasis on climate issues in the design of, and adjustments to, public health plans and policies, so as not only to pay due attention to the many vector-borne diseases associated with climate change, but to also foster the health of populations affected by extreme events which are known to be associated with high morbidity (SDG3).

3. (iii)
A wider awareness of the fact that habitat protection and life quality (SDG14, SDG15) in cities (SDG 11) are associated with climatic conditions, which in some cases, may also be associated with conflict (SDG16). This should trigger a greater motivation to consider an emphasis to climate change, which may support their delivery.

4. (iv)
New forms of governance where climate change plays a more central role, and not a marginal one, as it is largely the case at present.

The following recommendations may be followed by policy-makers:

Increase funding for climate and sustainability research, including the social sciences' role in understanding and influencing behaviour change.

Foster partnerships between universities, government agencies, and industry to promote the development of sustainable technologies and climate solutions.

Support programmes that encourage student and faculty involvement in climate action projects, such as sustainability committees or climate action groups.

Mandate the creation of a climate action plan for each university, setting clear targets for reducing greenhouse gas emissions and establishing monitoring and reporting mechanisms.

Establish systems for monitoring and evaluating the implementation of sustainability and climate action initiatives at universities.

Use the data from this article to refine policies, allocate resources effectively, and scale successful initiatives.

Further measures could be used, but by taking these steps, policy-makers can effectively help universities to be leaders in the transition to a more sustainable and climate-resilient society.

Finally, it is important that a greater coordination of the work of the various United Nations agencies and national organisations responsible for the implementation of the SDGs is pursued, so as to maximise the outcomes of financial investments already made and yield the expected benefits.

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Acknowledgements

This paper is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Funding

Open Access funding enabled and organized by Projekt DEAL.

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Authors and Affiliations

1. UK Consortium on Sustainability Research, Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

2. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, 21033, Hamburg, Germany

Walter Leal Filho & Amanda Lange Salvia

3. Liverpool Business School, Liverpool John Moores University, Liverpool, UK

Tony Wall

4. Graduate Program in Civil and Environment Engineering, University of Passo Fundo, Campus I - BR 285, São José, Passo Fundo, RS, 99052-900, Brazil

Amanda Lange Salvia

5. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

6. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

7. Centre for Environmental Education & Research, University of Malta, MSD 2080, Msida, Malta

Mark Mifsud

Contributions

W.L.F. conceived the study. W.L.F., T.W., A.L.S., A.D. and M.M. wrote the main manuscript. All authors reviewed the manuscript.

Corresponding author

Correspondence to Amanda Lange Salvia.

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The authors declare no competing interests.

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Filho, W.L., Wall, T., Salvia, A.L. et al. The central role of climate action in achieving the United Nations' Sustainable Development Goals. Sci Rep 13, 20582 (2023). https://doi.org/10.1038/s41598-023-47746-w
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The central role of climate action in achieving the United Nations' Sustainable Development Goals - Scientific Reports

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Sustainable Development Goal (SDG) 13 refers to "Climate Action". It is one of the 17 goals established by the United Nations in their 2030 Agenda for Sustainable Development. The primary objective of SDG13 is to take urgent action to combat climate change and its impacts.

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Leal Filho, W., Kovaleva, M., Tsani, S., Țîrcă, D.-M., Shiel, C., Dinis, M. A. P., Nicolau, M., Sima, M., Fritzen, B., Salvia, A. L., Minhas, A., Kozlova, V., Doni, F., Spiteri, J., Gupta, T., Wakunuma, K., Sharma, M., Barbir, J., Shulla, K., . . . Tripathi, S. (2023). Promoting gender equality across the sustainable development goals. Environment, Development and Sustainability, 25(12), 14177–14198. 

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Leal Filho, W., Kovaleva, M., Tsani, S., Țîrcă, D.-M., Shiel, C., Dinis, M. A. P., Nicolau, M., Sima, M., Fritzen, B., Salvia, A. L., Minhas, A., Kozlova, V., Doni, F., Spiteri, J., Gupta, T., Wakunuma, K., Sharma, M., Barbir, J., Shulla, K., . . . Tripathi, S. (2023). Promoting gender equality across the sustainable development goals. Environment, Development and Sustainability, 25(12), 14177–14198. 

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Introducing SDG5-gender equality

In an unprecedented global effort, the heads of state and government and high representatives in the United Nations (UN) meeting of September 2015 put forward the '2030 Agenda', a global plan for human and environmental prosperity, structured in 17 Sustainable Development Goals (SDGs) and 169 targets, indicative of the scale and of the ambition of the global action to be pursued. The 2030 Agenda recognises that the achievements of the 17 SDGs are linked to human and planetary prosperity, strengthening universal peace, greater freedom and promoting the eradication of poverty, discrimination and inequalities in all forms (UN, 2015). In the collective journey of meeting the SDGs and the UN 2030 Agenda targets, countries and stakeholders will act in partnership (Leal Filho et al., 2022a) to take a transformative and inclusive path towards a resilient and sustainable future in economic, social and environmental terms. The 2030 Agenda plans for the SDGs and the related targets trigger action in critical areas for human and planetary welfare. These include (UN, 2015): (i) human existence in prosperity, equality and a healthy environment, (ii) planet conservation through timely climate action, sustainable production, consumption and management of natural resources, (iii) economic, social and technological prosperity in a harmonious symbiosis with nature, (iv) peaceful, just and inclusive societies and (v) revived global partnership of countries, stakeholders and people.

SDG5, 'Achieve gender equality and empower all women and girls', reflects the ever-increasing efforts of the UN towards gender equality, earmarked with the establishment of the Commission on the Status of Women in 1946 (UN Women, 2020a) and the adoption of landmark agreements such as the Convention on the Elimination of All Forms of Discrimination against Women in 1979 (OHCHR, 2020), the Beijing Declaration and Platform for Action in 1995 (UN, 1995), and the establishment of UN Women in 2010 (UN, 2012). The important role of gender equality for socio-economic development is well highlighted in the UN publication "We the Peoples" (Annan, 2000), emphasising the untapped development potential due to social, economic and political inequalities arising from gender discrimination, deeply rooted and persistent in many developing and developed economies, related to access to decent work and equal pay, education, healthcare, resources, decision-making, among others (Brixiová et al., 2020; Tsige et al., 2020; Connor et al., 2020; Maheshwari & Nayak, 2020). Women are still more vulnerable to violence, discrimination, and underrepresentation in the political, economic, and business spheres (Milazzo & Goldstein, 2019; European Commission, 2019). The recognition of the important role of women in global, social, economic and environmental prosperity is clearly stated in paragraphs 236-243 of the 'Future We Want' (UN, 2012) and in the Open Working Group Proposal for Sustainable Development Goals ( 2014).

SDG5 brings forward issues of gender-based discrimination such as unpaid work, sexual and reproductive rights, and gender-based violence (Hirsu et al., 2019). Achieving SDG5 is a priority that contributes to the increase in global well-being. SDG5 includes nine targets that aim at ending all forms of discrimination, as described in Table 1. These targets set the sustainable development (SD) goals to be achieved. The indicators provide the monitoring approaches for status, progress, and assessment, chosen according to the respective objectives and measured globally, or at regional and country levels.

Table 1 SDG5 Targets and Indicators from UN (2021)

But despite the relevance of the SDGs as a whole and the importance of handling gender issues, in particular, there is a research gap when it comes to looking at both topics in a combined way. In order to address this research need, this paper reports on a study aimed at fostering a thorough assessment of the emphasis that gender issues should be given in order to achieve all the SDGs. The research question pursued by the paper is the following: o what extent are gender issues being considered in the overall implementation of the SDGs?

Through a literature analysis and 16 case studies discussion in a sample of 13 developed and developing countries, e.g., China, India, Spain, and Morocco, this study sheds some light on the topic. The novelty behind this study consists in not only offering a sound analysis of how gender is considered across all other SDGs, but also indicating areas where further actions may be required. The innovation of this work is also based on the fact that it offers specific insights into gender equality and the SDGs. Also, this study may offer further guidance to policy-makers, thus prioritising women's empowerment in developing collaborative initiatives in the area of gender equality. Finally, this paper also serves the purpose of raising awareness about the need for capacity building and sensitisation around gender-related issues and their crucial contribution to the SDGs.

Research on gender equality and the SDGs: assessing the relations

SDGs have clear, often measurable and very straightforward targets aiming to improve the quality of life and living conditions for all. The interactions between these goals and the larger policy frameworks aiming to ensure economic growth from the country level to the regional level turns out to be more complex and challenging due to numerous types of constraints, from financial to cultural, when considering gender equality and ways of promoting it.

The global agenda for change, intent, purpose and overall goals were generally defined with the publishing of the Brundtland Report (1987), and the progress since then entered a new phase when the SDGs were adopted by the UN as the 2030 Agenda, while SD has been adopted across several economic policy fields in order to define specific objectives and goals. While highlighting SD challenges and opportunities, studies have included the gender dimension to a lesser extent, as illustrated in the existing literature that concerns the SDGs (Magendane & Kapazoglou, 2021; Scharlemann et al., 2020).

Gender inequality is pervasive across the world and women experience a series of disadvantages, in comparison to men. Yet, SD requires that we should all enjoy equal rights and be able to appreciate lives, free from violence and discrimination (UN Women, 2020a). There has been progress in some areas of discrimination, e.g., more girls in education, fewer girls forced into marriage, and more women in leadership roles, but policy decisions related to education, health and other sectors continue to take place in gendered contexts (Morgan et al., 2020). A situation where approximately half of the population is denied equal opportunities, equal participation in decision-making, and equal access to resources, education and employment will contribute to severely inhibiting SD and global prosperity (Dugarova, 2018).

Thus, and through SDG5, gender equality is rightfully at the heart of the 2030 Agenda for SD (UN, 2015), recognised as an essential human right and important enough to be a goal in its own right, among other 16 SDGs. Its significance is such that it constitutes a cross-cutting theme spanning all the other 16 SDGs, with a total of 45 targets and 54 indicators gender-related. It is suggested that not only is SDG5 critical to all the other SDGs, with gender inequality being an obstacle to progress, but that it has the potential to serve as an SD accelerator, with a positive multiplier effect, to speed up the progress of the 2030 Agenda (UNSDG, 2018). Gender equality and women's empowerment should have a catalytic effect on human development (Odera & Mulusa, 2020) if gender is in fact actively addressed across all SDGs.

There are a number of reasons why gender equality has to be considered in relation to all of the SDGs. If under-utilising part of the world's talent, we fall short of reducing poverty (SDG1) and encouraging economic growth (SDG8). Gender equality in education and the labour market contributes to enhancing the gross domestic product and should help to reduce extreme poverty by 2030 (Dugarova, 2018). Compared to 1998, the gender gaps in the labour force, measured as the difference between the labour force participation rates of women and men, have decreased in most regions of the world in 2018, particularly in Latin America and the Caribbean, and Northern, Southern and Western Europe, but the gap has widened in Eastern Asia and Eastern Europe (Klasen, 2018). According to world regions, the Gender Inequality Index of 2020, can be seen in Fig. 1. Also, the Life-course Gender Gap in 2019, translating into a deviation from gender parity, reveals the gaps in the adult population (Fig. 2). The studies on gender equality reveal that women worldwide are more fragile in aspects such as poverty, representativeness in public employment positions, insecurity, or physical and sexual violence, thus emphasising the need to ensure a redesigned gender-responsive approach towards implementing the 2030 Agenda (Hirsu et al., 2019; Liu et al., 2019; Bourgault et al., 2021). Dugarova ( 2018) also demonstrates the multiple benefits of gender equality in relation to SD beyond SDG5, including food security, agricultural production, climate change (Caridade et al., 2022) and natural resource management. Similarly, Morgan et al. ( 2020) raise similar points but focusing on showing the importance of gender in relation to health and well-being (SDG3) and the less obvious connection between water and sanitation (SDG6) and energy (SDG7), illustrating the interconnected nature of SD and meaning that gender equality plays, in fact, an integral role to achieving all of the SDGs. Women are more likely to be impacted by unsafe water and poor sanitation (SDG6) and to die from unclean fuel (SDG7) (James et al., 2020), than men.

Gender Inequality Index, by developing region, 2020, modified from UNDP ( 2020)

Life-course Gender Gap, 2019, modified from UNDP ( 2020)

The World Employment and Social Outlook suggests that women are underpaid and under-employed (ILO, 2018), although playing a central role in the household economy and being important influencers in peaceful societies. The study from Manandhar et al. ( 2018) suggests that the concept of gender in SDG5, seeking the achievement of gender equality and empowerment of all women and girls, is narrow, focusing on women-specific limited roles. When considered in terms of social context impact, gender inequality affects justice in opportunities, leading to economic inefficiency and thus inhibiting growth and global SD (de Jong & Vijge, 2021).

According to Agarwal ( 2018), a bold interpretation of SDG5 and the establishment of synergies with the other SDGs could allow ways for women to contribute to progress in different aspects concerning SD. Asadikia et al. ( 2020) show the lack of influence that SDG5 alone has on an SDG index based on all observations, clearly highlighting the need to interact with other SDGs to increase SDG5 influence. Accordingly, it is important that other SDGs should refocus on the interactions of gender equality to achieve specific global sustainability objectives by 2030. Fariña García et al. ( 2020) used a semantic network analysis, including computational linguistics and text processing of SDGs in official documents, to measure interactions in specific countries (Nigeria and Spain), to be used to planners in every country. The results revealed that each SDG is connected with all the other remaining 16 SDGs, despite the language used to search for information. SDGs 2, 8, 11 and 12, known as the driving forces, were found to be always connected to all the others, and SDG5 was not among them, being translated into a difficulty in terms of transitioning from current to sustainable systems of governance and management, and failing to address the gender agenda (Rai et al., 2019).

SDG5 is clearly dependent on how governments interpret targets in order to allow women to access resources and have effective participation in all levels of societal decision-making, by involving various stakeholders in order to implement and reinforce legal and institutional arrangements on gender equality (Obura, 2020). The identification of interlinkage between the SDGs (Bali Swain & Ranganathan, 2021; Del Río Castro et al., 2021) is critical in allowing policy-makers to prioritise SDG5 targets and strategies for SD and achieving the 2030 Agenda indivisibility (Bennich et al., 2020). Biggeri et al. ( 2019) highlight the importance of adjusting the targets and indicators with specific goals, aiming to increase gender awareness and consciousness in the selection of parameters and to allow different strategic options to be involved in the implementation of the 2030 Agenda (Nilsson et al., 2018; Obura, 2020; Parkes et al., 2020). When assessing the sustainability performance of the Organisation for Economic Co-operation and Development (OECD) countries, Lamichhane et al. ( 2020) found that only 35% of OECD countries had identified a key national system to monitor all SDGs, a significant gap.

Most studies suggest that progress in achieving gender equality continues to be slow. The Global Gender Gap 2020 (World Economic Forum, 2020) report highlights the urgency of achieving gender equality, while reporting gaps between men and women in health, education and policy areas, and across all forms of economic participation, reinforcing that there is a long way to go with a 31.4% distance to parity. Women are closer than men in indicators related to health (SDG3), but further away from them in terms of employment targets. There are undoubtedly a number of local projects addressing gender equality, but it is predicted that it will take almost 100 years to close the gap in relation to political empowerment. Even in Western Europe, the same report suggests that gender equality will not be achieved for another 54 years.

Many countries are not on track to achieving the SDGs, and the COVID-19 pandemic has and continues to exacerbating widespread gender inequity (Shulla et al., 2021). Lockdowns have further increased the burden placed on women in the home and putting them at increased risk from domestic violence (Huiskes et al., 2022), with women also accounting for 70% of healthcare workers fighting the virus (UN Department of Economic & Social Affairs, 2020). In this context, and considering that the SDGs are not effectively considering gender in their implementation, the gender gap may widen, rather than narrow.

Methodology

The work performed in the scope of this study was undertaken in three different phases:

Phase 1::

Documenting the targets of all the 17 SDGs that would require gender issues to be accommodated before the respective SDGs can be implemented

For achieving phase 1, which also attempts to cover an information gap regarding the integration and interaction of the 17 SDGs, an effort was made to identify the main strands dominating the literature concerned with policies, aims, interactions and analytical approaches regarding SDG5 integration in the SDGs. The first step consisted in analysing how SDGs interact in the complex framework generated by the current world's economic and social context, and therefore the methodology was based on reviewing how literature integrates gender equality leading to the UN 2030 Agenda. This resulted in a set of questions for which answers still need to be provided by considering that all SDGs need to be and are in fact interacting, guided by indivisibility, thus requiring inclusiveness as the sine qua non condition. Literature review allows to obtain a road overview of the existing scientific research, as well providing the context for new research (Hempel, 2020), forming the basis of all scientific research (Block & Fisch, 2020), while allowing the researcher to establish the key constructs of a future research agenda based on the identified gaps (Paul & Criado, 2020).

Phase 2::

Presenting 16 international case studies in 13 countries that specifically reflect how gender issues are being considered when implementing the 17 SDGs

The case studies in phase 2 were selected using an open international call for collaboration, in the context of which different experts were invited to provide inputs. After a detailed and critical examination of the published research, this study allows to document the cross-cutting gender issues that should be included in the targets of each of the 17 SDGs to achieve SD, while considering SDG5. A case study was associated to each SDG, demonstrating how gender issues have been successfully infused into the actions driving the achievement of all the SDGs. Thus, by setting up the main interactions/relations and policies dominating the policy-making that addresses SDG5, and identifying current vulnerabilities, gaps and delays in this respect, the 16 international case studies reflect how gender issues are taken into account when implementing the SDGs, a necessary step in developing a judicious framework and recommendations for facilitating the achievement of SD across all SDGs, by integrating the SDG5 targets and indicators.

Phase 3::

Develop a framework that is able to consider how gender issues across all the SDGs can be implemented to facilitate the achievement of SD at global level

In phase 3, data was first collected by documenting targets related to gender for each SDG (data from phase 1). Then, a set of case studies reflecting how gender issues have been successfully infused into the achievement of each SDG was used (data from phase 2). The combined results of both phases 1 and 2 formed the basis for the framework developed in phase 3, analysing the impact of gender issues on all the SDGs. The impact indicator showed the percentage of particular goal targets impacted by gender inequality. It was calculated for each SDG by using the following equation:

$$\frac{IT}{TQ}\bullet 100\%=PI$$

where IT represents the Impacted targets quantity, TQ, the total targets quantity of each goal and PI, the percentage impact.

The percentage values fall under one of the four categories:

The combined results from the three phases are presented and discussed in the next section.

Results and discussion

This section reports on the literature search information and data collected. The evidence collected using the case studies allowed the development of a proposed framework that can be helpful to practitioners in promoting a cross-cutting approach to gender issues in the context of all other SDGs.

Gender equality and the SDGs

In the attempt to identify the gender issues predominant trends, the findings based on reviewing specialised literature have shown that contributions to gender equality and SDGs are mostly theoretical, focusing on trade-offs and synergies, followed by studies concerned with policy implications, and possible methodological and empirical approaches about the interactions of all the SDGs, while suggesting a wide number of indicators that are currently used or that need further refinement for properly measuring progress in achieving the SDGs. These frameworks of analyses assume particular relevance in developing countries, but also developed ones alike, as inequalities are still deeply rooted, irrespective of the SD degree.

Studies have referred to interactions among the 17 goals, while neglecting the specifics of interactions with SDG5 on gender equity studies (Abualtaher et al., 2021; Miola et al., 2019), the focus of this study. Moreover, most studies propose models and approaches often contradictory, thus delivering inconsistent outcomes regarding costs and effectiveness of policies or measures and actions for achieving the SDGs. Most of the studies are in an increasing trend of building up on the findings of other studies, while failing the novelty dimension (Magendane & Kapazoglou, 2021).

Faced with the vast volume of recent research and studies in approaching the dimension of the interaction between the SDGs, and by assessing the outcomes of relevant studies at this regard, it may be stated that most studies seek to bring improvements for three main processes: policy development, impact assessment, and how synergies are achieved or not (Alcamoet al., 2020; Biggeri et al., 2019; Scharlemann et al., 2020), while this study aims to cover both the theoretical and practical issues related to gender equity, as included in the 17 SDGs. Based on the analysed literature review, it is important to be careful about forming a generalised perspective by including general insights and gained knowledge about one SDG in relation to all other SDGs, because the context from the economic, social and environmental perspective is of paramount relevance (Nilsson et al., 2018). Integrated perspectives provide the best opportunities in assessing the relations and interactions with all other SDGs, while allowing for the identification of the main weaknesses, in particular regarding SDG5.

By affirming the overarching relevance of gender equality and its developments in the short time framework between 2015 and 2021 (Dugarova, 2018; Klasen, 2018; Odera & Mulusa, 2020), it was then possible to develop a general theoretic-empirical framework for underpinning the relevance of a gender-responsive approach to implementing the 2030 Agenda (Hirsu et al., 2018; Liu et al., 2019; Bourgault et al., 2021).

The above information does reveal the need to focus on specific practical implementation at local level, though benchmarking. The case studies presented below aim to illustrate successful implementations.

Case Studies

Gender issues extend beyond SDG5 and needs to be addressed within all the other SDGs. The international case studies included in this section have thus been chosen as illustrative examples of gender equality, considered in relation to each SDG, other than SDG5. Further detail on how a focus on gender has brought a positive benefit in relation to each SDG, as the full list of case studies, is given in Online resource 1.

Non-governmental and governmental organisations are working together to help rural women improve the quality of their life by expanding access to sexual and reproductive health care in Tanzania (Engender Health, 2021). The Trans-Boundary Rivers of South Asia programme in Nepal promotes and supports women's leadership in water governance to increase their social accountability (Crawford, 2020). A case study from China demonstrates that the implementation of sustainable consumption and production (SCP) may significantly benefit from the integration of gender analysis into the design of SCP policies, strengthening women's participation in natural resource management and decision-making processes (Fan & Jaffre, 2020). In the frame of the educational programme Soochnapreneur (Information-Preneur) in India, rural women received necessary information and technology training to become change agents and assist in disseminating information regarding government schemes and benefits in communities. Participation in the programme not only develops their entrepreneurial abilities as Digital Information entrepreneurs but also allows them to charge a nominal amount for their services to sustain their livelihood (Soochnapreneur, 2021). In South Africa, the skills-driven project that supports the creation of rural, women-only entrepreneur craft groups contributes towards improving quality of life and developing a more sustainable community (Pretorius & Nicolau, 2020). The Samoa's Ministry of Women, Community and Social Development and the Disaster Management Office are working towards increasing women's engagement and participation in climate change and Disaster risk reduction community discussions and development projects (Aipira et al., 2017). The 'Blue Economy Aquaculture Challenge' initiative supports projects for transforming sustainable aquaculture practises with solutions linked to gender equality, among others (Australian Government, 2018).

The addressed case studies illustrate useful approaches for tackling a variety of local problems in a cross-cutting way, as a support for governments as they focus on gender equality issues, showing that there is room for further similar initiatives in different geographical and socio-economic contexts. The case studies presented clearly indicate that various initiatives related to gender across the globe have been successfully addressed at local levels, and these initiatives have directly and indirectly affected the achievement of the particular SDG under analysis, thus affirming the need to infuse gender issues within all the targets of the 17 SDGs to ensure more productive outcomes and achievements in the drive to SD. It has been shown that governmental and non-governmental organisations cooperate in improving the overall quality of life for women, either in rural or urban areas and in regards to health, education and access to leadership/management positions. Still, it was found that much is still to be done, as shown found below, analysing the interaction with all of the SDGs.

The proposed framework for assessing gender equality impact across the SDGs

Achieving gender equality is a matter of human rights and is crucial to progress across all the goals and targets (Dhar, 2018), as highlighted before. Gender inequalities intersect other inequalities, power imbalance and discriminatory practices, and as such, they unequivocal serve as routes to addressing the causes preventing SD globally (Hepp et al., 2019). We have pointed out that while being a goal in its own right, gender equality cuts across all other SDGs and is reflected in 86 targets for the SDGs.

Through the use of the data collected by documenting targets related to gender for each SDG (see the SDG Matrix-Online resource 2) and the identification of fruitful case studies reflecting how gender issues have been successfully infused into the achievement of each SDG, both based on a detailed analysis and synthesis of the literature, the authors have used the lessons learnt to develop a framework aimed at analysing the impact of gender issues on all the SDGs, illustrated in Fig. 3. This framework allows to establish which SDGs need the most attention for successful SD implementation and can serve as a guide for all practitioners in accommodating and promoting a cross-cutting approach of contemplating gender issues within the target of all the SDGs.

Proposed framework for considering gender impact across all the SDGs

According to the results of calculations, the following SDGs are extremely or highly impacted by gender inequality and should be prioritised: SDG1 (No Poverty), SDG4 (Quality Education), SDG11 (Sustainable Cities and Communities), SDG12 (Responsible Consumption and Production), SDG14 (Life below Water) and SDG16 (Peace, Justice and Strong Institutions) (Fig. 4). If government and non-governmental organisations strive to achieve SD, as proposed by the 2030 Agenda, they would have to ensure that gender equality is prioritised in their endeavours, particularly in the context of the six aforementioned SDGs (1, 4, 11, 12, 14 and 16).

Percentage of gender inequality impact on SDG goals, according to the authors' proposed methodology

A fundamental part of achieving SD is the reduction of poverty, and this needs greater priority in policy decisions. The literature makes it clear that high poverty is interlinked with high gender disparities (Warchold et al., 2021), particularly in developing countries (Workneh, 2020). More women are affected by poverty due to their larger share of unpaid work, limited access to resources and social protection, and lack of control over spending decisions when compared to men (UN, 2015). Countries that reflect statistics of more women in remunerated positions have lower poverty rates (Nieuwenhuis et al., 2018), though this might not be the case when the income size is below the poverty line (European Institute for Gender Equality, 2016). The COVID-19 pandemic is expected to have deepen gender poverty gaps, affecting women more strongly than men (Leal Filho et al., 2022b, 2022c). According to the report released by the United Nations Development Programme (UNDP) and UN Women, 232 million women will be living in extreme poverty in 2030, compared to 221 million men (Azcona et al., 2020).

Gender gaps in education negatively affect economic growth (Klasen & Lamanna, 2009). Globally, approximately 17% of women, compared to 10% of men, are illiterate. In developing countries, this gap is much larger. As example, only 26% of women are literate, compared to 46% of men in Mali, 27%, compared to 60% in South Sudan, and 70%, compared to 45% in Afghanistan (World Bank, 2020a, b). Every additional year of primary school increases the future earnings of girls, decreasing their vulnerability to violence and motivating them to marry later (UN Women, 2012). Addressing gender imbalance in land ownership rights and access to natural, social and economic resources is essential for responsible consumption and production (Franco et al., 2018). Women demonstrate a higher tendency towards product reuse, waste reduction, and purchase of organic and eco-labelled products (Bulut et al., 2017; OECD, 2018). The promotion of peaceful and inclusive societies for SD and access to justice for all are impossible without targeting gender inequalities. In 2020, the United Nations High Commissioner for Refugees (UNHCR) recorded more than 82 million people fleeing war, violation of human rights, persecution or conflict, of which 48% are women and girls (UNHCR, 2021). The COVID-19 pandemic and subsequent lockdowns have intensified domestic violence (Azcona et al., 2020; UN Women, 2020b; Akel et al., 2021; Bourgault et al., 2021). The preliminary data indicate a 25%-100% increase in reported cases globally (UN Women, 2020c), one of the consequences of the inability of institutions to provide equal gender access to justice and essential services, and of gender representation imbalance in global, regional or national governance (UN Women, 2018). Particularly in developing countries, the achievement of the social inclusion of vulnerable groups such as women can be ensured by local government policies, especially related to well-being gender budgeting (Gunluk-Senesen, 2021). More equal gender participation is one of the key factors to sustainable peace.

Conclusions

A recent major challenge impairing the proper achievement of gender equality is the COVID-19 pandemic, which is causing an expansion of inequalities in topics related to education, employment and well-being, healthcare, consumption and production, or climate change, being imperative that all stakeholders involved in SD thus prioritise and infuse gender equality in all their endeavours, while policy-makers need to critically reflect on whether their strategies for particular individual goals would be enhanced by a broader consideration of gender equality issues. While most of the previous studies investigated the potential interactions of gender equality with other SDGs (Barbier & Burgess, 2019; Dawes, 2022; Pham-Truffert et al., 2020; Tremblay et al., 2020; van Zanten & van Tulder, 2021; Warchold et al., 2021), this study contributes to a better understanding of gender equality as a cross-cutting issue among all the SDGs, underscoring the need to prioritise gender issues at all scopes of SD.

This study aimed to assess and define the relations and interactions regarding gender inequality, based on specific literature related to main gender inequality concerns, access to education, employment and implicitly to equal pay, along with all other related issues, from legal aspects to metrics of violence. An extensive body of literature was explored in this study, also documenting 16 relevant international case studies in 13 countries to emphasise the significance of positive interventions in terms of gender equality, considered as a cross-cutting issue among all the other SDGs, as reflected in 86 targets. As a result, the study proposes an innovative qualitative assessment framework, according to which targets can be impacted negatively by gender inequality, an important factor that can impair the achievement of a particular SDG. Among the most-impacted SDGs that should more attentively consider the promotion of gender equality as an important condition for their achievement are SDGs 1, 4, 11, 12, 14 and 16, being possible to notice a strong diversity of approaches involved, covering issues of concern that are equally of future interest. Understanding the strong interconnectedness of the SDGs in terms of addressing the issues related to gender equality needs to become a trend. If widely spread, this trend may serve as an accelerator for the achievement of global SD, through the 17 SDGs, and can offer further guidance to policy-makers for prioritising the achievements of the targets, by empowering women worldwide. The literature review outlines that the progress in achieving gender equality continues to be slow, as many gaps still exist between men and women in health, education, politics, and across all forms of economic participation. However, as demonstrated by the successful case studies implemented worldwide, there is a growing interest among different stakeholders to develop collaborative initiatives that give particular attention to promoting gender equality, and the trend is likely to increase in the future. However, while the presented case studies illustrate positive interventions in terms of SDG5 contribution to SD, they are clearly still insufficient.

One all-encompassing finding is that in spite of a wide range of studies and academic papers related to SDGs and SD, there continues to be divisiveness in assessing the challenges and opportunities of the 2030 Agenda, associated with the need for developing sound frameworks for drafting and assessing ex-ante policies, measures and actions for ensuring the integrated interaction among the 17 SDGs, by considering necessary trade-offs and integrating other environmental, social and economic policy objectives. All these, while not explicitly mentioned in this study, have been implicitly considered, along with policy paradigms that consider the lifestyle, technological and even healthcare/educational changes. The 17 SDGs of the 2030 Agenda imply by their formulation a principle of indivisibility, as SDGs address the shared concerns of all humanity. In fact, it is precisely this governing principle which is the foundation for the approach used in this study, guided by the interest in analysing how SDG5 can be assessed and further implemented when associated to the other 16 SDGs, substantiated by the fact that the 2030 Agenda has an implied target-integrated approach regarding the SDGs. Investigating SDG5 relationship with the other 16 SDGs proved to be challenging and promising, as it provided for new insights about the relationships and interactions between all the SDGs. Thus, a key implication of this study is that it illustrates the fact that more attention should be given to mainstreaming the gender equality theme within all development initiatives of every country. Also, considerations to gender issues should be included in the design of targeted policies and programmes, data collection on indicators, and also in the defining of priorities in every region.The study has limitations. The first one is the fact that, being a qualitative study, it was not possible to cover all the works published in the field. Also, the selection of the case studies was not exhaustive or intended to cover all geographical regions, and it should be only regarded as an illustration of gender equality as a cross-cutting issue. Furthermore, the sample of 13 countries does not cater for a worldwide representation. However, despite these limitations, this study represents a significant knowledge addition to the existing literature on the connections between SDG5 and overall efforts to implement global SD and successfully advancing the SDGs.

Based on the evidence collected, the following recommendations may help in efforts aimed at placing matters related to gender more centrally in the delivery of the SDGs:

Inclusion of gender issues as a cross-cutting topic in the implementation of the SDGs.

A greater emphasis on gender equality in SDGs-related projects across all themes.

An increased attention should be paid to the opinion, views and voices of women on SDGs-associated policies, a procedure often overlooked.

More attention should be given to poverty alleviation, a trend often unnoticed in gender discussions.

A more detailed and continued review of novel case studies across the globe should be undertaken to establish how existing good practices on mainstreaming gender are integrated into the targets of all the SDGs, and then to infuse these local initiatives into policy and development initiatives.

Finally, there is a perceived need to build more capacity among professionals involved in the implementation of the SDGs, so as to better sensitise them about the need to always consider gender issues, raising global awareness about gender-related matters.

Funding

Open Access funding enabled and organized by Projekt DEAL. This paper has been funded by the Inter-University Sustainable Development Research Programme and is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Author information

Authors and Affiliations

1. Research and Transfer Centre "Sustainable Development and Climate Change Management", Hamburg University of Applied Sciences, Ulmenliet 20, 21033, Hamburg, Germany

Walter Leal Filho, Marina Kovaleva, Aprajita Minhas, Jelena Barbir & Kalterina Shulla

2. School of Science and the Environment, Manchester Metropolitan University, All Saints Building, Oxford Road, Manchester, M15 6BH, UK

Walter Leal Filho

3. Department of Economics, University of Ioannina, University Campus, 451 10, Ioannina, Greece

Stella Tsani

4. Faculty of Economics, Department of Management and Business Administration, "Constantin Brâncuși" University of Târgu-Jiu, Str. Tineretului, Nr. 4, Târgu-Jiu Gorj, Romania

Diana-Mihaela Țîrcă

5. Department of Life & Environmental Science, Bournemouth University, Poole Dorset, BH12 5BB, UK

Chris Shiel

6. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

7. Department of Geography, University of South Africa, Private Bag X6, Florida, 1710, South Africa

Melanie Nicolau

8. Environment and GIS Department, Institute of Geography, Romanian Academy, 12 Dimitrie Racovita St., Sector 2, 023993, Bucharest, Romania

Mihaela Sima

9. University of Passo Fundo, BR 285, São José, Passo Fundo, Rio Grande do Sul, 99052-900, Brazil

Barbara Fritzen

10. Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, BR 285, São José, Passo Fundo, Rio Grande do Sul, 99052-900, Brazil

Amanda Lange Salvia

11. Faculty of Business and Economics, RISEBA University of Applied Sciences, Meza iela 3, Riga, 1048, Latvia

Valerija Kozlova

12. Department of Business and Law, University of Milano-Bicocca, Via Bicocca degli Arcimboldi, 8, 20126, Milan, Italy

Federica Doni

13. Department of Early Childhood and Primary Education, Faculty of Education, University of Malta, Room 234, Old Humanities Building, Msida, MSD 2080, Malta

Jane Spiteri

14. Great Lakes Institute of Management, Chennai, Tamil Nadu, 600041, India

Tanushka Gupta

15. Centre for Computing and Social Responsibility, De Montfort University, Gateway House, Leicestershire, LE1 9BH, UK

Kutoma Wakunuma

16. Department of Public Policy and Public Administration, Central University of Jammu, Rahya Suchani, District- Samba, Bagla, J&K, 181143, India

Mohit Sharma

17. Akamai University, 3211, Gibson Road, Durham, NC, 27703, USA

Medani P. Bhandari

18. Sumy State University, Petropavlivska str, 57, Educational building К2, Cabinets 347-361, Sumy, 40000, Ukraine

Medani P. Bhandari

19. Institute of Health Management and Research, IIHMR University, 1, Prabhu Dayal Marg, Jaipur, 302029, India

Shiv Tripathi

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Correspondence to Marina Kovaleva.

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Leal Filho, W., Kovaleva, M., Tsani, S. et al. Promoting gender equality across the sustainable development goals. Environ Dev Sustain (2022). https://doi.org/10.1007/s10668-022-02656-1
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Keywords

Sustainable development goals (SDGs)

Gender equality

SDG5

Gender across SDGs

# data[].attributes.attachment_link.title
Promoting gender equality across the sustainable development goals - Environment, Development and Sustainability

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Gender issues, and gender equality in particular, can be regarded as cross-cutting issues in the implementation of the Sustainable Development Goals (SDGs), even though it is unclear how they are taken into account.

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Cruz, P. L., Ávila, L. V., Dinis, M. A. P., & Baggio, D. K. (2023). Environmental, social and governance (ESG) and innovation in the construction sector: Systematic Literature Review [Ambiental, social e governança (ESG) e inovação no setor da construção: Revisão Sistemática da Literatura] [Original Article]. Revista de administração da UFSM/Brazilian Journal of Management - ReA UFSM, 16(4), 1-38. 

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Cruz, P. L., Ávila, L. V., Dinis, M. A. P., & Baggio, D. K. (2023). Environmental, social and governance (ESG) and innovation in the construction sector: Systematic Literature Review [Ambiental, social e governança (ESG) e inovação no setor da construção: Revisão Sistemática da Literatura] [Original Article]. Revista de administração da UFSM/Brazilian Journal of Management - ReA UFSM, 16(4), 1-38. 

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https://doi.org/10.5902/1983465975315

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Environmental, social and governance (ESG) and innovation in the construction sector: Systematic Literature Review | Revista de Administração da UFSM

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Objetivo – Analisar a evolução dos temas de ambiental, social e governança (ESG) e inovação na indústria da construção civil, com foco em práticas inovadoras e sustentáveis, bem como formas de mensuração do nível das construtoras nos temas.
Desenho/metodologia/abordagem – Utilizou-se uma abordagem d…

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Leal Filho, W., Dinis, M. A. P., Nagy, G. J., & Fracassi, U. (2023). On the (melting) rocks: climate change and the global issue of permafrost depletion [Short Communication]. Science of the Total Environment, 903, Article 166615. 

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Leal Filho, W., Dinis, M. A. P., Nagy, G. J., & Fracassi, U. (2023). On the (melting) rocks: climate change and the global issue of permafrost depletion [Short Communication]. Science of the Total Environment, 903, Article 166615. 

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https://doi.org/10.1016/j.scitotenv.2023.166615

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Leal Filho, W., Dinis, M. A. P., Salvia, A. L., Fritzen, B., Vasconcelos, C. R. d., & Albrecht, C. F. (2024). Influences of the Covid-19 pandemic on the impact factor of a sample of environment/sustainability-related journals [Viewpoint]. International Journal of Sustainability in Higher Education, 25(2), 306–318. 

# data[].attributes.subject
Leal Filho, W., Dinis, M. A. P., Salvia, A. L., Fritzen, B., Vasconcelos, C. R. d., & Albrecht, C. F. (2024). Influences of the Covid-19 pandemic on the impact factor of a sample of environment/sustainability-related journals [Viewpoint]. International Journal of Sustainability in Higher Education, 25(2), 306–318. 

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https://doi.org/10.1108/IJSHE-08-2022-0283

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Acknowledgements

This paper has been funded by the Inter-University Sustainable Development Research Programme and is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Since acceptance of this article, the following author has updated their affiliation: Maria Alzira Pimenta Dinis is at the Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Porto, Portugal.

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Leal Filho, W., Dinis, M.A.P., Lange Salvia, A., Fritzen Gomes, B.M., Vasconcelos, C.R.P.d. and Albrecht, C.F. (2023), "Influences of the Covid-19 pandemic on the impact factor of a sample of environment/sustainability-related journals", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-08-2022-0283

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Influences of the Covid-19 pandemic on the impact factor of a sample of environment/sustainability-related journals

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Influences of the Covid-19 pandemic on the impact factor of a sample of environment/sustainability-related journals - Author: Walter Leal Filho, Maria Alzira Pimenta Dinis, Amanda Lange Salvia, Bárbara Maria Fritzen Gomes, Claudio Ruy Portela de Vasconcelos, Clarissa Ferreira Albrecht

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Leal Filho, W., Dibbern, T., Trevisan, L. V., Cristofoletti, E. C., Dinis, M. A. P., Matandirotya, N., Sierra, J., Shulla, K., Buttriss, G., Decosta, P. L. E., Mbah, M., & Sanni, M. (2023). Mapping Universities-Communities Partnerships in the Delivery of the Sustainable Development Goals [Original Research Article]. Frontiers in Environmental Science, 11, 1-12, Article 1246875. 

# data[].attributes.subject
Leal Filho, W., Dibbern, T., Trevisan, L. V., Cristofoletti, E. C., Dinis, M. A. P., Matandirotya, N., Sierra, J., Shulla, K., Buttriss, G., Decosta, P. L. E., Mbah, M., & Sanni, M. (2023). Mapping Universities-Communities Partnerships in the Delivery of the Sustainable Development Goals [Original Research Article]. Frontiers in Environmental Science, 11, 1-12, Article 1246875. 

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https://doi.org/10.3389/fenvs.2023.1246875

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Department of Natural Science, Manchester Metropolitan University, Manchester, United Kingdom

European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Department of Science and Technology Policy, University of Campinas, Campinas, Brazil

School of Administration, Federal University of Rio Grande do Sul, Porto Alegre, Brazil

UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Porto, Portugal

Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Porto, Portugal

Department of Geosciences, Nelson Mandela University, Port Elizabeth, South Africa

Department of Applied Economics, University of Salamanca, Salamanca, Spain

College of Business and Economics, The Australian National University, Canberra, ACT, Australia

School of Environment, Education and Development, Manchester Institute of Education, University of Manchester, Manchester, United Kingdom

National Centre for Technology Management, Ifé, Nigeria

The establishment of partnerships between universities and communities can significantly support the implementation of initiatives related to sustainability as a whole and help to realize some of the United Nations Sustainable Development Goals Despite the usefulness of mapping of partnerships, there is a perceived necessity for studies, which may shed some light on these interactions, and the many advantages they offer. Against this background, this paper reports on a study which has assessed the extent to which partnerships between universities and communities may assist in achieving the SDGs. Methodologically, by means of a bibliometric analysis and the use of a set of enlightening case studies, the paper introduces some of the partnerships being implemented today and draws the lessons learned, which may be helpful in future initiatives. A total of eight initiatives are presented and discussed during the paper. The results suggest that more joint efforts are needed, as part of efforts to accelerate the implementation of the SDGs at the university level, including a list of measures that Higher Education Institutions (HEIs) could apply to address those goals. Overall, this research contributes to the sustainability area by providing empirical evidence, insights, and recommendations for fostering partnerships between universities and communities. It adds to the existing body of knowledge and understanding of how collaborative efforts can contribute to sustainable development and the achievement of the SDGs.

1 Introduction

Around the globe, cross-stakeholder partnerships have become an important delivery mechanism for social, economic, cultural, environmental, crisis management and/or conflict prevention programs. In the context of the complex, entangled and unpredictable challenges underpinning the Sustainable Development Goals (SDGs), single entity interventions have proven themselves woefully ill-equipped to achieve desired results. Indeed, by being too narrow in their approach, too inflexible, and too constrained in their reach, they have been unable to move at the pace, scale and impact demanded by the challenges at hand. By contrast, at their best, partnerships, i.e., clusters of stakeholders working collaboratively to address a common challenge, provide a model of working that draws on the unique competencies, knowledge, experiences, and expertise of what different communities, organizations and sectors have to offer in ways that are intentionally designed to be inclusive and that are dedicated to building sustainable solutions ( Mundy and Tennyson, 2019; Leal Filho et al., 2022). It is no wonder, then, that SDG17, partnerships for the goals, is often deemed the most important of all the United Nations (UN) SDGs-achieving the other goals depends on it. Indeed, the UN makes clear that the "SDGs can only be realized with strong global partnerships and cooperation" ( United Nations, 2022).

Yet a high degree of variability appends the notion of "partnership", characterized by "diverse definitions, conceptual similarities/differences, evidence volume and dispersion, logistics/resource and feasibility issues" ( Hoekstra et al., 2020, 2), which presents significant challenges for synthesis. Indeed, such variability is evidenced in the diversity of partnership approaches (e.g., community-based partnerships, participatory action research, transdisciplinary co-production), intentions (e.g., along a spectrum from transactional to collaborative); typologies (e.g., public-private partnership, research/learning, capacity-building, multi-stakeholder, local/national/international, single or multi-sectoral) and terminologies (e.g., coalitions, affiliations, collaborative, networks) in use across multiple fields, disciplines, and organizational contexts. Because partnering requires people from "different entities, sectors and communities to cross their organizational boundaries and engage differently" ( Mundy and Tennyson, 2019, 6), there is a need for operational principles and strategies that can ensure they are both productive and manageable.

While the literature is somewhat limited in describing optimal partnering processes, some key principles have emerged for partnering in a variety of contexts, including those of relevance to the pursuit of the SDGs (i.e., complex, multi-faceted, multi-scalar, multi-sectoral). Mundy and Tennyson. (2019) of the Partnership Brokers Association, for instance, identify the following five principles as being particularly valuable: diversity-a commitment to exploring partners' respective motivations and perspectives, equity-which entails engaging power asymmetries in generative ways, mutual benefit-the right of all partners to gain from the partnership, openness-referring to the precondition of trust for viable partnership and courage-the need for partners to be tenacious in working through inevitable challenges.

Increasingly, the kind of partnerships arising to meet sustainability challenges and advance the SDGs are those undertaken in the vein of transdisciplinary co-production (TDCP)-partnerships in community settings between academics and community practitioners who possess diverse backgrounds, experiences, knowledge, and skills for the purpose of shared knowledge production ( Ostrom, 2009; Polk, 2015; Popa et al., 2017; Byrne et al., 2020). In addition to the principles detailed above, TDCP partnerships emphasize the principle of shared ownership at every step of the collaboration, which means shared framing of problems and goals of the partnership, shared management and ownership of research processes, and ownership of related outputs/products ( Polk, 2015; Schneider et al., 2019; Slater and Robinson, 2020).

Regardless of the principles considered, effective partnerships have the benefit of assisting in creating new platforms for knowledge generation and the delivery of SDGs around the world. University-community partnerships are defined as associations between community structures and institutions of higher learning to achieve an array of developmental goals ( Eckerle Curwood et al., 2011). The partnerships mostly serve the purpose of coming up with new knowledge as well as application of the findings ( Young et al., 2020), thus jointly facilitating combined knowledge generation. University-community partnerships can involve such initiatives that include research projects that are performed at a community level, or training programs that are done at the same level ( Strier, 2011; Munro et al., 2016).

Considering this context, this paper reports on a study that has assessed the extent to which partnerships between universities and communities may assist in achieving the SDGs. To this end, it is organized into 5 sections. The goal of the first two sections is to reflect on how partnerships can contribute to the advancement of the SDGs, focusing on the contribution of Higher Education Institutions (HEIs) through university-community-engagement (UCE). The third section presents the methodology used to conduct this study, considering the combination of bibliometric analysis and the presentation of eight case studies to explore community-university partnerships centered on the SDGs. The case studies, derived from an expert-driven literature review, examined collaborative partnerships involving universities and communities in implementing SDGs in various global regions. This integrated approach aimed to provide a more comprehensive and insightful analysis, resulting in valuable knowledge to support the advancement of universities-community implementation of SDGs. Finally, the fourth section, presents the results obtained, given the bibliometric analysis performed and the case studies considered, followed by the conclusions section.

2 Partnerships and the UN Sustainable Development Goals

The UN SDGs provide goals not only to nations, but institutions can also be guided by them and contribute to their achievement with good governance at a local, regional, national, and international scale, relying on networks and collaborative assets ( Biermann et al., 2017). The SDGs are designed to provide a common language among institutions for addressing global sustainability issues, where every contribution is valid. In other words, the integrated nature of sustainability (of which the SDGs try to translate, from a certain perspective, into specific goals) requires multi-level and inter-disciplinary collaboration and governance with different types of actors at various scales ( Leck and Simon, 2013; 2018). Although the SDGs are not specifically focused on higher education, universities have a responsibility to develop curriculum and provide learning of contemporary social and environmental issues ( Leal Filho et al., 2023b). At the same time, there is also a demand to increase the involvement of universities with societal problems, especially from the students'-the future change agents ( Agusdinata, 2022; Mancini et al., 2022). Achieving the SDGs, however, will require all sectors and actors working together integrating their resources, knowledge and expertise ( Leal Filho et al., 2021a).

Global education programs have collaborations. The United Nations Educational, Scientific and Cultural Organization (UNESCO) Global Action Programme (GAP), which was launched at the World Conference on Education for Sustainable Development in November 2014 in Aichi-Nagoya, Japan, aims to scale up Education for Sustainable Development (ESD) at all levels, in all areas of education, and in all sustainable development sectors. One of the five priorities of GAP is accelerating sustainable solutions at the local level ( UNESCO, 2016). Regional Centers of Expertise (RCEs) for ESD global network contributed to the GAP priority five, i.e., accelerating local level actions, through several projects of partnerships between the Universities and communities (including youth). These projects, although diverse, linked formal and informal education, contributing to Target 4.7 of SDG4, on quality education. The main topic that connected most of this project was climate change, thus contributing to the SDG13, on Climate Action ( UNU-IAS, 2020). As a result, an element that can intensify or facilitate the collaboration of HEIs with communities is that they are part of network structures, either formal or informal, on sustainability or specific thematic issues concerning the communities ( Leal Filho et al., 2021b). It is easier for HEIs that have experience and capability collaborating with other local, regional, and national actors, to be engaged in new initiatives that encourage SDGs implementation by partnerships with the communities.

The subsequent UNESCO ESDfor2030 RoadMap (2020), considers ESD as a crucial element of quality education and a key enabler of all 17 SDGs ( UNESCO, 2020), reinforcing the role of Target 4.7 as a specific tool for collaboration, as the nature of informal education facilitates this approach.

UCE ( Munro et al., 2016; Benneworth, 2018; Farnell et al., 2020; Hong et al., 2022), relates to a wide range of engagement between students, staff and management with communities and external organizations aimed at generating mutual benefits between the parties. This is often framed within the context of university's third mission, with the others being teaching and research. Engagement is a practice/process shaped by three characteristics ( Benneworth, 2018; Farnell et al., 2020): i) as a process of knowledge exchange, going beyond the idea of "knowledge transfer"; ii) involving communities and organizations outside the academy in partnership arrangements; iii) and oriented towards societal needs, that is, aiming to tackle determined societal problems. In general, Farnell et al. (2020) define some types of engagement practices: teaching and learning activities within a wider or non-academic public, research oriented to societal needs of external communities or participatory research in partnership, service and knowledge exchanges, student initiatives within the community, university-level engagement (formal partnerships between HEIs and external groups) and opening of academic services to the community). Nevertheless, UCE are often guided by context-specific and bottom-up practices, generating difficulties in institutionalizing, and valuing this commitment in HEIs. As UCE practices involve in their core the establishing of partnerships oriented towards societal needs it is argued that the SDGs can be an important opportunity for systematic change in higher education and useful process for determining the mechanisms for developing mutually beneficial partnership opportunities with the community ( El-Jardali et al., 2018; Leal Filho et al., 2021a). UCE encourages within the university the emergence of relevant institutional strategies and advances university operations, curriculum, research and importantly university culture and reputation, and the generation of new knowledge ( Kestin et al., 2017). UCE also act as an important mechanism for promoting awareness within the university community ( Leal Filho et al., 2021b). In general, universities have the capability to contribute to the SDGs through teaching, research, and engagement as one of the main sources of expertise and knowledge, but also by making their campus more sustainable and by including the SDGs as strategic institutional agendas ( Hong et al., 2022).

Collaboration with local, national and international organizations, is the key to making progress in the SDGs at the level of higher education, with the potential to strategically align the university with society, facilitate better communication with the community, and create alignment with local, regional and global agendas ( Valencia et al., 2019), enhance their impact at a local community ( Watson et al., 2011) and shape national policy and contribute to social change. UCE also contributes to capacity building for sustainable development ( Shiel et al., 2016; Wescott, 2022), benefiting the communities and the university itself. Capacity building activities "strengthen the knowledge, abilities, skills and behavior of individuals, and improve institutional structures and processes" ( Ku and Yuen-Tsang, 2011, 470). Mandarano (2015) points out that capacity building involves developing knowledge, networks, norms, trust, and skills with the intention of improving community conditions, with the formal and informal involvement of individuals in the process of planning and implementing activities. The key point is the engagement of local stakeholders through university-community engagement projects in co-construction processes ( Shiel et al., 2016).

Due to their role, universities pose unique resources and capabilities to provide expertise, develop policy and carry out sustainable development. However, the often-siloed structure of universities can mean that this knowledge may be fragmented, distributed in different faculties, schools, and disciplines of the university that each tend to focus on goals and targets relevant to their work or have different interests providing a barrier to a coordinated approach to implementation ( IARU, 2018). Policy can only be properly designed through a co-evolutionary process across different but interacting network actors when trade-offs between different goals and synergies have been identified. Integrating these internal resources with network resources results in the development of 'network core competencies and a network mandate ( Shrestha and L'Espoir Decosta, 2021), that potentially fosters mutual collaborations.

Given the conception of the SDGs as the development of ambitions and aspirations of the world ( Leal Filho et al., 2019), it can be underscored that the role of global partnership is fundamental. While insights into the global partnership for the goals are captured in the 19 targets of SDG17, it is worth highlighting that this is not limited to partnerships at the macro levels of North-South, South-South and triangular regional and international cooperation as expressed in target 6 but also includes, micro level partnerships in member states of the UN, and touching on capacity-building in developing countries to support national plans to implement all the SDGs as maintained in target 9 ( Küfeoğlu, 2022). Just as it can be argued that an enterprise cannot effectively contribute to sustainable development without being sustainable in the first instance ( Mbah et al., 2022), global partnerships for the goals begin with strong systems and structures that support national partnerships for the goals, and this includes multi-stakeholder partnerships, cross-sector partnerships, sustainable community plans, quality of governance, policy coherence, and shared commitment ( MacDonald et al., 2018; Maltais et al., 2018; Castillo-Villar, 2020; Eweje et al., 2020). Within the context of national or local partnerships for the SDGs, the role of university-community/industry partnerships cannot be overlooked. Castillo-Villar (2020, 3) argues that "partnerships between industry and HEIs have become one of the main strategies for development since the beginning of the 1980s". Although this partnership can be situated within a university's community engagement which includes community-based research activities ( Mbah et al., 2021; Lepore et al., 2022), and service mission elements, sometimes underlined by symbiosis or mutual benefits ( Mbah and Fonchingong, 2019), there is potential for far-reaching impacts that touch on the SDGs ( Tandon and Chakrabarty, 2018).

3 Methods

Methodologically, this paper was carried out by combining a bibliometric analysis and a set of eight case studies illustrating community-university partnerships focusing on the SDGs. The bibliometric analysis is considered as a methodology that can establish an overview about a selected area of knowledge. The bibliometric research allows for the quantitative and qualitative evaluation of the scientific production of researchers, institutions, or countries, enabling an objective analysis of the impact and relevance of their contributions to the field of knowledge. Moreover, by analyzing citations and references, this approach allows for the identification of trends in specific areas of knowledge, including emerging ones, aiding in the understanding of themes that are gaining increasing importance and are likely to become even more relevant in the future ( Zupic and Čater, 2015).

In this study, the data collection process and analysis were conducted with the aim of exploring and identifying central themes related to the topic under study. The publications were gathered using the SCOPUS database in November 2022, and the VOSviewer software was employed for the analysis. The search terms were carefully chosen to encompass a range of concepts related to sustainability, sustainable development, and the UN SDGs, as well as university-community partnerships and outreach initiatives. The terms used in this search were as follows: ("sustainability" OR "sustainable development" OR "SDGs" OR "2030 agenda" OR "global goals") AND ("university-community partnership" OR "universities-communities partnerships" OR "outreach university" OR "HEI* outreach"), limiting our results to articles, book chapters, reviews and books, published in English. The search for these themes was made via "topics", considering the title, abstract, and keywords of the articles indexed in the SCOPUS database. Considering these sets and filters, a set of 536 publications was obtained. It is essential to recognize that the exploratory nature of this research provides a broad overview of the literature landscape, but it may not capture all nuances and intricacies within the field.

To analyze the results, version 1.6.18 of the VOSviewer ( van Eck and Waltman, 2018) software was used, observing the frequency of keyword usage by the authors of the identified documents. Through the utilization of this software and the establishment of specific analysis parameters, a total of 2,354 keywords were identified. Employing a minimum co-occurrence threshold of 6, 65 keywords met the criteria for further analysis. The results obtained through this search and analysis are presented and discussed in the next section of this paper.

The application of VOSviewer 1.6.18 ( van Eck and Waltman, 2018) and the analysis of keyword frequency allowed for a systematic and objective exploration of central themes. By using a well-established software tool for bibliometric analysis, the study aimed to reduce potential biases and enhance the validity of the results. The software's consistent algorithms and data processing techniques contribute to minimizing potential biases and inconsistencies in the analysis. The study acknowledges its limitations regarding generalizability. The decision to focus on articles, book chapters, reviews, and books published in English and utilizing Scopus might have excluded relevant research from other sources and languages, potentially limiting the generalizability of the findings to a broader global context.

Besides the bibliometric analysis, eight international case studies resulted from an expert-driven literature review and analysis, aiming to obtain information towards collaborative partnerships involving the universities and communities in the successful implementation of the SDGs in different regions of the world. The inclusion of case studies resulting from the mentioned expert-driven literature review adds qualitative depth to the research, offering real-world examples of university-community partnerships in different global regions.

The adoption of both the bibliometrics and case studies combined approach is believed to contribute to a more robust analysis of the topic under study, allowing to produce meaningful added knowledge, contributing to enlightenment towards universities-community implementation of SDGs.

4 Results and discussion

This section presents evidence of all data collected through the two selected approaches, bibliometrics and case studies, to enlighten the reader towards the actions being developed to successfully implement the SDGs in partnerships between universities and communities, hence guiding innovation.

4.1 Bibliometrics analysis

HEIs are increasingly cooperating with the community, providing societal impact ( Medved and Ursic, 2021). The relationship between HEIs and communities can take many forms and embraces the different universities' activities, such as research, teaching, and outreach ( Plummer et al., 2022, 2), besides active partnership activities regarding operations within the institutional structure of HEIs. According to the analysis developed via VOSviewer 1.6.8 ( van Eck and Waltman, 2018) and the establishment of some analysis parameters, total of 2,354 keywords were identified. With a minimum co-occurrence of 6, 65 keywords could be visualized in the network of topics most present in the identified publications. Figure 1, below, presents the formulated network, based on the performed search.

FIGURE 1. Network visualization.

The yellow cluster, for instance, shows the connections between HEIs and public health, as well as rural areas and populations. In this regard, Medved and Ursic. (2021) claim that HEIs should prioritize supporting underprivileged neighborhoods with higher levels of social inequality. The purple cluster presents further connections between HEI's and health issues, but putting the focus on housing and economic aspects, which may be generated by the indirect impact (or business spillover) of HEIs on the housing sector due to the high demand that universities imply for city residences ( Mohammed et al., 2022).

The red cluster includes keywords such as climate change, environmental justice, university social responsibility, local participation, social justice, and vulnerability, among others, highlighting that climate change is a core challenge for the current society. However, it is well known that climate change affects developing countries at a larger extent, in which the most vulnerable populations, such as the poor, refugees, migrants, and rural people suffer the worst of its consequences ( Cisco and Gatto, 2021). In this context, the literature reveals that humankind's survival on Earth depends on the intergenerational dilemmas' solutions through communication and cooperation between the different generations and stakeholders ( Shahen et al., 2021). Therefore, HEIs are fundamental partners to succeed in this mission due to their knowledge, capacity, and pivotal role to shape transformations towards sustainable development ( Oberlack et al., 2019).

The green cluster presents the connections between university-community engagement and the establishment of partnerships and teaching initiatives within the university context, as well as topics relating to sustainable development, innovation, and entrepreneurship. In this regard, Lu et al. (2022) presents that the establishment of alliances between different universities and different actors can be considered as strategic to address sustainable development, given the different contexts through which they are linked. The impact generated from these consists of an important part both for achieving the SDGs and for the community itself that is involved ( Plummer et al., 2022).

The ciano cluster addresses the relationship between service learning, capacity building and empowerment. About those topics, Hsu et al. (2022) presents that university-community partnerships also contribute to the empowerment of the local community, given the interaction established between the parties. Through different approaches, it is a way to build local capacities and, at the same time, to collaborate with the challenges faced by the community itself.

The blue cluster shows the connections between participatory research, minority groups and different levels of action towards different publics (such as children, adults, and adolescents). Themes such as poverty and prevention are also highlighted. Chandramohan and Bhagwan. (2022) highlight the importance of this relationship with the community, which can be set up as a source of social change. Therefore, initiatives involving the community are part of the commitment made by universities, since they are not dislocated from their surroundings.

The six clusters expose the main topics that are emerging in the literature on establishing partnerships between universities and the community, considering the different areas of action and engagement. From those, it is possible to observe an overview of what has been discussed in terms of establishing cooperation between both actors. The results obtained indicate that topics such as health issues, inequalities, climate change, social justice, innovation, and entrepreneurship, as well as the empowerment of different populations, poverty and social change are at the center of the debate on the establishment of partnerships between universities and communities ( Leal Filho et al., 2022). Overall, these six clusters identified in the literature point to critical themes as central topics in the discourse on establishing partnerships between universities and communities. These findings offer valuable insights for fostering meaningful collaborations between universities and communities in addressing complex societal challenges and advancing sustainable development. By identifying these key areas of focus, the study contributes to the understanding of the ongoing efforts and achievements in establishing cooperation between universities and communities, laying the groundwork for future research and informed action to foster impactful partnerships in pursuit of a sustainable future.

In accordance with these findings, the following subsection highlights eight pertinent case studies that address the joint action of such actors.

4.2 Case studies

It is widely recognized that the collaboration resulting from the universities and the neighborhood community can contribute to further advance the SDGs at all levels. Based on a case study design methodology ( Corcoran et al., 2004; Yin, 2017), the case studies described in Table 1 are related to interactions among universities and communities guiding the implementation of SDGs.

TABLE 1. University-community interactions contributing to the implementation of the United Nations Sustainable Development Goals.

The presented eight relevant international case studies, illustrate several ongoing initiatives. These examples have been identified and selected by the research team aiming to reflect geographical diversity, as well as the different ways in which collaboration between HEIs and local communities could be established and developed. Thus, these cases show how important this closer communication between universities and communities is to further contribute to addressing the SDGs. Moreover, these cases represent successful examples of how the bottom-up approach could be implemented in the local context to foster cooperation between different relevant stakeholders.

Whereas there are several cases demonstrating the positive outcomes of partnerships involving the academia and non-academic sphere, a lack of commitment from governance can contribute to hindering efforts to advance the UN SDGs.

When the UN set the 2030 Agenda ( United Nations, 2015b) with its 17 SDGs, the debate towards the contribution of HEIs to global sustainable development was highlighted. In addition to SDG4 on quality education ( United Nations, 2015a), universities can act as drivers of worldwide sustainable development, by their contribution to the creation of knowledge, creativity, and human development ( Chankseliani and McCowan, 2021), through social innovation ( Leal Filho et al., 2021a; Hamburg, 2021).

The following examples are centered in various university-community partnerships, involving a wider scope of initiatives. As an example, most of the farmers from Parma, in Italy, are family-run and do not seem to have access to concentrated outlets for selling their goods locally. A partnership with the local University of Parma was set up, aiming to promote the sustainability of short supply chains and benefit the producers of the Apennines, in particular. Fondazione Borri Foundation facilitated the communication between the producers and the University of Parma, which, in turn, provided the foundation with staff, students, and equipment resources, resulting in participatory teaching and shared applied knowledge Although farmers seemed to be initially reluctant to the partnership, it became evident that the capacity to participate in stable relationships over time and concrete results are crucial aspects to the success of this dual communication, requiring social engagement from universities, focused in participation and critical thinking ( Mancini et al., 2022).

In the Czech Republic, the governance of HEIs is aware of the importance of collaborating with the non-academic sphere, including business, public and third sectors ( Tetrevova and Vlckova, 2020), although valuing this partnership more in terms of national level than at international level. The authors from the study analyzing the reality in this country at national level argue that this may have negative implications in the quality of scientific research and educational quality, to be addressed through effective forms of collaboration at international level also, beyond universities first mission in the form of practical training and internships and field excursion, with the current involvement of HEIs being rather limited.

According to Dryjanska et al. (2022), in Croatia, and notwithstanding reforms, the education system still needs to be better aligned with social innovation and sustainable development. However, the country has been moving towards an education model at university level focused on transforming courses to introduce service learning, that is, aimed at responding to a specific social problem, rooted in specific social-physical contexts ( Holst, 2022). Examples of that can be found in the University of Zagreb, a public university, where, for example, students of the "Sustainable Development and Social Innovation", oriented to change, need to find a local social or environmental issue, connected to the SDGs. After that, local stakeholders or other actors are identified and then a cooperation is established, through an action research approach, resulting in a very participative and innovative initiative, able to contribute to advance the SDGs, with students acting as effective drivers of change ( Dryjanska et al., 2022).

Implemented living labs at universities are also a source of knowledge to be applied outside the campus ( Leal Filho et al., 2022). Within its academic campuses and integrated residential neighborhood, the University of British Columbia, in Canada serves as a living laboratory for testing novel ideas, expanding a bioenergy plant, and influencing several regional policies ( Save et al., 2021). The sustainability efforts made inside the campus can be further implemented by external organizations, at a wider level, either municipality or other living labs, fostering sustainability and illustrating the university-community engagement to advance the SDGs. Another illustration of a living lab can be found in Europe ( University of Graz, 2023), where the Maastricht University is committed to implementing smart mobility concepts and involving not only the academic community but also businesses and interested stakeholders with complementary knowledge distributed across the City of Maastricht, thus actively involving the community in reciprocal knowledge exchange partnership.

In the Baltic region, Tallinn University, in Estonia, is the only institution with a Social Entrepreneurship curriculum ( Lepik and Urmanavičienė, 2022). The Social Entrepreneurship Program at Tallinn University is a forward-thinking educational project with the goal of fostering entrepreneurship and innovation in the social and healthcare sectors, environmental protection, urban, rural, and community development, responding to complex societal challenges. The activities generate new knowledge and launch social innovations and social enterprises that satisfy local demands and expectations. The public's faith in social businesses may improve because of this trend, which may also lessen the strain on already overburdened public services.

An integrative review conducted by Zlotnick and McDonnell-Naughton (2022), was able to identify academic population-based nursing partnerships producing successful social innovations. In most cases, public health intervention was accomplished via faculty guidance, so that nursing students could initiate cooperation with different key community stakeholders, e.g., schools, to intervene in nutrition, oral health, mental health, cancer or obesity education, disaster preparedness, intimate partner violence, among many others. These different initiatives took place in various regions of the world, such as Africa, United States or Guatemala and illustrate the mutual benefits achieved among the partners involved. The authors of this study highlight the different functions of the nursing academic partner, i.e., innovator, service provider, evaluator, fundraiser, or researcher. Despite the success of the implemented social actions, the need for a continuous "feedback loop" ensuring the sustainability of the partnership, is emphasized. An editorial by Oerther (2019) also details how the University of Missouri is engaged in health improvements, demanding local community involvement through extension university programs that contribute to creating positive changes in the community.

The Hamburg University of Applied Sciences in Germany is equipped to actively promote sustainability education across subjects and geographic boundaries. Supporting the UN SDGs, it has created a freely open "digital learning for sustainable development" platform, able to freely disseminate sustainability knowledge to the community, actively fostering education for sustainability "across themes and borders".

Thus, and as observed through the case studies presented and discussed above, alliances and partnerships between institutions have the potential to improve cooperative learning processes towards achieving the SDGs ( Chankseliani and McCowan, 2021), with one of the main roles of HEIs within the local civil community being to become more meaningful ( Dryjanska et al., 2022). By collaborating with the local community, universities may enhance development through training, specialized research, volunteerism, and activities unique to that specific area or region. In this respect, technology will be crucial in aiding society to live better lives, with innovation and sustainability being the keys to the future ( McDonnell-Naughton and Păunescu, 2022; Leal Filho et al., 2023b; Leal Filho et al., 2023c). Students are seen as agents of change, able to create social impact and to acts as drivers of change, specifically in a post-pandemic world ( Mancini et al., 2022). Organizational culture change takes time, namely at institutional level, and the barriers affecting sustainability performance needs to be considered at governance context ( Leal Filho et al., 2023a), particularly if the ties to external actors are thin and mainly occurring in a background of knowledge or technology transfer to the private or public sector ( Niedlich et al., 2019). Raising awareness of the need to establish stronger connections to municipalities and non-academic organizations will contribute to transforming society, through mutual interactions.

This collaboration processes have many advantages. Taking into consideration the main features of the eight examples illustrated, Figure 2 represents some of the key outcomes of university-community partnerships.

FIGURE 2. Key outcomes of university-community partnerships.

As explained before, cooperation between universities and the local communities in which they are rooted could lead to fruitful dynamics with the potential of enhancing synergies, leading to strengthening local efforts aiming to support sustainable development initiatives. By actively engaging with the communities in which they are embedded, universities can play a pivotal role in supporting sustainable development initiatives at the local level. This collaborative approach can lead to a mutually beneficial exchange of knowledge, resources, and expertise, contributing to the overall wellbeing and progress of the community. Through such partnerships, universities can leverage their research capabilities, educational resources, and innovative solutions to address pressing societal challenges, including health disparities, housing needs, and climate change. The engagement of universities with underprivileged neighborhoods and vulnerable populations can bridge gaps and alleviate social inequalities, creating a more inclusive and equitable society.

By working collaboratively with governments, NGOs, businesses, and local organizations, universities can leverage their academic expertise to develop comprehensive and context-specific solutions. Nevertheless, it is crucial to recognize that successful partnerships require ongoing commitment, open dialogue, and a willingness to adapt to the evolving needs and priorities of the communities they serve. University-community partnerships encounter a range of challenges and complexities that can hinder their effectiveness and impact. Among these critical considerations are power imbalances, where universities wield more resources, expertise, and decision-making authority, potentially marginalizing community voices. Additionally, some partnerships may engage in extractive practices, involving communities superficially or solely for data acquisition without reciprocating tangible benefits. Sustaining these collaborations can also be challenging, as funding, personnel changes, and institutional shifts may disrupt continuity and consistent engagement over time. Moreover, the risk of researcher bias looms, with academic interests overshadowing genuine community needs and concerns. To address these issues, university-community partnerships must prioritize authentic community engagement, shared decision-making, and equitable distribution of benefits to foster more meaningful and impactful collaborations.

5 Conclusion

This study consisted in undertaking a mapping of universities-communities partnerships in the delivery of the UN SDGs. By means of a dual bibliometric analysis and case studies with examples illustrating the variety of partnerships, it emphasizes the advantages of working together. It has shown that partnerships between universities and communities can play a crucial role in promoting sustainable development. These collaborations facilitate the exchange of knowledge, expertise, and resources, leading to more effective and impactful initiatives.

The implications of this study to theory are two-fold. The first is the fact that it provides a welcome review of the literature on the topic, linking studies spread across a wide range of areas associated with partnerships. Secondly, it provides a timely analysis of the extent to which partnerships to achieve the UN SDGs are being pursued. This enhances the understanding of how such partnerships are being pursued and their potential impact on sustainable development. The paper also contributes to practice, since it lists some of the actions that universities may undertake to better link with communities in partnerships towards the implementation of the UN SDGs. Indeed, there are several ways via which universities and communities can link up to work together to implement the UN's SDGs. Some measures they may deploy to address the current shortcomings include the following ones:

1. Establishing joint research projects based on partnerships that focus on local development needs and/or solutions to the sustainability-related challenges seen locally, e.g., fighting poverty, addressing hunger or improve the quality of education.

2. Supporting student-led initiatives that address SDG-related issues within the community, such as climate change, gender equality, and access to clean water.

3. Organizing joint public events and campaigns to increase the visibility of and raise awareness of the SDGs, and of their importance among members of local communities.

4. Developing joint programs that provide training and capacity-building activities for workers in cities/municipalities and community members.

5. Partnering with local businesses to promote sustainable consumption and production, emphasizing the local benefits of food and goods locally produced.

6. Better connecting universities with local organizations and networks to facilitate knowledge sharing and resource mobilization, this may by means of regular meetings on specific topics.

7. Creating scholarships and fellowships to support student and staff exchanges between universities and communities.

8. Developing collaborative projects between universities, communities, and the private sector to promote economic development and job creation.

Overall, the above recommendations offer a practical roadmap for universities and communities to work together towards the successful implementation of the UN SDGs. They encourage meaningful partnerships, local engagement, and collaborative efforts that have the potential to create a positive impact on both societal and environmental fronts. By bridging theory and practice, this paper contributes to the advancement of sustainable development initiatives on multiple levels.

This study has some limitations. The first one is the fact that the bibliometric analysis specifically focused on a limited set of searches strings. This approach may have inadvertently excluded relevant studies that used different terminologies or keywords to discuss partnerships and sustainable development. Also, the search was limited to articles, book chapters, reviews, and books, published in English. It might exclude relevant research published in other languages, which could have provided valuable insights from diverse perspectives and regions. This bias may affect the comprehensiveness and representativeness of the findings, limiting the generalizability of the results to a global context.

The case studies were limited to a set of 8, which resulted from an expert-driven literature review and analysis aiming to obtain information towards collaborative partnerships. While expert-driven reviews have their merits, the relatively small number of case studies might not capture the full breadth and diversity of community-university partnerships worldwide. The findings from these eight case studies should be interpreted with caution, as they may not fully reflect the intricacies and variations of different partnership models and contexts. The study did not also consider the wide range of potential confounding factors that may affect the willingness of parties to cooperate. Community-university partnerships are influenced by various contextual factors such as cultural norms, political climate, economic conditions, and historical relationships.

Despite the limitations, the study provides a relevant addition to the literature, since it sheds light on the complex relations between universities and communities, maps some of the current partnerships, and outlines some of the actions that may be taken, in order to intensify them. To address these limitations, future research could consider conducting a more comprehensive and inclusive bibliometric analysis that incorporates a broader range of search terms and includes research published in multiple languages. Expanding the number of case studies and incorporating a diverse set of contexts and regions would provide a more robust and representative picture of community-university partnerships. Additionally, exploring potential confounding factors and contextual influences through qualitative research methods or mixed-methods approaches could offer deeper insights into the dynamics of these partnerships and contribute to more informed decision-making in practice.

In respect of prospects, the delay in pursuing the SDGs since 2020, instigated by the COVID-19 pandemic and-currently- by the Ukraine conflict, suggest that advancing efforts now need to be intensified, so as to make up for the lost time. In this context, partnerships between universities and communities have the potential to provide a substantial contribution to the process of acceleration in the implementation of the SDGs, as widely demonstrated through this study.

Data availability statement

The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.

Author contributions

TD, LV, EC, MD, NM, JS, KS, GB, PL, MM, and MS wrote the original draft; WL and TD wrote the review draft; MD, JS, LV, and TD contributed with the case studies; WL and TD contributed to conceptualization. All authors contributed to the article and approved the submitted version.

Acknowledgments

This paper is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

References

# data[].attributes.attachment_link.title
Mapping universities-communities partnerships in the delivery of the Sustainable Development Goals

# data[].attributes.attachment_link.description
The establishment of partnerships between universities and communities can significantly support the implementation of initiatives related to sustainability as a whole and help to realize some of the United Nations Sustainable Development Goals Despite the usefulness of mapping of partnerships, there is a perceived necessity for studies, which may shed some light on these interactions, and the many advantages they offer.

# data[].attributes.headline
Leal Filho, W., Brandli, L. L., Dinis, M. A. P., Vidal, D. G., Paço, A., Levesque, V., Salvia, A. L., Kozlova, V., Ávila, L. V., Fritzen, B., Abubakar, I. R., & Pace, P. (2023). International trends on transformative learning for urban sustainability [Research]. Discover Sustainability, 4(1), 1-13, Article 31. 

# data[].attributes.subject
Leal Filho, W., Brandli, L. L., Dinis, M. A. P., Vidal, D. G., Paço, A., Levesque, V., Salvia, A. L., Kozlova, V., Ávila, L. V., Fritzen, B., Abubakar, I. R., & Pace, P. (2023). International trends on transformative learning for urban sustainability [Research]. Discover Sustainability, 4(1), 1-13, Article 31. 

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https://doi.org/10.1007/s43621-023-00145-7

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International trends on transformative learning for urban sustainability

Abstract

It is widely assumed that transformative societal action is required to address the world's many sustainability challenges of today. This is especially true in an urban context, since urban sustainability may assist in improving the conditions of the urban environment and the quality of life of humans. Nevertheless, and despite the many advantages that urban sustainability may bring about, there is a need for studies that look at the role that transformative learning may play in influencing it. This study will address this need. It provides an analysis of the subject matter of transformative learning and how it may be practised and experienced in an urban context, thus contributing to urban sustainability in practical terms. It reports on a survey specifically directed to the teaching staff, on the extent to which transformative learning is being deployed in Higher Education Institutions (HEIs) in supporting urban sustainability efforts. In addition, the study ends by listing and presenting examples of approaches, methods, and initiatives in transformative learning within an urban sustainability context, and provides an analysis of its main features and learned lessons. It concludes with some best practices for transformative learning that could assist in designing and implementing urban sustainability teaching at HEIs, on a broader scale. It can be stated that not only can sustainability thought improve the urban conditions, but as the developing world gets further urbanised, sustainability in the urban context specifically becomes a matter of particular relevance.

1 Introduction

There is an increasing interest in transformative learning for greater understanding and for confronting contemporary global challenges such as urbanisation and climate change. Transformative learning is "the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience to guide future action" (p. 162) [ 1]. The process expands human consciousness, values, purposes, and meanings through the transformation of their capabilities and worldviews to critically analyse prior interpretations and underlying premises [ 2]. It entails a deep-rooted, structural adjustment of fixed underlying assumptions, expectations, thoughts, feelings, belief systems, and actions to become more inclusive, reflective, and open [ 3, 4]. It can help towards significant transformations of human consciousness to permanently alter the perception of and interaction with the natural world and ideas of alternate ways of living, including the focus on social justice, harmony, happiness, and environmental sustainability [ 4], also accomplished through critical pedagogy. Transformative learning has many applications and is a cross-cutting concept able to be applied in different contexts, providing opportunities for critical thinking, connecting to others going through the same transformative process, or to act on new perspectives [ 5, 6, 7].

Accordingly, transformative learning can be a key to integrating environmental, socio-economic, and political complexities that define how global challenges present themselves in specific urban contexts because it enables the construction and integration of new knowledge within the local context [ 4]. To adequately confront global sustainability challenges, transformative learning can spur the reflection, differentiation, and integration of experiences that lead to deep and enduring socio-cultural changes at individual, communal, and institutional levels. Such approaches seek to transform places, re-order systems and create fundamental changes within a city system [ 8]. Urban Sustainability has evolved into a rhetorical and somewhat contested societal discourse [ 9, 10] where the current socio-environmental problems associated with sustainability must be considered, transcending disciplinary boundaries. To that end, education for sustainability is critical in seeking ways and means of achieving sustainable impacts in all human activities. Additionally, transformative learning considers the city as a learning society that has the potential to chart a new course of orienting, guiding, and educating into new and healing territory [ 11].

2 Literature review

2.1 Transformativen learning

Instead of learning only via cause-effect thinking and achieving skills or knowledge, the transformative learning process occurs via critical reflections, engaged discourses, and social actions in formal, non-formal, and informal learning settings, resulting in epistemological and ontological shifts [ 16]. The process, summarised in Table 1, according to the known Mezirow's phases of Transformative Learning, integrates the principles of education for critical understanding, integral creativity, and survival to support behavioural transformation at the individual level, to reorient people to new assumptions, expectations, roles, priorities, and actions for broader change at the communal level, and to envision a better future in the larger natural systems. Its key characteristics include how people learn, i.e. processes, what they learn, i.e. outcomes, and how best to support their learning, i.e. conditions [ 17]. Societal transformations need to rely on critical reflection allowing learning to adapt to change [ 18]. Examples of how link societal transformation to transformative learning include civic education or sustainability and ecology being addressed, allowing re-education to embrace the societal dimension, and focusing on social action. Mezirow's transformative learning, whose phases are described in Table 1, is rooted in critical thinking and seems to be helpful to assist on rethink challenging issues at a societal level [ 19]. Shifts in self-understanding, the ability to challenge accepted positions and behaviours among individuals and groups, critical awareness of socially shared and reinforced assumptions, and knowledge of how these assumptions affect both individual and group perceptions, actions, and possibilities are all part of the necessary learning.

Table 1 The ten known Mezirow's phases of Transformative Learning [adapted from Yıldırım and Yelken (26)]

In a time where sustainability discourses are well disseminated and a true transition to a more fair, equitable, and sustainable society is needed, transformative learning can play a decisive role, but must be considered as a living theory [ 20]. Sustainable transformations will unavoidably require discursive transformation [ 21]. Sustainability education can realise its transformative experience when performed at a stage where people are more open to receiving new information, allowing individual participants to freely express against normative orientations and shape education towards transformative learning [ 19]. The transformative learning process encompasses various personal and societal objectives, including freedom, democracy, citizenship, social action, and environmental consciousness [ 22]. It supports the capacity to move beyond the hegemony of dominant forces such as capitalism, the patriarchy, and the elites towards more inclusion and pluralism [ 23]. Humphries and St Jane [ 24] argue that sustainability discourses are a mixed "blessing". While able to "modify knowing and being" that have contributed to the current issues confronting humankind, they may also allow us to become more knowledgeable on creative solutions surrounding sustainability at a global level. In sustainability discourses, there is also the risk of imposing different views on those who do not agree or welcome them, and so rhetoric needs to be articulated with educational efforts in transformative learning in such a way that both will not collide [ 25]. It is necessary to operate changes in the deepest structures of our societies and to be aware that this can be one of the greatest challenges of our times.

Transformative learning is particularly relevant in HEIs in their quest to prepare graduates to become agents of urban sustainability change. Leal Filho et al. [ 27] studied the role of transformation in supporting and enabling efforts towards education for sustainability. The results demonstrated that the transformation process offers an opportunity to rethink educational practices. The same study also identified the need for a commitment of the faculty and academics to foster transformation in learning and education for sustainability.

Bostrom et al. [ 28] reviewed the conditions for transformative learning for sustainable development. The conditions include having an interactive and long-term process that is deployed at all societal levels and spheres, such as the market, civil society, and the state. The same authors contend that such transformative learning should involve not only accumulating scientific knowledge but also seeking local values while escalating structural and socio-cultural constraints. Although transformative learning can contribute to overall social transformation through education, studies on the subject focus mainly on classroom teaching [ 29], healthcare [ 30, 31, 32, 33], lifestyle, and social and community transformation, namely empowering women victims of violence, teen mothers, poorly educated students and migrants [ 34, 35, 36, 37, 38, 39]. But also through non-formal education, challenging traditional and formal systems, by creating awareness and critical thinking, which are important skills to support capacity building for urban sustainability [ 40]. Nevertheless, and despite the importance associated with transformative learning through studies in specific subjects, less attention has been given to the role that may be played by transformative learning in influencing urban sustainability.

2.2 Transformative learning and sustainability in an urban context

According to Pisters et al. [ 41] (p. 2), the concept of sustainability refers "to a process that ideally leads to a world in which individuals, communities, villages, cities, regions, countries and so on embody diverse regenerative ways of living on this planet that builds on the premises of cooperation, diversity, abundance, and health and wellbeing". As more humans live in urban areas across the globe, it is especially relevant to consider how to balance environmental, economic, and social well-being in urban settings. Urban environments are characterised by societies organised around non-agricultural activities, and they have a denser population concentration when compared to rural areas [ 42]. Urban centres range from mid-sized towns to large cities, and urban planners are often faced with multiple conflicting goals related to ensuring equitable access to education, health care, shelter, and jobs, maintaining the ecological integrity of natural resources and reducing pollution, and creating positive economic development opportunities for all [ 43]. Making cities more sustainable is a global goal, with the premise of shaping more inclusive, resilient, and resource-efficient cities [ 44, 45, 46], and transformative learning can contribute to this change.

Recent research has begun to investigate the role of transformational approaches in influencing urban sustainability, although examples of implementation are still scarce [ 8]. For example, there is some evidence of the potential of transformative learning to enhance climate change adaptation [ 47, 48]. By pursuing fundamental and structural shifts in urban processes, transformative learning could provide a much more radical change in climate adaptation compared to incremental approaches [ 8]. Transformative learning facilitates social learning, the importance of experience, the bottom-up vision, and the development of sustainability skills [ 22]. One key aspect is learning from local agents in order to better understand the factors that can contribute to transforming the place into a sustainable city [ 49]. Similarly, the ability of transformative capacity to support and enable continuous experimentation, the exchange of information, and different ways of thinking can facilitate urban sustainability initiatives [ 50]. As an example, an urban community garden in southwest Virginia, United States, acted as a venue for transformative learning for sustainability in which residents were enabled to grow organic food, promote human health, and ensure environmental sustainability [ 23]. Thus, cities can be learning laboratories that activate city-scale transformation [ 50]. Figure 2 provides an outline of some of the key factors to foster transformation in urban sustainability, able to contribute to effective change in urban sustainability.

3 Methodology

In order to meet the aims of the study and investigate to what extent HEIs are deploying transformative learning methods, tools, and practices in the teaching and research process for urban sustainability, an online survey was developed. This method was employed to allow for sampling a variety of universities across different countries and it was specifically directed to targeting teaching staff at HEIs. For the exploratory component, and based on a review of the literature aimed at identifying knowledge gaps and the need to collect data on teaching and research practices, the survey was organised into 3 different sections, focused on simplicity:

1. I)
the integration of urban sustainability in teaching practices: this section explored the extent to which teaching staff has been involved in programs and courses that teach on urban sustainability and the urban sustainability themes covered in the courses. This section aimed to present an overview of the current situation in the studied sample;

2. II)
transformative learning tools: this section explored the perception of respondents in terms of the potential of transformative learning tools such as self-evaluation, narratives, art-based techniques, and metaphors and the extent to which they have been using these tools. In addition to presenting international trends in this context, the results of this section were also aimed at offering insights on the most common practices which might represent useful strategies for teaching staff revising their teaching methods;

3. III)
barriers and opportunities: with one question for each topic, this section was interested in understanding the challenges teaching staff usually face when integrating transformative learning for urban sustainability, and how these challenges can be overcome; and, lastly

The final part of the questionnaire allowed respondents to share experiences related to transformative learning/teaching or research on urban sustainability in their universities. Some of these cases are also discussed as part of the results.

The survey was applied through Google Forms and the responses were collected from November 2020 to January 2021. The survey invitation was initially shared with all members of the Inter-University Sustainable Development Research Programme (IUSDRP, https://www.haw-hamburg.de/en/ftz-nk/programmes/iusdrp/), a specialist network, and with the contacts within each co-author's institution, representing a snowball sampling strategy, similar to the one used in previous works [ 53, 54] to achieve the maximum number of possible answers, being a non-probabilistic approach [ 55]. Despite some limitations that can be pointed out, such as the risk of bias and the impossibility to generalize the results achieved, this strategy is efficient and simple to implement, providing a diversity of viewpoints in a very limited amount of time.

In total, 100 responses were received from 27 countries: Australia, Austria, Brazil, China, Colombia, Côte d'Ivoire, Croatia, Germany, Ghana, Hong Kong, India, Iran, Italy, Latvia, Malaysia, Mexico, Nepal, Nigeria, Philippines, Portugal, Saudi Arabia, South Africa, Spain, Switzerland, Uganda, UK, and the United States, as shown in Fig. 3. Regarding the respondents' primary position in their universities, 42% of them indicated the educator role, followed by 24% as researchers and 12% of respondents with an administrative role. The combination of education and administration roles was indicated by 2% of the sample, while educators/researchers represent an additional 16% of the group. A few respondents (4%) indicated having a combination of all roles. Because all these experts were assessed via the IUSDRP network, we have confidence in the roles mentioned by the participants.

The following section presents the data descriptive analysis and discusses the main insights generated from this global survey overview on transformative learning for urban sustainability. The examples of approaches, methods, and initiatives in transformative learning within an urban sustainability teaching context commented on by the respondents were analysed using qualitative content analyses [ 56]. After careful analysis of all answers, these were coded into four major clusters, considering their approach and impact in teaching, research, outreach, and campus categories.

4 Results and discussion

This section outlines and discusses the main findings obtained from the survey applied to the teaching staff in HEIs on transformative learning for urban sustainability. Firstly, it presents urban sustainability issues at the HEIs. Further, the findings related to transformative learning theory and urban sustainability in teaching and research are discussed. Finally, various initiatives on transformative learning within an urban sustainability context are presented.

4.1 Urban sustainability in the sampled higher education institutions

On the topic of urban sustainability integrated into teaching programmes at the respondents' universities, the majority of the sample (91%) provided an affirmative answer; however, 36% consider the integration to be of a limited extent. Regarding their courses, 70% of the respondents indicated that the courses have some kind of integration; 30% teach a course that briefly discusses urban sustainability and only 17% teach a course focused on this issue. Figure 4 shows the results obtained from this question. The main themes addressing urban sustainability that the respondents teach in the courses are environmental protection and restoration (60%), energy consumption (59%), renewable energy (57%), waste management (48%), urban planning processes (47%), and sustainable transport (45%). Table 2 presents all the listed themes.

Table 2 Urban sustainability themes taught in respondents' course

4.2 Transformative learning in an urban sustainability context

The results pointed to the fact that most of the enquired participants (60%) have incorporated transformative learning theory and tools in the teaching of urban sustainability. More than one-third (36.7%) of the affirmative respondents report using a transformative learning approach in courses that briefly discuss urban sustainability, 25% of them in courses focused on urban sustainability, and the same percentage in courses that include a specific unit about this issue. When the respondents were asked about how long they have been implementing the transformative learning aspects in urban sustainability teaching, 17% of them indicated 'up to 1 year', 42% indicated an implementation of 2 to 4 years, and 41% of 5 years or more, revealing that these are recently practices.

When asked specifically about fieldwork, 82% of the respondents stated that they use this strategy to engage their students in urban sustainability research or teaching, with 20% indicating to a great extent, 26% to some extent, and 36% to a limited extent.

Regarding the assessment of the outcomes of the transformative learning strategy, 18% of the sample consider their performance in integrating transformative learning into urban sustainability teaching to be adequate, 30% consider it probably adequate, and 25% consider it possibly adequate. One-fifth of the respondents consider their personal experience to probably not be enough to assess students, and 2% consider it definitely not enough. In order to identify the outcomes of incorporating transformative learning, classroom assignments have been used by the participants, providing feedback to students on the extent to which their perspectives have changed. Figure 6 presents the most reported assignments used to provide feedback to students.

The above results mean that class/group projects and discussions of concerns are the most used assignments providing feedback to students, followed by critical thinking ones, i.e., term papers/essays, personal journals, a period of deep thought, assigned readings, and personal reflection; support, self-assessment in courses, and logbooks or self-report, i.e., the discovery of own voice.

Table 3 Possible reasons why respondents have not yet incorporated transformative learning tools into urban sustainability teaching

Finally, regarding the barriers and challenges encountered when embedding transformative learning for urban sustainability in teaching and research, 22% of the sample pointed out that addressing transformative learning tools requires much more preparation time than traditional lecturing, and 21% indicated the difficulty of carving out time to experiment with new methods because of their heavy workload, 18% identified as a barrier the fact that students are not used to these new methods and may find them difficult or challenging, and 18% pinpointed that other faculty tend to be resistant to change.

When asked how transformative educators can expand the way they research transformative learning for urban sustainability, the respondents suggested attending professional development courses on transformative learning (20%), sharing experiences about transformative learning with academics from other faculties (17%), and with the same faculty (14%), and involving students in the design of their courses (12%). Interaction and long-term processes are the conditions for incorporating transformative learning approaches into urban sustainability teaching and research [ 28]. Avelino and Wittmayer [ 49] also argued that learning from other stakeholders is elementary for a better understanding of the factors that can contribute to transformative learning.

4.3 Initiatives in transformative learning within an urban sustainability teaching

When it comes to the projects or initiatives involving transformative learning in urban sustainability teaching, only one-third of the sample indicated that their university has had some experience in this issue. This is in line with Zografos et al. [ 8] study, which reported the shortage of examples of the implementation of transformational approaches in influencing urban sustainability. The examples provided by the respondents were grouped in the following clusters and can assist in designing and implementing future HEIs initiatives at a broader scale.

Living labs (campus): using the campus as a living laboratory to study and address social and environmental problems. Some reported examples: Field activities to analyse real situations and propose solutions; Masterplan for the International Hub for Sustainable Development using Living Lab methodologies; University with sustainable management of resources that paved the way to become the national champion for the most eco-friendly and most sustainable university in the country

University-community collaborative projects (outreach): developing projects in collaboration with the local municipality, involving field activities to analyse real situations and propose solutions. Some examples: are designing community gardens and renewable energy projects, off-the-grid electrification projects, and sustainable urban mobility.

Core content and a new model of teaching and learning (teaching): this initiative involves new technologies and tools, teaching focused on making students agents of change, laboratories prepared for new forms of learning, and content that serve directly local communities. The initiative is widely supported by the university in terms of investment and professorial capacities. Some examples: Use of video technology in research-based online learning environments to impart sustainability competencies to large groups of students; Serious game (learning tool) for local energy transition; Massively-scaled, a new model of transformative learning that annually matches 25-30 courses across 10 different academic disciplines to one community in our State to work on community-defined sustainability goals; Regular faculty "learning" workshops that focus on exchanging how to teach from learning/transforming perspectives; Laboratories prepared for new forms of learning; Education courses that serve directly with alternating local communities.

Multidisciplinary research on urban sustainability (research): initiatives that encourage students and professors to engage and raise awareness in various research ranging from urban climate, pollution, and mobility to urban heat islands and their effects on human health in urban areas. Example: a cross-faculty research group that feeds into learning and teaching.

All these approaches have in common the need for institutional support and engagement from the HEIs to deal with transformative learning, as well as the efforts to develop skills on transformative learning for professors, reflected in students raising awareness on sustainability issues, reinforcing the vision of Leal Filho et al. [ 27] that call the attention for this necessity. Another aspect that emerges from these practices is related to the focus on solutions or understandings of social and environmental problems in the local community. This point reveals the reach of students and teachers, who are more concerned with discussing and solving problems that they experience, thus highlighting the importance of successfully implementing transformative learning in an urban sustainability context.

5 Conclusions

The present study explores the roles that transformative learning in HEIs can play in contributing to advancing urban sustainability. It presents the findings of a global survey aimed at enquiring teaching staff on the extent to which transformative learning has been employed in teaching in HEIs, addressing urban sustainability. It also discusses the main features of some transformative learning approaches, methods, and initiatives within an urban sustainability context and analyses the lessons learned. The results obtained show that most of the participants (60%) have already incorporated transformative learning theory and tools in the context of urban sustainability. It also identified the fact that transformative learning aspects in urban sustainability teaching have been implemented for 2 to 5 years or more in over 80% of the cases, illustrating how recent these practices still are.

The main themes addressing urban sustainability that the respondents teach in the courses are environmental protection and restoration, energy consumption, renewable energy, waste management, urban planning processes, and sustainable transport, which serves to illustrate their potential. Also, the fact that a variety of tools are being deployed, e.g., project-based learning, collaborative learning, action-based learning, scenario planning, experimental learning, and action research, shows that a wide range of approaches can lead to a successful inclusion of urban sustainability issues in transformative learning and teaching programmes. According to the findings of this study, HEIs are already playing an important role in advancing urban sustainability through transformative learning initiatives at various levels of implementation. Ongoing work within less organized countries should be encouraged.

But there are also some challenges that need to be addressed. For instance, attempts to include urban sustainability issues in transformative learning are being hindered by problems such as the lack of institutional support to improve learning practices, constraints in setting-up specific student learning outcomes, and limited incentives to change the syllabus [ 57, 58].

The study has some limitations. Firstly, the size of the sample, composed of 100 responses, cannot be regarded as representative of teaching practices, despite referring to an impressive number of 27 countries. Secondly, since the data collection instrument used was an online questionnaire, no personal interviews or interactions with the respondents were attempted. Such limitations may provide a fertile ground for future studies that may draw from larger and more diverse samples. But notwithstanding these constraints, the present study provides a valuable contribution to the literature based on the fact that it has collected data from a significant number of countries representing various geographical regions, and the fact that the experts comprising the sample have considerable experience in matters related to sustainability-focused urban issues. Moreover, the research has allowed us to identify some of the constraints that appear when attempting to implement matters related to urban sustainability in the transformative learning scope.

Overall, embedding transformative learning into urban sustainability curricula can be a powerful way to foster critical thinking, creativity, and a deeper understanding of complex sustainability challenges. Some recommendations for better embedding transformative learning into urban sustainability curricula are:

1. a.
Use engaging approaches such as experiential learning and problem-based learning, to encourage students to explore and analyse problems from multiple perspectives.

2. b.
Adopt interdisciplinary approaches, integrating multiple disciplines such as environmental science, urban planning, sociology, economics, and architecture, among others. This approach provides students with a holistic understanding of urban sustainability issues and encourages them to think beyond siloed perspectives.

3. c.
Foster community engagement and connections with local communities and organisations working on sustainability initiatives. This engagement may help students develop empathy, understand diverse perspectives, and see the real-world impacts of their actions.

4. d.
Make greater use of reflective activities and practices such as group discussions, and self-assessments, encouraging students to critically reflect on their learning experiences, their assumptions, and their personal beliefs about sustainability.

5. e.
Leverage technology tools such as interactive simulations, data visualisation, and virtual reality to enhance learning experiences.

Also, one may consider exploring the ethical dimensions of urban sustainability and encourage students to reflect on the social, economic, and environmental impacts of different approaches, helping them to develop a sense of responsibility.

As to future research, it seems appropriate to provide a greater emphasis on urban sustainability when adjusting current teaching programmes or designing new ones, specifically considering transformative learning. This is because a greater understanding of these topics may put HEIs in a position to take greater advantage of the teaching and learning opportunities that urban sustainability provides.

Data availability

Data to be made available on reasonable request.

Acknowledgements

This paper has been funded by the Inter-University Sustainable Development Research Programme and is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Author information

Authors and Affiliations

1. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho & Amanda Lange Salvia

2. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

3. Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I-BR 285, São José, Passo Fundo, RS, 99052-900, Brazil

Luciana Londero Brandli, Amanda Lange Salvia & Barbara Fritzen

4. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

5. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

6. Centre for Functional Ecology - Science for People & the Planet (CFE), Associate Laboratory TERRA, Department of Life Sciences, University of Coimbra, Calçada Martim de Freitas, 3000-456, Coimbra, Portugal

Diogo Guedes Vidal

7. Rede Compor Mundos, Humanidades, bem-estar e saúde - Fundação Fernando Pessoa, Praça 9 de Abril 249, 42-49-004, Porto, Portugal

Diogo Guedes Vidal

8. Universidade da Beira Interior, NECE-UBI (Research Centre for Business Sciences), Rua Marquês D'Ávila e Bolama, 6201-001, Covilhã, Portugal

Arminda Paço

9. Department of Environmental Science and Policy, University of Southern Maine, 106 Bailey Hall, Gorham, ME, USA

Vanessa Levesque

10. Faculty of Business and Economics, RISEBA University of Applied Sciences, Meza Street 3, Riga, 1048, Latvia

Valerija Kozlova

11. Graduate Program in Production Engineering, Technology Center, Federal University of Santa Maria-UFSM, Santa Maria, RS, Brazil

Lucas Veiga Ávila

12. College of Architecture and Planning, Imam Abdulrahman Bin Faisal University (Formerly, University of Dammam), 1982, 31441, Dammam, Saudi Arabia

Ismaila Rimi Abubakar

13. Centre for Environmental Education & Research, University of Malta, Msida, MSD 2080, Malta

Paul Pace

Contributions

WLF: conceptualization, supervision, writing-reviewing; LLB: writing, analysis; MAPD: writing-reviewing; DGV: writing-reviewing; AP: writing; VL: writing; ALS: writing-reviewing, methodology; VK: writing, methodology; LVA: writing, analysis; BF: writing, analysis; IRA: writing; PP: writing.

Corresponding author

Correspondence to Amanda Lange Salvia.

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The nature of the research, the methods used, and the fact that no personal data was stored or can be traced back to individuals, conforming with GDPR standards, means that the study is not subject to an ethics permit as specified by the Association of Medical Ethics Committee in Germany, the body responsible for such assessments in the country which led the study.

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Consent was waived due to the point described above.

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Leal Filho, W., Brandli, L.L., Dinis, M.A.P. et al. International trends on transformative learning for urban sustainability. Discov Sustain 4, 31 (2023). https://doi.org/10.1007/s43621-023-00145-7
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Keywords

Transformative learning

Higher education institutions (HEIs)

Quality of life

Urbanization

Urban sustainability

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International trends on transformative learning for urban sustainability - Discover Sustainability

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It is widely assumed that transformative societal action is required to address the world's many sustainability challenges of today. This is especially true in an urban context, since urban sustainability may assist in improving the conditions of the urban environment and the quality of life of humans.

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Leal Filho, W., Eustachio, J. H. P. P., Danila, A. C. N., Dinis, M. A. P., Salvia, A. L., Cotton, D. R. E., Frizzo, K., Trevisan, L. V., & Dibbern, T. (2024). Using data science for sustainable development in higher education [Research article]. Sustainable Development, 32(1), 15-28. 

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⭐ Leal Filho, W., Aina, Y., Dinis, M. A. P., Purcell, W., & Nagy, G. J. (2023). Climate Change: Why Higher Education Matters? Science of the Total Environment, 892, Article 164819. 

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⭐ Leal Filho, W., Aina, Y., Dinis, M. A. P., Purcell, W., & Nagy, G. J. (2023). Climate Change: Why Higher Education Matters? Science of the Total Environment, 892, Article 164819. 

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Climate change: Why higher education matters?

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Higher education (HE) matters to the global struggle to combat climate change. Research builds knowledge and informs climate solutions. Educational pr...

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Leal Filho, W., Abubakar, I. R., Mifsud, M. C., Eustachio, J. H. P. P., Albrecht, C. F., Dinis, M. A. P., Borsari, B., Sharifi, A., Levesque, V. R., Ribeiro, P. C. C., LeVasseur, T. J., Pace, P., Trevisan, L. V., & Dibbern, T. A. (2025). Governance in the implementation of the UN sustainable development goals in higher education: Global trends. Environment, Development and Sustainability, 27(9), 20695–20718. 

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Leal Filho, W., Abubakar, I. R., Mifsud, M. C., Eustachio, J. H. P. P., Albrecht, C. F., Dinis, M. A. P., Borsari, B., Sharifi, A., Levesque, V. R., Ribeiro, P. C. C., LeVasseur, T. J., Pace, P., Trevisan, L. V., & Dibbern, T. A. (2025). Governance in the implementation of the UN sustainable development goals in higher education: Global trends. Environment, Development and Sustainability, 27(9), 20695–20718. 

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Authors and Affiliations

1. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho

2. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

3. College of Architecture and Planning, Imam Abdulrahman Bin Faisal University (Formerly, University of Dammam), P.O. Box 1982, Dammam, 31441, Saudi Arabia

Ismaila Rimi Abubakar

4. Centre for Environmental Education and Research (CEER), University of Malta, Msida, Malta

Mark C. Mifsud & Paul Pace

5. Faculty of Life Sciences, Research and Transfer Centre Sustainability & Climate Change Management (FTZ-NK), Hamburg University of Applied Sciences, Ulmenliet 20, 21033, Hamburg, Germany

João Henrique Paulino Pires Eustachio

6. Departamento de Arquitetura e Urbanismo, Universidade Federal de Viçosa, Campus Universitário, Viçosa, Minas Gerais, 36570-900, Brazil

Clarissa Ferreira Albrecht

7. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

8. Biology Department, Winona State University, Winona, MN, 55987, USA

Bruno Borsari

9. The IDEC Institute and The Network for Education and Research on Peace and Sustainability (NERPS), Hiroshima University, Hiroshima, Japan

Ayyoob Sharifi

10. Department of Environmental Science and Policy, University of Southern Maine, Gorham, ME, 04038, USA

Vanessa R. Levesque

11. Department of Industrial Engineering, Fluminense Federal University, Rua Passo da Pátria, 156, Room 306, Building D. São Domingos, Niterói, Rio de Janeiro, 24210-240, Brazil

Priscilla Cristina Cabral Ribeiro

12. Environmental and Sustainability Studies Program, College of Charleston, Charleston, USA

Todd J. LeVasseur

13. Fernando Pessoa Research, Innovation and Development Institute (FP-I3ID), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

14. School of Administration, Federal University of Rio Grande do Sul (UFRGS), 855 Washington Luiz St, Porto Alegre, RS, 90010460, Brazil

Laís Viera Trevisan

15. Department of Science and Technology Policy, University of Campinas, Campinas, Brazil

Thais A. Dibbern

16. Environmental Studies, Yale National University Singapore College, 18 College Ave West Singapore, Singapore, Singapore

Todd J. LeVasseur

Corresponding author

Correspondence to Ismaila Rimi Abubakar.

# data[].attributes.attachment_link.title
Governance in the implementation of the UN sustainable development goals in higher education: global trends - Environment, Development and Sustainability

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Governance is a key component for implementing sustainable development (SD) initiatives in university teaching, research, and projects. This line of thinking also applies to implementing the United Nations (UN) sustainable development goals (SDGs). Despite the role of governance in guiding processes related to the SDGs, few studies have examined these relations in an integrative manner in higher education.

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Debrah, J. K., & Dinis, M. A. P. (2023). Chemical characteristics of bottom ash from biomedical waste incinerators in Ghana. Environmental Monitoring and Assessment, 195, Article 568. 

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Debrah, J. K., & Dinis, M. A. P. (2023). Chemical characteristics of bottom ash from biomedical waste incinerators in Ghana. Environmental Monitoring and Assessment, 195, Article 568. 

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https://doi.org/10.1007/s10661-023-11132-w

# data[].attributes.attachment_link.title
Chemical characteristics of bottom ash from biomedical waste incinerators in Ghana - Environmental Monitoring and Assessment

# data[].attributes.attachment_link.description
Biomedical waste (BMW) incineration is the most used alternative disposal method in developing countries, such as Ghana. The improper disposal of incinerator-generated bottom ash (BA) is a significant concern due to the hazardous nature of waste. A study was conducted at Tema Hospital (TGH) and Asuo…

# data[].attributes.headline
⭐ Leal Filho, W., Trevisan, L. V., Rampasso, I. S., Anholon, R., Dinis, M. A. P., Brandli, L. L., Sierra, J., Salvia, A. L., Pretorius, R., Nicolau, M., Eustachio, J. P. P., & Mazutti, J. (2023). When the alarm bells ring: why the UN Sustainable Development Goals may not be achieved by 2030. Journal of Cleaner Production, 407, Article 137108.

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⭐ Leal Filho, W., Trevisan, L. V., Rampasso, I. S., Anholon, R., Dinis, M. A. P., Brandli, L. L., Sierra, J., Salvia, A. L., Pretorius, R., Nicolau, M., Eustachio, J. P. P., & Mazutti, J. (2023). When the alarm bells ring: why the UN Sustainable Development Goals may not be achieved by 2030. Journal of Cleaner Production, 407, Article 137108.

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https://doi.org/10.1016/j.jclepro.2023.137108

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Leal Filho, W., Vidal, D. G., Dinis, M. A. P., Lambrechts, W., Vasconcelos, C. R. P., Molthan-Hill, P., Abubakar, I. R., Dunk, R. M., Salvia, A. L., & Sharifi, A. (2023). Low carbon futures: assessing the status of decarbonisation efforts at universities within a 2050 perspective [Research]. Energy, Sustainability and Society, 13, Article 5. 

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Leal Filho, W., Vidal, D. G., Dinis, M. A. P., Lambrechts, W., Vasconcelos, C. R. P., Molthan-Hill, P., Abubakar, I. R., Dunk, R. M., Salvia, A. L., & Sharifi, A. (2023). Low carbon futures: assessing the status of decarbonisation efforts at universities within a 2050 perspective [Research]. Energy, Sustainability and Society, 13, Article 5. 

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https://doi.org/10.1186/s13705-023-00384-6

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Abstract

Background

The implementation of sustainability at universities means that they can also play a key role in the transition to a low carbon economy, and in assisting global efforts towards decarbonisation. Yet, not all of them have so far fully engaged in this area. This paper reviews the state of the art on trends in decarbonisation, and outlines the need for decarbonisation efforts at universities. It also reports on a survey aimed at ascertaining the extent to which universities in a sample of 40 countries across the various geographical regions are engaged in carbon reduction efforts, identifying the challenges faced.

Results

The study has shown that the literature on the topic has been evolving over time and that increasing a given university's energy supply from renewable energy sources has been the cornerstone of university-based climate action plans. The study also indicates that even though several universities are concerned with their carbon footprint and actively seeking ways to reduce it, there are some institutional obstacles that need to be overcome.

Conclusions

A first conclusion which can be drawn is that efforts on decarbonisation are becoming more popular, with a special focus being placed on the use of renewable energy. Also, the study has shown that, from the range of efforts being made towards decarbonisation, many universities are setting up a team with carbon management responsibilities, have Carbon Management Policy Statements, and review them. The paper points towards some measures which may be deployed, so as to allow universities to take better advantage of the many opportunities an engagement in decarbonisation initiatives offers to them.

Background

Furthermore, climate change has caused the occurrence of extreme weather events including flooding, droughts, heatwaves, wildfires, erratic storms, and the rise in sea levels [ 5, 6, 7, 8]. This has caused much concern among people who fear that climate change will worsen in the future. Aside from this, climate change is promoting and enhancing the spread of many diseases which places stress on human health [ 9]. Therefore, it is imperative for systems to be created with carbon-free goals.

The major contributor to carbon emissions is the burning of fossil fuels to produce energy [ 2]. The energy sector needs to shift towards alternative and 'clean' sources of power to ensure that decarbonisation is realised. This can be achieved by using renewable energy sources such as wind, solar or hydropower [ 10].

Carbon reduction efforts at universities

Carbon management and reduction as a research topic have been explored in the higher education context in the past decades (e.g. [ 14, 15]). Following the approaches of ecological footprint analysis (EFA) and carbon footprint analysis (CFA) a number of Higher Education Institutions (HEIs) worldwide have been measuring their respective ecological footprints (EF) [ 16, 17, 18] and carbon footprint (CF) (e.g. [ 19, 20, 21]). The EF is broader in scope and approach, as it captures the impact, expressed in global hectares (gha), of several components, such as energy use; water use; waste; mobility; procurement; infrastructure; and food. The CF specifically sets focus on the amount of CO ₂ emissions, expressed in tons (t) from different components. Three types of emissions are calculated: (1) ISO scope 1 emissions (direct emissions of the HEI, e.g. heating of buildings); ISO scope 2 (indirect emissions resulting from energy use); ISO scope 3 (other indirect emissions, e.g. resulting from commuting, procurement). Measuring the CF of universities is complex, and studies have shown that it is not feasible to compare results of CFA between different HEIs, due to differences in calculation methods used; interpretations of certain emission types; and (intentionally or unintentionally) excluding certain components, especially scope 3 emissions, from the calculation [ 22, 23].

Assessing the CFs of HEIs has several benefits. Having an exemplary function in society, universities can showcase how their daily operations contribute to societal sustainability transition, as has been outlined in several studies, e.g.: societal role, outreach [ 24, 25]; whole-school approach, practise what you preach [ 22]; campus as living laboratories [ 26, 27]. It is clear that attention towards CF analysis and -reduction has educational and societal benefits. Regarding campus operations, CF assessments ideally also result in future strategic interventions to reduce carbon emissions, e.g. through improving the built environment or investing in renewable energy [ 22, 28]. In a worldwide study, HEIs reported taking measures to reduce energy use, improve energy efficiency, and encourage renewable energy, as well as measures related to mobility, such as carbon offsetting and behavioural change of students and employees [ 29].

The majority of published articles present either (1) case studies of individual HEIs on CFA and CF reduction (e.g. [ 17, 20, 21, 22]; and/or (2) carbon management in higher education context (e.g. [ 15, 30, 31]. As a concept and practice, "decarbonisation" is yet hardly discussed in the current academic body of knowledge. The explicit mentioning of the term in relation to HEIs is scarce, and few studies refer to the potential of decarbonisation technologies at HEI campuses [ 32, 33, 34]. Apart from contributing to environmental, educational, and societal benefits, implementing decarbonisation efforts is believed to provide economic benefits for HEIs as well, although this is currently still being debated in the literature [ 14]. With constantly changing legislative boundary conditions, it is often difficult for HEIs to measure economic benefits in the short- and long-term [ 32].

Methods

This study aimed to provide a greater understanding of the status of decarbonisation efforts that HEIs around the world contribute to by integrating climate solutions into their teaching, research, and operations activities, identifying the challenges they face within a 2050 perspective. To properly address the main objective of this research, a cross-sectional descriptive study was conducted, complemented by a survey. This type of dual study approach offers many advantages when it comes to shedding light on a given research topic, with the aim of fostering a greater understanding of new concepts or phenomena [ 41, 42].

The first step consisted of bibliometric analysis. Advances in text mining techniques have provided unprecedented opportunities to understand the overall structure and major focus areas of academic fields. For this purpose, different bibliometric analysis tools have been developed to identify influential sources, publications, and authors. Such tools can also be used to understand what thematic areas have received more attention. The latter is of interest to this study as it wants to find out what topics have received more attention in the literature related to university-based decarbonisation efforts. For this purpose, the study relies on the term co-occurrence analysis provided by VOSviewer, a frequently used bibliometric analysis technique [ 43]. The input data for term co-occurrence analysis are details of academic papers indexed in scientific databases. Here, the Web of Science (WoS), was used because of its broad coverage of peer-reviewed publications related to the study topic. To retrieve the relevant literature, a broad-based search was performed, which included a combination of different terms related to decarbonisation efforts at universities (see Appendix A). To develop the search string, an initial and simple combination of terms was used. However, after the initial search, it was also noticed that other terms, such as climate-neutral and carbon management, are also relevant and should be included. The final search was conducted on March 7, 2021, and returned 434 articles. The titles and abstracts of these articles were screened, and irrelevant papers were excluded. In the end, 116 papers were selected for final analysis using VOSviewer [ 44]. The output of term co-occurrence analysis is in a network of nodes and links, where node size is proportional to the term frequency and link width is proportional to the strength of the connection between two terms. Terms that are close to each other form thematic clusters that will be discussed in the "Results" section.

The questionnaire, composed of 25 questions, was divided into 4 main parts: the first one aggregates 8 questions concerning participant background; the second part presents a set of 10 questions on the decarbonisation in campus operations to know if and how HEIs are performing actions and strategies; the third part, constituted of 4 questions, concerns decarbonisation in teaching and research and was designed to understand if this topic is incorporated in courses curriculum and teaching; the final part poses 3 questions to identify the main challenges and drives that HEIs are facing to implement decarbonisation strategies. The full questionnaire is presented in Appendix B. A pre-test was carried out by a group of academics whose fields of expertise lie within the scope of sustainable development research, to ensure that all relevant issues were considered and to check redundancies or similar items, as well as to evaluate the writing and sequence of questions. This process enables the questionnaire to be adjusted and redundant questions eliminated [ 49]. The language used was English.

The final version of the survey was administered through Google Forms and initially shared with scientific experts mailing lists and the network of the Inter-University Sustainable Development Research Programme (IUSDRP). A snowball sampling strategy was chosen to reach different viewpoints in a very small amount of time. Furthermore, in facing an emerging topic, such as decarbonisation, this sample allows us to reach the results faster and to provide up-to-date evidence [ 50]. The survey collected 110 responses between March and May 2021.

Results and discussion

This section was divided into two main parts. The first, relying on the bibliometric analysis, while the second was devoted to analysing the data collected from the survey.

Results of the bibliometric analysis

Four different thematic areas can be identified from the output of the term co-occurrence analysis that is shown using different colours (Fig. 1). In the blue cluster, 'carbon footprint' and 'sustainability' are two dominant terms indicating that university-based decarbonisation efforts are closely related and/or part of broader efforts aimed at creating sustainable universities [ 51, 52]. Such decarbonisation efforts have been developed and practised under different initiatives such as low-carbon campus [ 16, 53], green campus [ 54], climate-neutral campus [ 52], and carbon-neutral university [ 55]. In these initiatives universities have functioned as living labs, practising a wide range of activities such as implementing innovative pilot projects [ 56], promoting sustainable behaviours among students [ 57], and examining the performance of universities as small-scale models of cities [ 58]. A common focus area of these campus-based efforts has been implementing renewable energy-based projects that are discussed under the red cluster. The blue cluster also includes terms 'mobility' and 'travel' that refers to issues related to reducing community- as well as long air travel-related emissions of students and faculty members [ 59, 60].

Results of the survey

Demographics

The first part of the survey aimed to know the respondents' profiles. In total 110 responses were collected from 40 countries, as listed in descending order of a number of responses by country: United States (9.1%), Canada (8.2%), Nigeria (8.2%), Saudi Arabia (7.3%), United Kingdom (7.3%), Brazil (6.4%), Portugal (5.5%), Australia (4.5%), Netherlands (3.6%), Japan, Kenya, Germany, Ghana, Greece, India, Iran, Mexico, Pakistan, Spain, Uganda, Bangladesh, Belgium, Bosnia, Colombia, Cote d'Ivoire, Croatia, Denmark, Estonia, Ethiopia, France, Italy, Kazakhstan, Malaysia, Malta, Mozambique, Philippines, Sweden, Switzerland, Taiwan, and Turkey The most representative countries had the percentage of respondents assigned in parenthesis. A map of the countries where the sampled respondents live is shown in Fig. 2. The socio-demographic characteristics of the sample are summarised in Table 1.

Prevailing in the sample are participants from Europe (30.0%) and Asia (20.9%), although the remaining continents are not imbalanced and there are no huge differences among them, allowing having an overview of the worldwide status of decarbonisation efforts at universities within a 2050 perspective. The majority are males (61.8%) and aged 33-47 years (47.3%), followed by those aged 48-62 years (31.8%). Regarding the university classification, public universities were more participative in the study (79.1%) as well as postgraduate participants (90.0%). Lectures/professors (47.3%) and researchers (15.5%) represent the vast majority of the participants. They are mainly working in the field of social sciences (37.3%) and engineering and technology (22.7%).

Decarbonisation in campus operations

The second part of the survey addressed the topic of decarbonisation in campus operations. As will be detailed here, the results obtained on "Decarbonisation in campus operations" is mainly focused on energy efficiency and consumption reduction, as shown in Box 1. It highlights the internal efforts most addressed in low carbon policy in universities and in Box 2 that indicates the topics most addressed in decarbonisation campus operations. The results in Table 2 suggest that universities seem to be making an effort towards implementing a carbon management structure in HEIs.

Regarding the type of sources used, 75.8% of respondents indicated solar energy as the primary source in response to the question regarding the most used sources to produce energy, followed by wind energy (28.6%), hydropower (25.3%), thermal energy (biomass) (12.1%) and geothermal energy (9.9%), with other sources being reported by a few cases.

In relation to the internal efforts pointed out to achieve progress in low carbon policy within the university, respondents gave a diversity of responses. However, the focus can be considered as pointing out to energy consumption reduction and improved efficiency, also highlighting the role of renewable energy and campus sustainability, as it is highlighted in Box 1.

Box 1. Topics highlighting the internal efforts most addressed in low carbon policy in universities

While these results are in line with a previous global review on sustainability integration in higher education (Lozano et al., 2015), it suggests that HEIs are struggling to take concrete measures towards carbon neutrality. However, some universities in our sample seem to have 'no structure in place for ensuring ongoing carbon management' (26.4%) or are 'not doing anything' (20.9%) as described in Table 2. Having only partially, or even not shifted to renewable sources, exemplifies that (deep) decarbonisation efforts are difficult to realise at universities. This might be under the influence of institutional carbon lock-ins (cf. [ 35]).

In Table 3 is shown in the second column the trends of current topics and in the third one the trends of expected future topics that were considered more relevant to decarbonisation issues at HEIs.

In 7 out of the 10 trends most reported by respondents, it is shown that there is no expressive difference between what is currently expected and what will be expected in the future, demonstrating the perception of urgency in addressing issues related to climate change by HEIs. It suggests the path that HEIs might follow to effectively contribute to achieving on-time what was established in the Paris Agreement. The results are in line with the work of Leal Filho et al. [ 68], which aimed at identifying the extent to which matters related to climate change are addressed within the teaching and research practices at universities, with a focus on the training needs of teaching staff.

It is also noticed that statements more related to concrete aspects of campus operation that are usually in the scope of each HEI's internal decision-making, such as "Reduced carbon emissions", "Increase the use of renewable energy" or "Promote energy efficiency", were referred to more frequently by the sample of respondents. It may indicate that in the perception of them HEIs have been focused on carrying out actions of this type. In contrast, "Energy crisis, price and policy", "Social or environmental justice" and "Levels of energy demand" were marked by a smaller number of respondents possibly because they may perceive them as topics that are in the sphere of responsibility of governments and multilateral structures and therefore HEIs have little or no influence on those issues.

Asked for additional comments on decarbonisation campus operations, some specific concerns were mentioned. The more reported comments are listed in Box 2.

Box 2. Topics most addressed in decarbonisation campus operations

Fossil-based energy is the main contributor to climate change, responsible for around 60% of global GHG emissions [ 70]. Countries intention to be virtually "fossil free" by 2050 [ 13]. Thus, efforts towards decarbonisation demand a holistic approach. In that respect, universities are considered to be a driving force in change, contributing to infrastructure development, technology improvement for cleaner and efficient energy globally, stimulating growth, and protecting the environment. In order to attain SDG 7 (affordable and clean energy) objectives to decarbonise the global energy system, all stakeholders are called to intervene. At the same time, decarbonising the energy system also impacts other SDGs, such as those addressing air pollution (SDGs 3 and 7), clean water (SDG 6), and food security (SDG 2) [ 71]. Low carbon economic strategies investment will support economic development in the future [ 72, 73].

Energy efficiency plays a major role in (deep) decarbonisation efforts [ 37]. While energy efficiency can be faced as the minimum energy to supply the same level of energy, the ecosystem-related approach goes one step further, aiming to safeguard the integrity of the ecosystem while simultaneously providing optimum energy services. Both views will ultimately aim to contribute to limiting human (GHG) emissions [ 70]. Scientists and researchers from universities are seen as reliable stakeholders in the energy efficiency field [ 48]. Accordingly, it is natural that this topic is considered to be important in the reported responses found in the analysis of the results (Box 1, Box 2 and Table 4), reflecting the fact that universities see energy efficiency efforts as a way to tackle 2050 decarbonisation efforts. The same exercise can be applied to the "Zero carbon buildings" goal, pointed out by the respondents (Box 1) in the scope of the efforts needed to be addressed by universities to achieve a low carbon policy. Global carbon targets cannot be attained without considering the buildings and universities represent that respect significant contributors, particularly those involving the technology areas, with experiments being carried out continuously, demanding additional energy effort. Clearly, energy topics addressed in the survey in the university context are all related to the sustainable pathway involved in efforts to progress towards a low carbon future. According to Donkor and Mearns [ 70], societies embracing sustainability will ultimately be the most successful and prosperous of the future and universities in particular, through research and also due to the important role played as stakeholders, are important players.

Waste recycling is mentioned in Box 1 as a topic to be addressed in the scope of low carbon policies and internal efforts. Low costs technology to control emissions from waste and wastewater handling and fossil fuel production and use are available through waste recycling and wastewater treatment plants [ 76] and further efforts in developing countries, those with the poorest management systems will significantly impact the reduction of global anthropogenic emissions in the 2050 timeframe, particularly methane.

Policy instruments are mentioned by 67.3% (Table 4) as important cross-cutting issues in relation to 2050 future trends in decarbonisation. However, they are unlikely to be realised without strong policy incentives, as advocated by Zhou et al. [ 77] when investigating low carbon investment needs involved in climate policy scenarios and we do know that universities tend to neglect specific aspects that could further be enhanced at this respect.

Education is essential in developing climate literacy at all levels of study and across all disciplines [ 78]. Communication, on the other hand, is highlighted in Box 2 as essential to decarbonisation efforts. Communication is essential [ 79] in the context of universities' actions to tackle decarbonisation efforts. The survey shows that energy and carbon literacy (53.6% in Table 4) in the context of universities represents an important trend in the decarbonisation topic, in agreement with what happens in the household context [ 48]. Awareness and sensitisation towards promoting behaviour change are important and highlighted through the results obtained in the survey, but it will also be crucial to persuade collective decision-making stakeholders to pursue that awareness, interest, and enthusiasm at the collective level [ 45]. Driving changes in behaviour could shape consumption habits, motivating further changes to emerge [ 46].

Biresselioglu et al. [ 45] found that barriers to European decarbonisation are frequently described as being confined to lower-level collective decision-making context, while the transition to low carbon is deemed inevitable for higher levels of governance, resulting in a strong will to overcome those barriers. The efforts to achieve decarbonisation at universities reported in this study seem to indicate that universities aim to play a relevant role in this respect. Several of the organisations which took part in this study seem to be interested in achieving campus sustainability, acting as living labs.

Decarbonisation in teaching and research/challenges and drivers

Table 4 presents the distribution of the sampled respondents in questions on how they perceive the integration of decarbonisation into teaching (a) and research (b), as well as the potential of decarbonisation themes to encourage students to be able to contribute to low carbon efforts at their institutions (c). It can be observed that factual elements (a, b) returned fewer positive responses, with more than half of the sample distributed among the mid-low response options (small/some extent). On the other hand, the normative element-potential to contribute-had over 90% of the sample distributed among the top three options (great/moderate/some extent). This finding indicates how the topic is perceived as important to mobilise students, even though it might have not been applied so satisfactorily in teaching and research.

After this set of questions, respondents were given an open space to comment on their views of decarbonisation in teaching and research. Table 5 presents these comments, classifying them among references to challenges, supporting arguments, and positive stories.

This study was also interested to investigate which are the main challenges and drivers for the implementation of decarbonisation initiatives at HEIs. The results in Fig. 5 are presented as the percentage of respondents who indicated these aspects. When challenges are concerned, three in four respondents have indicated lack of funding as an important aspect to be considered. Lack of awareness of interest from staff and of material/resources are also among the most selected challenges (between 42 and 48%), reinforcing the need for effective management approaches [ 66]. On the other hand, the least voted challenge was lack of interest from students, indicated by only 16% of the sample. Other listed challenges include lack of governmental policies/support, problems in prioritisation, and distribution of funding.

In this context, the engagement of the academic community is crucial in implementing sustainable development at HEIs and internalising it into the institutional culture [ 26, 83].

Conclusions

This article reports on a study focusing on decarbonisation at HEIs, which consisted of bibliometric analysis and an online survey taking place. A first conclusion which can be made is that efforts on decarbonisation are becoming more popular, with a special focus being placed on the use of renewable energy. Also, the study has shown that, from the range of efforts being made towards decarbonisation, many universities are setting up a team with carbon management responsibilities, have Carbon Management Policy Statements, and review them. Furthermore, over 75% of the respondents indicated solar energy as a primary source in their institutions. A reduction in carbon emissions is seen in most cases as a priority now and in the future, by a significant number of participants HEIs.

This study has some limitations. Firstly, it relied on the term co-occurrence analysis provided by VOSviewer. Even though this is a frequently used bibliometric analysis technique, it has a constraint in respect of the number of terms that can be assessed. Secondly, the online questionnaire survey was undertaken over a short period of time and could only involve HEIs staff who were motivated-and interested to take part in it. Thirdly, the size of the sample, which involved 110 respondents, cannot be regarded as representative, although relating 40 countries.

Despite these limitations, the paper makes a timely contribution to the literature in the sense that it provides a profile of the extent to which universities are engaging in decarbonisation efforts. Also, the sample, which entails respondents from 40 countries, illustrates the levels of emphasis the topic is currently having. The sample also fulfils the purpose of outlining some of the challenges that HEIs currently face in reducing their CF.

Some of the measures which may be deployed, so as to allow universities to take better advantage of the many opportunities an engagement in decarbonisation initiatives offers to them are:

1. (a)
to promote wider awareness of the fact that decarbonisation is not a sole task for the university administration, but that it is a goal also to be embraced by staff and students;

2. (b)
themes associated with decarbonisation such as CO ₂ emissions or the use of renewable energy, may be used as part of a wide range of courses, raising the awareness of students across the social and natural sciences, and not only in engineering, as it is sometimes the case;

3. (c)
efforts to foster decarbonisation may be supported by the use of digitalisation, with tools that enable more resource and energy efficiency, and better network utilisation and new technologies that may contribute to climate protection;

4. (d)
research at the interfaces of decarbonisation and overall climate protection efforts should be promoted more strongly.

In addition, bearing in mind the high demand for skilled workers in the field of climate protection, knowledge of matters related to decarbonisation may be helpful in meeting with the shortages of personnel in the labour market. This trend, in turn, gives an opportunity for universities to strengthen their further education programmes. Overall, in order to better tap the potentials of decarbonisation, greater emphasis should be given to giving universities incentives to better integrate decarbonisation as part of their transformation process.

Availability of data and materials

The datasets used and analysed during the current study are available from the corresponding author on reasonable request.

Acknowledgements

This paper has been funded by the Inter-University Sustainable Development Research Programme and is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Author information

Authors and Affiliations

1. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, 21033, Hamburg, Germany

Walter Leal Filho

2. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M11 5GD, UK

Walter Leal Filho

3. Department of Life Sciences, Faculty of Sciences and Technology, Center for Functional Ecology-Science for People and The Planet (CFE), TERRA Associate Laboratory, University of Coimbra, Calçada Martim de Freitas, 3000-456, Coimbra, Portugal

Diogo Guedes Vidal

4. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

5. Department of Marketing and Supply Chain Management, Faculty of Management, Open Universiteit, The Netherlands (OUNL), Postbus 2960, 6401 DL, Heerlen, The Netherlands

Wim Lambrechts

6. Laboratory of Sustainability Engineering and Consumption, Federal University of Paraíba, João Pessoa, PB, Brazil

Claudio R. P. Vasconcelos

7. Algoritmi Research Centre, School of Engineering, University of Minho, 4800-058, Guimarães, Portugal

Claudio R. P. Vasconcelos

8. Business Sustainability, Nottingham Trent University, England, UK

Petra Molthan-Hill

9. College of Architecture and Planning, Imam Abdulrahman Bin Faisal University (Formerly, University of Dammam), P.O. Box 1982, Dammam, 31441, Saudi Arabia

Ismaila Rimi Abubakar

10. School of Science and the Environment, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Rachel M. Dunk

11. Graduate Program in Civil and Environment Engineering, University of Passo Fundo, Campus I-BR 285, São José, Passo Fundo, RS, 99052-900, Brazil

Amanda Lange Salvia

Contributions

WLF was responsible for the article's concept and contribute with the whole manuscript; RMD, IRA and PM-H wrote the literature review of the manuscript; DGV and CRPV wrote the method section; MAPD, WL, ALS, and CRPV wrote the results and discussion. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Claudio R. P. Vasconcelos.

Ethics declarations

Ethical approval and consent to participate

Informed consent was obtained on the web survey from all individual participants included in the study. The data collected do not allow the individual identification of the participant.

Consent for publication

Not applicable.

Competing interests

The authors declares that they have no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix A: Search string

(TS= (( "carbon neutral*" OR "climate action" OR "climate change in the curriculum" OR "climate mitigation" OR "climate change mitigation" OR "decarboni*" OR "carbon literacy" OR "renewable energy*" OR "zero carbon" OR "low carbon" OR "zero-carbon" OR "low-carbon" OR "net zero" OR "climate neutral" OR "climate-neutral" OR "NZEB" OR "carbon management" OR "carbon efficiency" OR "carbon footprint") NEAR/15 ("universit*" OR "higher education institut*") )) AND LANGUAGE: (English)

Indexes=SCI-EXPANDED, SSCI, A&HCI, ESCI Timespan=1900-2021

Appendix B: Survey

1. Country of your college/university:

____________

4. Gender

( ) Female, ( ) Male, ( ) Other, ( )Prefer not to say.

5. Age, (numerical - e.g., 32):

____________

6. Highest Educational Level:

( ) Secondary school or lower; ( ) Tertiary education; ( ) Postgraduate (e.g., MA/MSc, Ph. D.)

7. Primary position at the college/university:

( ) Student; ( ) Researcher; ( ) Lecturer/Professor; ( ) Administrative Staff; ( ) Higher management; ( ) Other______________

8. Which is your main area of knowledge:

( ) Natural Sciences; ( ) Engineering and technology; ( ) Medical and Health sciences; ( ) Agricultural sciences; ( ) Social sciences; ( ) Arts & Humanities; ( ) Other: _______

9. At the best of your knowledge, please mark the statements related to the carbon management structure adopted by your college/university.

( ) We have a clear Carbon Management Policy Statement; ( ) We have a defined person with carbon management responsibilities; ( ) We have set up a team with carbon management responsibilities; ( ) We have carried out a one-off 'Carbon Footprint & Recommendations' process; ( ) We are set up to regularly review our carbon impact & revise our Action Plan; ( ) We communicate the results of our carbon management progress to staff/customers; ( ) We have implemented a permanent Carbon Management System; ( ) We currently have no structure in place for ensuring ongoing carbon management; ( ) We are currently developing a Carbon Management programme; ( ) When we are making decisions we generally consider the carbon implications; ( ) We are not doing anything; ( ) Other: ____________

10. Does your university have a monitoring process to control its emissions of greenhouse gases?

( ) Not at all; ( )No, but intends to do it in the future; ( ) Yes, but just from few isolated initiatives; ( ) Yes, from several fonts of emission; ( )Yes, from all fonts of emission.

11. Does your university produce/purchase part of its energy from renewable energy sources?

( ) Not at all; ( )No, but intends to do it in the future; ( )Yes, but a small percentage of the total consumption; ( )Yes, a relevant percentage of the total consumption; ( )Yes, the total consumption comes 100% from renewable energy sources.

11.1 If so, which sources are used? (Multiple answer possible)

( )Hydropower; ( ) Solar energy; ( ) Wind energy; ( )Thermal energy (biomass); ( ) Geothermal energy; ( )Other: _____________

12. Which internal efforts can you point out within your college/university context to achieve progress in low carbon policy? ____________________________________________________________

13. In your opinion, important current trends in decarbonisation involve which of the following topics? (Multiple choices possible)

( ) Levels of energy demand Increase use of renewable energy; ( )Promote energy efficiency; ( ) Reduced carbon emissions; ( )Energy crisis, price, and policy; ( )Climate policy instruments; ( ) Increase social awareness and promote behaviour-change; ( )Energy and carbon literacy; ( ) More sustainable transportation; ( ) Technology support; ( ) Social or environmental justice; Other:___________

14. In your opinion, 2050 future expected trends in decarbonisation involve which of the following cross-cutting issues? (Multiple choices possible)

( ) Levels of energy demand; ( ) Increase use of renewable energy; ( ) Promote energy efficiency; ( ) Reduced carbon emissions; ( ) Energy crisis, price and policy; ( ) Climate policy instruments; ( ) Increase social awareness and promote behaviour-change; ( ) Energy and carbon literacy; ( ) More sustainable transportation; ( ) Social or environmental justice; Other: _____

15. Has your college/university partnered with other stakeholders to design/implement their carbon neutral plan? If so, with which partners? (Multiple choices possible)

( )It has not developed the plan/partnered with other stakeholders; ( ) City Hall; ( ) Insurance companies; ( ) Companies/Industry; ( ) Financial institutions; ( ) Civil society groups; ( ) NGOs; Other: _______________

16. Please, use this space If you would like to make any comments regarding decarbonisation in campus operations

______________________

17. To the best of your knowledge, is the topic of decarbonisation integrated into any teaching programs at your college/university?

( ) Not at all; ( ) To a small extent; ( ) To some extent; ( ) To a moderate extent; ( ) To a great extent

18. To the best of your knowledge, are your college/university involved in researching decarbonisation?

( ) Not at all; ( ) To a small extent; ( ) To some extent; ( ) To a moderate extent; ( ) To a great extent

19. Do you believe that decarbonisation themes have the potential to encourage students to be able to contribute to low carbon efforts at your college/university?

( ) Not at all; ( ) To a small extent; ( ) To some extent; ( ) To a moderate extent; ( ) To a great extent

20. Please, use this space If you would like to make any comments regarding decarbonisation in teaching and research

Challenges and drivers

21. Which elements pose a challenge to the efforts of implementing decarbonisation initiatives at your college/university? (Multiple answers possible)

( )Lack of expertise; ( ) Lack of awareness; ( ) Lack of interest from staff; ( ) Lack of interest from students; ( ) Lack of materials/resources; ( ) Lack of support from the administration; ( ) Lack of funding; Other: _________

22. Which elements represent drivers for the implementation of decarbonisation initiatives at your college/university? (Multiple answers possible)

( ) Sustainability culture among stakeholders; ( ) Favourable legislation; ( ) Benefits to the image of the organization; ( ) Possibilities to reduce costs; ( ) Increased attractiveness to students; ( ) Increased attractiveness to new staff; ( ) Increased research income; ( ) Support from senior management/leadership; ( ) Support/demands from the internal community; ( ) Support/demands from the external community; Other: _________

23. If you have specific examples of a case study or project involving decarbonisation at your university, briefly describe the experience (objective, method, impact, and results, for example).

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# data[].attributes.attachment_link.title
Low carbon futures: assessing the status of decarbonisation efforts at universities within a 2050 perspective - Energy, Sustainability and Society

# data[].attributes.attachment_link.description
Background The implementation of sustainability at universities means that they can also play a key role in the transition to a low carbon economy, and in assisting global efforts towards decarbonisation. Yet, not all of them have so far fully engaged in this area.

# data[].attributes.headline
Leal Filho, W., Trevisan, L. V., Dinis, M. A. P., Sivapalan, S., Wahaj, Z., & Liakh, O. (2023). Ensuring sustainability in internationalisation efforts at higher education institutions [Literature Review]. International Journal of Sustainability in Higher Education 24(7), 1416-1429. 

# data[].attributes.subject
Leal Filho, W., Trevisan, L. V., Dinis, M. A. P., Sivapalan, S., Wahaj, Z., & Liakh, O. (2023). Ensuring sustainability in internationalisation efforts at higher education institutions [Literature Review]. International Journal of Sustainability in Higher Education 24(7), 1416-1429. 

# data[].attributes.body
https://doi.org/10.1108/IJSHE-10-2022-0333

# data[].attributes.attachment_link.readable_text
Abstract

Purpose

Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level.

Design/methodology/approach

A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts.

Findings

Through case studies of international HEIs, the study lists the opportunities, benefits and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities.

Originality/value

This study provides a welcome contribution to the literature because it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts.

Acknowledgements

This study is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Funding and/or conflicts of interests/Competing interests: No funding was received for conducting this study.

The authors have no competing interests to declare that are relevant to the content of this paper.

Citation

Leal Filho, W., Viera Trevisan, L., Dinis, M.A.P., Sivapalan, S., Wahaj, Z. and Liakh, O. (2023), "Ensuring sustainability in internationalisation efforts at higher education institutions", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-10-2022-0333

Publisher
:
Emerald Publishing Limited

Copyright

# data[].attributes.attachment_link.title
Ensuring sustainability in internationalisation efforts at higher education institutions

# data[].attributes.attachment_link.description
Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level.

# data[].attributes.headline
Leal Filho, W., Ozuyar, P. G., Dinis, M. A. P., Azul, A. M., Alvarez, M. G., Neiva, S. d. S., Salvia, A. L., Borsari, B., Danila, A., & Vasconcelos, C. R. (2023). Living labs in the context of the UN sustainable development goals: state of the art [Original Article]. Sustainability Science, 18, 1163-1179. 

# data[].attributes.subject
Leal Filho, W., Ozuyar, P. G., Dinis, M. A. P., Azul, A. M., Alvarez, M. G., Neiva, S. d. S., Salvia, A. L., Borsari, B., Danila, A., & Vasconcelos, C. R. (2023). Living labs in the context of the UN sustainable development goals: state of the art [Original Article]. Sustainability Science, 18, 1163-1179. 

# data[].attributes.body
https://doi.org/10.1007/s11625-022-01240-w

# data[].attributes.attachment_link.readable_text
Introduction: the 'living labs' concept

Despite this broad use of the concept, an increasing interest in living labs perceived as assets to achieve the Sustainable Development Goals (SDGs) (United Nations General Assembly 2015) has been increasing consistently, through the years. The latest studies have focused on how living labs can contribute to promoting local, urban entrepreneurship (Rodrigues and Franco 2018) that fosters sustainability, and social and economic development (Leal Filho et al. 2022b; Voytenko et al. 2016). Living labs have gained wide attention in academia also for how universities and their academic communities become key drivers in transferring knowledge and innovation to society, through citizens' outreach education initiatives (Purcell et al. 2019; Findler et al. 2019; Stephen et al. 2008). Thus, a living lab can be a powerful learning and action tool to foster students' participation in projects organized at the community level, while bringing together stakeholders with different areas of expertise. This interaction expands opportunities for enhancing knowledge in sustainability through participatory research (Rosenberg Daneri et al. 2015).

Higher Education Institutions (HEIs) have the potential to become effective tools of transformation towards sustainability through living labs, legitimizing the need for research studies with such a focus, where these are already established in higher education settings. In addition, investigations about the methods employed in pursuit of a successful implementation of the SDGs are urgently needed to fill in this knowledge gap. Consistent with these requirements, this paper aimed at assessing the connections between living labs and sustainable development. Our assessment study was accomplished through a two-pronged strategy, which included a bibliometric analysis and an analysis of selected case studies from HEIs around the world. Our findings promote a better understanding of the role of living labs for sustainable development, while presenting current approaches being employed by some universities and shedding light on this compelling topic.

Living labs and sustainable development

Universities have the potential to play a key role in supporting the implementation of the SDGs. By working in partnership with students, employees, stakeholders, and the external community, universities can pursue ingenious solutions, which can provide economic, social, and environmental benefits for both the university and the community (Purcell et al. 2019; Sroufe 2020).

By supporting the pursuit of the SDGs in urban centres, living labs can also contribute towards the following aims (Voytenko et al. 2016; von Wirth et al. 2019):

exploring the political dilemmas that limit innovation in cities,

fostering a greater understanding of how to promote sustainable consumption, through stakeholders' engagement, and developing knowledge and tools to maximise the use of green and blue infrastructure,

examining how suburbs can be modernized and socially uplifted to make them more attractive, sustainable and economically viable, and

developing guidelines on the means via which living labs can be better integrated into formal local government organizations.

So, according to Baran and Berkowicz ( 2020), living labs that focus on sustainability can lead to the creation of innovation and experimentation, which can then be converted into solutions for tangible economic, environmental, and social problems. As social behaviour is based on environmental and cultural contexts, living labs can be effective supporting tools, fostering knowledge integration, and the formulation of new questions for issues addressing sustainability (Heilmann and Pundt 2021).

Methods: existing approaches to living labs

The aim of this study is to investigate the approaches, methods and tools being deployed in implementing living labs among HEIs around the world. Apart from a bibliometric analysis of current emphases given to living labs' approaches to sustainable development for an implementation of the SDGs, the work entails an empirical study aimed at identifying their levels of deployment and introduces a set of case studies where successful approaches are showcased. The study encompasses two main research questions:

1. 1.
What is the role of living labs in a sustainability context?

2. 2.
Which living lab approaches are being currently used by universities?

The bibliometric review was carried out through a science mapping approach to review research on experiences related to living labs deploying or boosting the SDGs. Hallinger and Chatpinyakoop ( 2019, p. 1) conceded that "research reviews grounded in bibliometric methods do not examine the substantive finds of studies. Rather, their value extends from the capability to document and synthesize broad trends that describe the landscape composing and intellectual structure of a knowledge base". Thus, the scientific mapping approach was performed with the aim of illuminating trends in knowledge building on the researched topic. The bibliometric review was performed on the core collection of Web of Science (WoS) on April 2021, using the combination of the two following search strings, with English as the publication language, and no restrictions in terms of the type of publication and timeframe:

The combination of the two searches, eliminating duplicates, resulted in 234 publications. These were screened through the reading of the title, abstracts, and keywords to remove references not related to the specific field of study. In this phase, 18 references were eliminated before performing the mapping process through the software VOSviewer (Van Eck and Waltman 2010). The bibliometric analysis comprised the investigation of (a) co-occurrences in keywords, (b) the most prominent journals, (c) the most active authors.

Based on the available literature, a set of 20 case studies was chosen to illustrate how the living labs approach is being pursued for the implementation of the SDGs. Besides the description of each case and its connection with the SDGs (Table 4), a framework for action was also designed (Fig. 3). This framework represents an additional strategy to provide support and deepen the knowledge regarding existing approaches to living labs at universities and their contribution to the 2030 Agenda, and offers some key information about the challenges to be met, and outcomes to be reached, beyond the context of HEIs.

Results and discussion

Bibliometric analysis

(a)
Keyword co-occurrences

The co-occurrence map shows the most common keywords used in the analysed search and a visual representation of the network connections of keywords that appear more frequently in the documents analysed (Cancino et al. 2017, p. 620; Shi et al. 2019). As explained by Guo et al. ( 2019), keyword bursts refer to those keywords which rise sharply in citations. Burst detection is a suitable analytic method to uncover the keywords that receive particular attention from the related scientific communities in each period. The sample composed of 216 references provided 377 keywords, from which 32 were selected for meeting the threshold of a minimum of 3 co-occurrences. The keywords co-occurrence network is formed by the group of references that have at least 3 equal keywords in each paper (Su and Lee 2010). Those 32 keywords were grouped into 4 clusters, as shown in Fig. 1.

Co-keyword network and overlap visualizations of living labs and SDGs. a Co-keyword network visualization of living labs and SDGs, based on occurrences; b co-keyword overlay visualization, based on the score of occurrences and average publication per period

The first cluster, in red and composed of 11 keywords, is strongly represented by the keyword "innovation", which has the highest link strength in the cluster (103), occurring 38 times in the sampled references. The second cluster, in green, has 10 keywords and is represented by "sustainability", which is the most representative keyword with the highest total link strength (95), occurring 37 times. The next cluster, in blue, is represented by the keyword "framework", which has a total link strength of 44, with 17 occurrences. In addition to the visual representation of these results in Fig. 1a, Table 2 shows the keywords compiled in the sampled references with occurrences greater than or equal to 10. These are the most used keywords to describe the field of research formed by the interconnection between living labs and the SDGs.

(b)
The most prominent sources

From our sample of 216 publications, 125 sources were found and, of these, five met the minimum threshold of 5 identified documents from the source. Thus, the five leading sources in publishing documents regarding living labs and the SDG are shown in Table 3. The results show three scientific journals and two books. The scientific journal that stands out in terms of number of documents is Sustainability, contributing with 33 documents, followed by the International Journal of Sustainability in Higher Education and the Journal of Cleaner Production, both with nine documents.

The results draw attention to the cross-disciplinary profile of the analysed field of study, evidenced by the variety of sources that publish more articles on living labs and the SDGs. The Journal of Cleaner Production stands out as one of the most influential, given the number of citations and its Impact Factor.

In the analysed database, the paper by Evans et al. ( 2015) published by the journal Sustainability, stood out as a prominent referent for having been cited 87 times. The work intends to discuss the potential of living labs to provide a holistic and iterative framework for the co-production of knowledge. The living labs initiative was introduced in 2012 to render the University of Manchester campus into a place for applied teaching and research activities related to sustainability. This article published by Sustainability also discussed the generalization of living lab projects, and the design of HEIs as a living lab, and pointed out the main strengths and challenges of living labs approaches. Voytenko et al. ( 2016), cited 166 times, was another influential reference published by the Journal of Cleaner Production. In order "to develop current understandings through an examination of how the living labs concept is being operationalized in contemporary urban governance for sustainability and low carbon cities", the authors identified the following five key urban living labs characteristics: geographical embeddedness, experimentation and learning, participation and user involvement, leadership and ownership, and evaluation and refinement (Voytenko et al. 2016, p. 45). Finally, it is worth highlighting the contribution of the book "Universities as Living Labs for Sustainable Development: supporting the implementation of the SDGs", by Leal Filho et al. ( 2020), which assisted in filling the knowledge gaps in the field of universities as living labs towards sustainable development, as it documented, in its 52 chapters, best practices of university experiences from all around the world.

(iii)
The most active authors

Authors' cooperation network

Case studies

Examples of living labs can be found in different domains of knowledge-related areas, from biosphere reserves (Hugé et al. 2020), to smart cities planning (Counsell 2017; Kirwan and Zhiyong 2020; Papadopoulou and Giaoutzi 2017; Putra and van der Knaap 2019), urban development (Engez et al. 2021) and urban environment (Smaniotto Costa et al. 2020), and in particular within the scope of HEIs, known for their promotion of education and actions in sustainable development (Leal Filho and Surroop 2018; Mazutti et al. 2020a, b; Sroufe 2020). The multi-disciplinarity and multi-dimensionality of education and research regarding global issues (O'Neill 2003; Shao et al. 2011) have long been pursued by HEIs. With the onset of the SDGs, the need for such an approach has amplified, making the living labs concept become more urgent for HEIs as setting a medium for multi-disciplinarity and multi-dimensionality. In this respect, living labs differ among HEIs, as these are used as testbeds and university stakeholders are regarded as test subjects (Engels et al. 2019).

Additional goals covered by the case studies sample of living labs were SDGs 3, 12, and 15. With a focus on aging and long-term care, the Maastricht Living Lab and Health Care (Maastricht University 2018; Verbeek et al. 2020) contribute to improving the quality of life for vulnerable, older people. By exploring design strategies that support waste management, the University of Technology Sydney (UTS, n.d.) contributes to the goal of sustainable consumption, especially using innovative communication tools, new bins, and events to further educate its academic community. Regarding biodiversity, the EcoHub of University Sains Malaysia (USM, n.d.) is expected to become an advanced living lab in the country, as well as one of the sustainability-based tourism spots in Penang. In addition to research that can be carried out at the hub, students support the labelling of plants so that visitors can learn about native species, thus contributing to environmental education.

Based on the above-presented cases, it can then be stated that the SDGs can only be achieved worldwide through a participatory approach from the community (Leal Filho et al. 2022c, d, e). According to Compagnucci et al. ( 2021), living labs can promote long-term partnerships between stakeholders, thus contributing to successful partnerships and to SDG 17 in particular (Leal Filho et al. 2022c). Living labs play an important role within HEIs relevant partnerships, as they ensure that institutions are able to engage in the sustainability agenda through different approaches, from teaching and research to industry, driving innovative solutions and enhancing collaboration between all those involved, i.e., teachers (Bürgener and Barth 2018), researchers, stakeholders and the community (Hossain et al. 2019). Engaging users is key to a successful living lab (Compagnucci et al. 2021; Hossain et al. 2019), and changing habits based on environmental concern is a strong motivational factor, particularly for the younger generation, a privileged target group (Pietrapertosa et al. 2021), as seen in the Fridays For Future movement, started in 2018. This is also relevant in the context of HEIs, where positive actions are not limited to universities and users can disseminate knowledge beyond the campus borders (Mazutti et al. 2020a, b).

As highlighted by Purcell et al. ( 2019), a strategic sustainability movement carried out within HEIs context may represent a major challenge for university leaders. Transformation requires time and the engagement of all while maintaining sustainability as a keystone construct for the education and management of institutional operations and decision-making. This is particularly important when considering specific SDGs, not restricted to geographical barriers, such as SDG1 or SDG13. Within the context of HEIs, living labs are part of the transformative challenge at the global level, resulting in significant changes at the organizational and societal level, due to sustainable development projects underway. It could be argued that living labs can offer universities a more central role in society, as illustrated through the case studies in Table 4, as their impacts become more visible and transversal (Burbridge 2017a, b), through flexible and adaptable sustainable development models and approaches.

Challenges and outcomes of living labs

Framework for action in living labs, with key features transforming challenges into outcomes

Because there is some disagreement between theory and practice, it is necessary to support the need for further investment in this respect, translated in clear measurable quantification towards sustainability achievements. Operationally, an assessment tool aiming to structure the innovation process in living labs, such as the SDG-Check proposed by von Geibler et al. ( 2019), may be helpful. It could contribute to structuring the innovation process in the early stages of sustainability, with specific targets to address.

Conclusions and future prospects

Being considered a multidisciplinary phenomenon encompassing different domains of knowledge, the living labs concept may include partnerships among heterogeneous stakeholders and apply different tools and approaches. It is clear that a living-labs based innovation, within the context of real-world sustainability challenges, is only possible when collaboration is based on agreement and trust.

This study contributes to the discussion on the role of HEIs as promising settings in the creation of living labs that can foster the implementation of the SDGs. There are some conclusions which can be drawn from it. The first derives from the bibliometric analysis of the current academic research on articles related to living labs set-ups or contributing to the implementation of the SDGs. The results of the scientific mapping approach pointed out that keywords like "innovation", "sustainability", "cities" and "governance" have a higher occurrence in the sample of research articles used, and described the interconnections between living labs and the SDGs. More recent articles have focused on research related to "energy" and "urban living labs", as opposed to older articles that mostly discussed issues related to "technology" and "consumption". Also, the results of the bibliometric analysis stressed the multidisciplinary character of living labs in the context of sustainable development, given the variety of sources that publish articles on this subject.

The second conclusion relates to the 20 case studies of living labs organized in higher education settings, which combined and showcased successful approaches deployed to better support the achievement of the SDGs. By this token, our study offers a clear view of the impact of living labs in institutions of higher education as an intermediary between heterogeneous stakeholders involved at the local level. Most living labs that have been analysed in this study focus on SDGs 4 and 11, which deal with providing quality education and ensuring sustainable development of cities and communities. Furthermore, the topic of climate action by means of SDG 13 is also amongst the main items that are being tackled, also fostering partnerships between stakeholders.

Thirdly, based on the bibliometric results and the case studies analysed, the paper provides important insights on aspects which need to be addressed in a future framework that fosters the development of living labs beyond higher education settings. The challenges encountered in the implementation of living labs refer to

1. (1)
the high level of administration,

2. (2)
the tensions between different groups of interest that need to be rendered by enhanced communication, and

3. (3)
fostering sustainability and innovation as the main strategy of the living labs activity.

On the other end of the spectrum, the ability to create living labs that prioritise the implementation of SDGs needs to be based on premises like (1) promoting multidisciplinary approaches and open communication, (2) increasing learning opportunities for different groups, (3) focusing on developing an institutional sustainability profile, (4) engaging stakeholders from different areas of expertise.

The key features that emerged from this paper may prove to be beneficial to the success of a living lab deployment, regardless of the setting. It can also foster directly or indirectly the UN 2030 Agenda, by focusing on innovation and sustainable development. Living labs, especially those created with a focus on implementing the SDGs, could encompass various research domains from real-life environments, with the aim of transforming valuable knowledge into models, theories, and approaches. They are seen as valuable to the community in general and specific stakeholders in particular, because of the opportunities they bring through the experiments, feedback received, and high know-how spillovers that are generated in other areas of activity and that can tackle sustainable development on economic, environmental, and social grounds.

Throughout this study, it is possible to substantiate that living labs can be an effective tool for HEIs in playing an active role in the transition and transformation towards more sustainable environments. Living labs are not only a versatile tool to implement education for sustainability, contributing to the development of sustainability-related competences among students, faculty, and staff, but they can also help HEIs to transform their operational formats. This transformation would allow them to gain a more relevant role in society and in the global process of transitioning towards a more sustainable world.

Living labs are profiling as new learning trends that can facilitate the attempts of students and researchers to have a more active role in their communities, while using, experimenting and testing knowledge, as it is being produced. In this circular participation process, living labs become a vehicle for active and challenge-based learning. For these reasons, living labs should be further explored as powerful tools for an education capable of fostering the transition towards sustainable practices. In this sense, additional research is needed to identify successful factors for implementation and operationalisation of living labs that can be implemented cross-campus. At the same time, as we are moving from education for sustainability to education as sustainability, we should also start envisioning not only living labs as tools for the university, but rather the university as a living lab.

Future studies could focus on establishing a method to better quantify how sustainable living labs are, when compared to the tackled SDG indicators. Furthermore, the scope of this analysis could be broadened to include primary and secondary education settings, and seek the perspectives of teaching staff.

Acknowledgements

This paper is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative.

Funding

Open Access funding enabled and organized by Projekt DEAL.

Author information

Authors and Affiliations

1. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

2. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho & Amanda Lange Salvia

3. Department of Business Administration, Bahçeşehir University, Istanbul, Turkey

Pinar Gokcin Ozuyar

4. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

5. Center for Neuroscience and Cell Biology (CNC), University of Coimbra, 3004-504, Coimbra, Portugal

Anabela Marisa Azul

6. Center for Innovative Biomedicine and Biotechnology (CIBB), University of Coimbra, Coimbra, Portugal

Anabela Marisa Azul

7. Institute for Interdisciplinary Research (IIIUC), University of Coimbra, 3030-789, Coimbra, Portugal

Anabela Marisa Azul

8. Global Project and Change Management, Faculty Windesheim Honours College, Windesheim University of Applied Sciences, 8017 CA, Zwolle, The Netherlands

María Garcia Alvarez

9. Graduate Program in University Management, Federal University of Santa Catarina, Campus I-Roberto Sampaio Gonzaga, 274, Florianopolis, 88040-380, Brazil

Samara da Silva Neiva

10. Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I-BR 285, Passo Fundo, RS, 99052-900, Brazil

Amanda Lange Salvia

11. Department of Biology, Winona State University, Winona, MN, 55987, USA

Bruno Borsari

12. Department of Economics, Economic Informatics and Business Administration, Faculty of Economics, Administration and Business, Stefan cel Mare University of Suceava, 720229, Suceava, Romania

Andreea Danila

13. Department of Production Engineering, Federal University of Paraíba, João Pessoa, Brazil

Claudio Ruy Vasconcelos

14. Algoritmi Research Centre, School of Engineering, University of Minho, 4800-058, Guimarães, Portugal

Claudio Ruy Vasconcelos

Corresponding author

Correspondence to Amanda Lange Salvia.

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Leal Filho, W., Ozuyar, P.G., Dinis, M.A.P. et al. Living labs in the context of the UN sustainable development goals: state of the art. Sustain Sci (2022). https://doi.org/10.1007/s11625-022-01240-w
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Keywords

Innovation

Collaboration

Academic research

Learning opportunities

Institutional sustainability profile

# data[].attributes.attachment_link.title
Living labs in the context of the UN sustainable development goals: state of the art - Sustainability Science

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This paper reports on a comprehensive study, which has investigated the approaches, methods and tools being deployed in implementing living labs among higher education institutions (HEIs) around the world. Two methods were employed. First, a bibliometric analysis of the current emphasis given to living labs in a sustainable development context and in the implementation of the Sustainable Development Goals (SDGs).

# data[].attributes.headline
Debrah, J. K., Wahaj, Z., Sadaf, L., & Dinis, M. A. P. (2023). Assessment of biomedical waste handling in Ghana. International Journal of Environmental Studies, 80(3), 562-580. 

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Debrah, J. K., Wahaj, Z., Sadaf, L., & Dinis, M. A. P. (2023). Assessment of biomedical waste handling in Ghana. International Journal of Environmental Studies, 80(3), 562-580. 

# data[].attributes.body
https://doi.org/10.1080/00207233.2022.2135891

# data[].attributes.attachment_link.readable_text
ABSTRACT
This article reports a study in Greater Accra and Eastern Region, to assess knowledge and practices related to biomedical waste (BMW) handling and disposal in six health care facilities (HF) in Ghana. The results showed a significant knowledge gap in handling expired blood units, human tissue, and liquid BMW. Of the respondents, 87.0% revealed inadequate procedural knowledge in disposing of liquid BMW, with only 19.6% inspecting it; and 82.2% of the respondents demonstrated insufficient knowledge of handling expired blood units. Intensive training in handling of BMW is required to produce adequate understanding of procedural guidelines.

Acknowledgment

The Authors would like to thank Adu Stephen and Gladstone Asamoah, from Goldstone Resource Limited, Ghana, and Ghana Education Service for assisting graphical content and support in distributing the questionnaires. The cooperation of all the participants at the HF is highly appreciated.

Disclosure statement

No potential conflict of interest is reported by the author(s).

# data[].attributes.attachment_link.title
Assessment of biomedical waste handling in Ghana

# data[].attributes.attachment_link.description
ABSTRACT This article reports a study in Greater Accra and Eastern Region, to assess knowledge and practices related to biomedical waste (BMW) handling and disposal in six health care facilities (HF) in Ghana. The results showed a significant knowledge gap in handling expired blood units, human tissue, and liquid BMW.

# data[].attributes.headline
Leal Filho, W., Dinis, M. A. P., do Paço, A., Colaço, V. H., Ávila, L., Dennis, K., Tyler, D., Neiva, S., & Liakh, O. (2023). COVID-19 and sustainability in textile, apparel and fashion use: an assessment of trends [Original article]. Textile Research Journal, 93(3-4), 674-690.  

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Leal Filho, W., Dinis, M. A. P., do Paço, A., Colaço, V. H., Ávila, L., Dennis, K., Tyler, D., Neiva, S., & Liakh, O. (2023). COVID-19 and sustainability in textile, apparel and fashion use: an assessment of trends [Original article]. Textile Research Journal, 93(3-4), 674-690.  

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https://doi.org/10.1177/00405175221114167

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Filho, W. L., Perry, P., Heim, H., Dinis, M. A. P., Moda, H., Ebhuoma, E., & Paço, A. (2022). An Overview of The Contribution of The Textiles Sector to Climate Change [Mini Review]. Frontiers in Environmental Science, 10, Article 973102. 

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Filho, W. L., Perry, P., Heim, H., Dinis, M. A. P., Moda, H., Ebhuoma, E., & Paço, A. (2022). An Overview of The Contribution of The Textiles Sector to Climate Change [Mini Review]. Frontiers in Environmental Science, 10, Article 973102. 

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https://doi.org/10.3389/fenvs.2022.973102

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School of Science and the Environment, Manchester Metropolitan University, Hamburg University of Applied Sciences, Research and Transfer Centre "Sustainable Development and Climate Change Management", Hamburg, Germany

Manchester Fashion Institute, Manchester Metropolitan University, Manchester, United Kingdom

UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Porto, Portugal

Department of Health Professions, Manchester Metropolitan University, Manchester, United Kingdom

Department of Environmental Sciences, College of Agriculture and Environmental Sciences (CAES), University of South Africa (UNISA), Johannesburg, South Africa

NECE-UBI (Research Centre for Business Sciences), Universidade da Beira Interior, Covilhã, Portugal

The textile industry is responsible for a significant amount of global CO2 emissions, exceeding those from several other sectors such as international aviation and shipping. This article outlines the reasons for the textile industry's contribution to climate change along with an overview of current trends. Finally, it outlines several measures to reduce its carbon footprint.

The ecological footprint of the textile sector

One of the most polluting industries is textiles and clothing; its detrimental ecological footprint is caused by high energy, water and chemical use, the generation of textile waste and microfibre shedding into the environment during laundering ( Niinimäki et al., 2020). Due to lengthy supply chains and energy-intensive production methods, apparel and footwear industries generate 8-10% of global carbon emissions, superseding emissions from the aviation and shipping industries combined ( European Parliament, 2021). Furthermore, it has been estimated that up to 20% of industrial wastewater pollution is caused by textile dyeing and finishing ( Morlet et al., 2017).

Textile production occurs through geographically long and complex supply chains that include growers and processors of raw fibres, yarns and textiles, weavers, knitters, dyers and finishers, product manufacturers and distributors. While textiles have various end uses, from interiors and automotive fit-outs to geo-textiles, agri-textiles and hygienic textiles, the sector is essentially fashion driven, as most global fibre production (60%) is destined for clothing ( Niinimäki et al., 2020). The production and manufacturing of natural and synthetic textiles continue to be the most ecologically damaging aspects of the industry. Major textile production countries such as China, India and Bangladesh (see Table 1) still rely on coal. Logistical requirements of transporting goods globally at the various stages of production and distribution contribute to textiles' carbon footprint, alongside energy deployed in garment care such as washing, drying, pressing and dry-cleaning. Finally, the deterioration of textile waste in landfill and/or incineration causes hazardous chemicals and greenhouse gases (GHG) to be released into the environment ( Juanga-Labayen et al., 2022). Textiles' ecological footprint has been exacerbated by the growth of fast fashion - cheaply manufactured, low quality clothing designed to be trendy and purchased frequently - which results in a waste of resources and greater textile waste as the clothing is more quickly discarded. Clothing production has doubled since 2000 and shows no sign of abatement due to globalisation, urbanisation and population growth which fuel demand for more clothing ( Berg et al., 2021). Table 1 shows the top textile exporting countries in 2020.

TABLE 1. Top 10 textile exporting countries 2020.

The textile industry and climate change

Climate change is the result of increased greenhouse gas emissions, subsequent global warming and the response of the climate system to this warming ( Masson-Delmotte et al., 2021). Due to its complex supply chain vis-à-vis transportation of fabrics and garment from production points, usually in developing countries ( Chen et al., 2021) and energy-intensive production, the textile industry generates roughly 1.2 billion tonnes of CO ₂ equivalent, or nearly 10% of world GHG emissions ( UNFCCC, 2018). Due to the growing demand for clothing exacerbated by the proliferation of the fast fashion business model, a consistent throughput of natural resources is needed. It is projected that the fashion industry will account for approximately 25% of the world's carbon budget by 2050 ( Ellen Mac Arthur Foundation, 2017). Greater consumption of natural resources to cater for the growth of fast fashion will result in both increased ecological degradation and the occurrence of climate change ( Berg et al., 2021). Global fibre production almost doubled between 2010-2020 (from 58 million to 109 million tonnes) ( Textile Exchange, 2021). Figure 1 illustrates the textile industry's massive contribution to GHG emissions, compared to global energy production, a red alert for the need to reduce textile production's impact on climate change globally.

Most textile and clothing production takes place in Global South countries such as India, China, and Bangladesh that rely heavily on fossil fuels for electricity supply, thereby increasing the carbon footprint of each clothing item produced. According to Peters et al.'s (2011) multi-regional ecologically extended input-output model to study the climatic impact of fast fashion, clothing and footwear consumption, there has been a 23% rise in GHG from 2000 to 2015. Because garments are worn for a shorter amount of time before they end up in landfill or are incinerated, carbon emissions have increased from both manufacturing as well as the production of materials used by the fashion industry.

The use of synthetic fibres has grown exponentially, and polyester has now surpassed cotton as the most widely used fashion fabric ( Niinimäki et al., 2020). However, carbon emissions from synthetics are much higher than cotton because they are made from fossil fuels such as unrefined petroleum products, thereby contributing to climate change through carbon emissions. It is estimated that 5.5 kg CO ₂e is emitted to produce one polyester t-shirt, compared 2.1 kg CO ₂e for a cotton t-shirt ( Kirchain et al., 2015).

The drive to produce more fabrics to meet the rising manufacturing demand of the fashion industry also contributes to deforestation. Rayon (a semi-synthetic fibre made from purified cellulose) and similar fabrics such as viscose and modal, are manufactured from wood pulp. The rayon/viscose industry is projected to expand in response to increasing demand ( Mordor Intelligence, 2021), which will likely amplify the threat to forests globally. An estimated 30% of rayon and viscose utilised by the fashion industry are harvested from ancient and endangered forests ( McCullogh, 2014). Deforestation, the second largest driver of GHG emissions globally, has accelerated the severity of extreme heat in temperate regions of North America and Europe ( Stoy, 2018). A similar outcome may be at play in the developing South, albeit its contribution to the severity of extreme weather is yet to be scientifically ascertained.

As a result of fast fashion and shortening product life cycles, post-consumer textile waste contributes significantly to the increase of landfills and incineration (causing significant emissions of toxic gases). Without a strategy of recovery and recycling, the consequences for the environment will worsen, bearing in mind the quantity of resources, water and energy that goes into the production of new textile products, that mainly become textile waste once disposed of by the consumer ( McFall-Johnsen, 2020).

Future trends

To mitigate its contribution to GHG emissions and ultimately climate change, the fashion industry needs to move from a moderate decarbonisation trajectory to a more significantly aggressive one ( Berg et al., 2021). Table 2 below shows the world's key textile and apparel exporting countries' targets for mitigating carbon emissions.

TABLE 2. CO ₂ emissions reduction targets of the top 10 textile and apparel exporting countries.

Large-scale systemic change is needed for the industry to align with the Paris Climate Change Agreement's goals to limit global warming to 1.5 °C above pre-Industrial Revolution levels ( UNFCCC, 2018), but globalisation, the desire for economic growth and a lack of effective global policy hinder the development of a sustainable fashion system. Systemic change requires stakeholder collaboration, technology innovation, government policy and infrastructure support. Solutions range from technical advancements to regenerative models for farming to recycling innovations and biomaterials, as well as reuse and resale initiatives to support a circular economy. Sustainable solutions to recover, reuse and recycle used textiles are needed for transition from the current linear business model to a circular (closed loop) model to diminish the industry's ecological footprint ( Jia et al., 2020; Berg et al., 2021). Decarbonisation could be achieved through phasing out coal and introducing renewable energy sources ( Chen et al., 2021), using bio-based feedstocks, low-emission heat sources, sustainable production and transportation processes and an increase in the rate of recycling materials ( Berg et al., 2021) and regeneration of natural systems ( Jia et al., 2020).

Nearshoring and/or reshoring manufacture would shorten global supply chains and reduce emissions associated with logistics. Regenerative agriculture would support soil health and maintain balanced weather patterns. Digital product development systems featuring advanced 3D design and visualisation technologies would reduce transport costs and the need for physical production altogether in certain cases, such as garment sampling. Innovations in recycling and end of life processes include automation of sorting, safe chemical fibre separation and novel end uses for textile waste. Effort should also be placed around waste minimisation and investment assigned to pollution prevention technology, carbon footprint measurement and mitigation ( Peters et al., 2015).

Government policies for manufacturing hubs will be critical in removing impediments to decarbonisation. Financial support through subsidies, incentives and lower loan rates, as well as infrastructure for renewable energy sources are required. New transformative policies and regulations include tighter supply chain obligations and incentives to support better business models ( Villena & Gioia, 2020), as well as extended producer responsibility (EPR) legislation to fund the collection, sorting, and recycling of clothing at end of life ( Bukhari et al., 2018). Stable retailer-supplier partnerships are needed to enable long-term investments and sharing the costs of investment into cleaner and greener production.

In respect of the evolution of aesthetic requirements, which is one of the engines of the fashion industry, it should be noted that consumers have began to demand products that are both functional and attractive. They are also paying increased attention to the environmental footprint of textiles. In this context, it is expected that textiles which are known to be-or are marketed as-environmentally friendly, may play a more prominent role in consumer choice.

Overall, the sector needs to shift away from its current focus on low costs, high volumes, and constant novelty to drive growth. The growth paradigm must be addressed and replaced with a degrowth, sufficiency or equilibrium models. Marketing messages which encourage consumption also need to change. Sustainable consumer behaviours could be supported through promoting a preference for sustainable materials, environmentally friendly garment washing and drying methods, garment recycling, rental and repair practices, reuse and sharing options ( Niinimäki et al., 2020; Berg et al., 2021).

Author contributions

WLF conceived the paper and designed the approach used. All authors contributed to the manuscript, read, and approved the submitted version.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

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An overview of the contribution of the textiles sector to climate change

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The textile industry is responsible for a significant amount of global CO2 emissions, exceeding those from several other sectors such as international aviation and shipping. This article outlines the reasons for the textile industry's contribution to climate change along with an overview of current trends. Finally, it outlines several measures to reduce its carbon footprint.

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Debrah, J. K., Teye, G. K., & Dinis, M. A. P. (2022). Barriers and Challenges to Waste Management Hindering the Circular Economy in Sub-Saharan Africa [Review]. Urban Science, 6(3), Article 57.  

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Debrah, J. K., Teye, G. K., & Dinis, M. A. P. (2022). Barriers and Challenges to Waste Management Hindering the Circular Economy in Sub-Saharan Africa [Review]. Urban Science, 6(3), Article 57.  

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https://doi.org/10.3390/urbansci6030057

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Barriers and Challenges to Waste Management Hindering the Circular Economy in Sub-Saharan Africa

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More and more, waste generated in most parts of the Western world has been recycled and transformed into new circularity products. However, managing waste within Sub-Saharan Africa (SSA), such as in Ghana, has become a challenge due to the continued practice of the old traditional linear waste econo…

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Dinis, M. A. P., Neto, B., Begum, H., & Vidal, D. G. (2022). Editorial: Waste Challenges in the Context of Broad Sustainability Challenges [Editorial]. Frontiers in Environmental Science, 10, Article 964366. 

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Dinis, M. A. P., Neto, B., Begum, H., & Vidal, D. G. (2022). Editorial: Waste Challenges in the Context of Broad Sustainability Challenges [Editorial]. Frontiers in Environmental Science, 10, Article 964366. 

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https://doi.org/10.3389/fenvs.2022.964366

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UFP Energy, Environment and Health Research Unit (FP-ENAS), Faculty of Science and Technology, University Fernando Pessoa, Porto, Portugal

LEPABE - Laboratory for Process Engineering, Environment, Biotechnology and Energy, Faculty of Engineering, University of Porto, Porto, Portugal

ALiCE - Associate Laboratory in Chemical Engineering, Faculty of Engineering, University of Porto, Porto, Portugal

School of Economics, Finance and Banking, Universiti Utara Malaysia, Kedah, Malaysia

Centre for Functional Ecology - Science for People and the Planet (CFE), TERRA Associate Laboratory, Department of Life Sciences, Faculty of Sciences and Technology, University of Coimbra, Coimbra, Portugal

It is now undeniable that humanity's relationship with the planet is sick. The most effective approach to restrict the degradation of ecosystems is to significantly change human consumption patterns toward more sustainable ones. The amount of waste generated is the result of the consumer society that emerged in the second half of the 20th century ( Bauman, 2007). Waste can lead to both resource and environmental problems; sustainable waste management is therefore an important tool to achieve a sustainable consumption cycle in society ( Awasthi et al., 2019). When improperly managed, the greenhouse gases (GHG) carbon dioxide and methane gas are produced, contributing to global warming and climate change ( Lee et al., 2016).

Waste management has strong impacts on different sectors of society, specifically in terms of environment and health, but also related to different aspects of global sustainability. Future ecological challenges will have to consider the strong connections between waste and climate policy ( Udomsri et al., 2011), addressing aspects that necessarily reflect the demanding issues of the current environmental situation. This will imply a transition in consumption patterns, more efficient production methods, and waste management with a greater focus on lifecycle, circular economy, and social-environmental impacts ( Debrah et al., 2021a; Debrah et al., 20212021b). Within the UN 2030 Agenda, wider sustainability challenges must be considered highly relevant and waste is, per se, considered essential to pursue global sustainability, addressed in different Sustainable Development Goals (SDGs) ( Leal Filho et al., 2022). Sustainable cycles can be achieved with increased recycling and reduced landfilling, a major issue in developing countries, thus contributing to climate change impacts' mitigation, efficiency in the use of natural resources, and, consequently, protecting human and environmental health. Worldwide studies have also emphasized that disadvantaged communities are more likely to be exposed to inappropriate waste management ( Martuzzi et al., 2010), which can undermine sustainability efforts.

Due to its nature, it is implied that the application of combined methodologies and approaches, i.e., innovative solutions, can contribute to properly addressing this global issue. However, these solutions must consider wider sustainability challenges that go beyond the classic ones as well as ones that have recently emerged: climate change impacts and unpredictability, pandemics, socioeconomic inequalities and exposure to waste, manual scavenging, and many others. A global commitment is needed by policymakers, stakeholders, and civil society, working together to strengthen social cohesion through the adoption of common purposes.

Considering what is at stake, research needs to move on towards combined efforts to further advance waste management challenges, translated by the articles integrating this Research Topic, presented below.

Encouraging the use of greener solutions without compromising their competitive advantage to replace the use of plastics in the food industry was the subject of analysis in a commentary produced by Charlebois et al. The authors argue that current bioplastics research needs to be further reinvented to assess its scale. Accordingly, the challenge will rely on persuading the whole food industry to make significant changes in the packaging in a timely way, guided by strategic policy execution at the governmental level.

Based on 761 samples collected from Shandong, Jilin, and Gansu provinces located in China, Jiao et al. have used econometric models to estimate farmers' willingness to participate and pay for centralized mode provision of rural domestic sewage treatment, and found that about 82% of the farmers would be willing to contribute to it. Following these results, the authors highlight that the enhancement of environmental awareness of farmers about the necessity of waste treatment should be the next priority of the Chinese government, thus contributing to creating a positive environment in developing countries and advancing sustainable development goals through better wastewater management.

The "White Coffin" initiative, a flagship of environmental activism on various Malaysian campuses to get rid of polystyrene containers, was a flagship of environmental activism on campuses around 2008. The study by Chan et al. reports on the advocacy of a public Malaysian university for environmental protection through sustainable waste practices since the "White Coffin" ban. The authors found that the first perception of the public is always linked to the dirty recycle bins and foul odors, restricting effective recycling practices. With time, the studied University was able to develop sustainable practices through the programs described in the article, thus showing that sustainability strategies in higher education are in line with the recommendations of the United Nations aiming to limit methane emissions by 2030.

Food waste is becoming increasingly important in terms of volume and value, posing a danger to sustainable development, food market stability, human population increase, and people's well-being. As a result, especially because customers are to blame for a substantial portion of food waste, the study from Szymkowiak et al. examines the problem of home food waste from the standpoint of both food product features and consumer lifestyles. The findings show that consumers who have similar product attribute preferences also have similar food-related lifestyles. The key contribution of this study is the identification of consumer groups and the characteristics that distinguish them in terms of behavioral variables related to the relevance of food product factors influencing the trend to waste them.

Considering the volume of municipal solid waste in Hong Kong, the city has planned to implement a charging scheme in 2023. The study of Cheng et al. has focused on analyzing the urgency of municipal solid waste concern, taking into account the public attitudes toward waste management, supported by strong enforcement, through intensive environmental education programs and resources at the government level. Under this, for a successful implementation of the waste charge scheme in a city with such a high population density as Hong Kong, the authors end up proposing a phase-wise implementation strategy involving a policy mix.

According to Cook et al., construction and demolition waste mismanagement can cause significant harm to the health of 200 million workers and people who live and work near construction and demolition sites. The authors used a systematic PRISMA scoping review comprising more than 3,000 publications to assess hazards and risks associated with these wastes in low- and middle-income countries. Among other findings, the authors found evidence of construction and demolition waste being disposed of by open burning in many low- and middle-income countries, risking exposure to dioxins and related compounds due to high chloride-content PVC, being crucial to assess the magnitude of the emissions involved and its potential to affect human health.

The above-mentioned six articles rely upon different methodologies to assess various aspects involved in waste management challenges at the global level, advancing the knowledge towards the proposed initial call involving Broad Sustainability Challenges. All contributions are clear in highlighting the role played by adequate waste management strategies in every scope assessed, demonstrating how urgent it is to advance sustainable development in this context to strengthen cohesion at a worldwide level.

Author contributions

MAPD and DGV wrote the first draft of the manuscript. BN and HB have contributed to the manuscript's final version and checked the final manuscript. All authors contributed to the article and approved the submitted version.

Funding

This work was also financially supported by LA/P/0045/2020 (ALiCE), UIDB/00511/2020, and UIDP/00511/2020 (LEPABE), funded by national funds through FCT/MCTES (PIDDAC).

Acknowledgments

MAPD would like to thank to UFP Energy, Environment and Health Research Unit (FP-ENAS), an R&D unit (4546) recognized by the Fundação para a Ciência e a Tecnologia, I.P. DGV is financed by the Fundação para a Ciência e a Tecnologia, I.P., through the SFRH/BD/143238/2019 grant, supported by the European Social Fund, MCTES National Funds, and the Human Capital Operational Program.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

References

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# data[].attributes.attachment_link.title
Editorial: Waste Challenges in the Context of Broad Sustainability Challenges

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It is now undeniable that human relationship with the planet is sick. The most effective approach to restrict the degradation of ecosystems is to significantly change human consumption patterns toward more sustainable ones. The amount of waste generated is the result of the consumption society that emerged in the second half of the twentieth century (Bauman, 2007).

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Associate Professor at University Fernando Pessoa (http://www.ufp.pt/) and currently interested in everything relating Sustainability.

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Associate Professor at University Fernando Pessoa (http://www.ufp.pt/) and currently interested in everything relating Sustainability.

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https://orcid.org/0000-0002-2198-6740

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⭐ Leal Filho, W., Salvia, A. L., Vasconcelos, C. R. P., Anholon, R., Rampasso, I. S., Eustachio, J. H. P. P., Liakh, O., Dinis, M. A. P., Olpoc, R. C., Bandanaa, J., Aina, Y., Lukina, R. L., & Sharifi, A. (2022). Barriers to institutional social sustainability [Review]. Sustainability Science, 17(6), 2615-2630.

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⭐ Leal Filho, W., Salvia, A. L., Vasconcelos, C. R. P., Anholon, R., Rampasso, I. S., Eustachio, J. H. P. P., Liakh, O., Dinis, M. A. P., Olpoc, R. C., Bandanaa, J., Aina, Y., Lukina, R. L., & Sharifi, A. (2022). Barriers to institutional social sustainability [Review]. Sustainability Science, 17(6), 2615-2630.

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https://doi.org/10.1007/s11625-022-01204-0

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The concept of social sustainability

Despite being debated for decades, the concept of sustainability gained notoriety after the publication of the report Our Common Future, when it started to disseminate the construction of a future based on the balance among economic, environmental, and social dimensions. Only through this triad would it be possible to continue providing what current generations needed, without compromising available resources for future generations (WCED 1987). Despite the development of the aforementioned concept, both environmental and social indicators analysis shows the need to rethink the economic models practiced (Roomi et al. 2021).

The United Nations (UN) recognises the need to strengthen the social aspect of sustainability, emphasising the importance of integrating policies and partnerships to achieve it. In this line of reasoning, SDG 17 on global partnerships, which also encompasses various aspects beyond the social ones, addresses this issue at a greater level of detail (United Nations-Department of Economic and Social Affairs 2021). As emphasized by Smith et al. ( 2018), these goals also clarified barriers for sustainability science to support the initiatives toward sustainable development. When focusing on the social aspects of sustainability, we are dealing with issues that are extremely important for the development of a fairer society, such as gender equality, aging issues, the family in its multiple aspects, social inclusion, poverty eradication, education for all, access to basic sanitation and drinking water services, human rights, and the need to establish decent employment, among many other relevant issues (UN 2021). It is possible to understand that social sustainability, like other dimensions of sustainability, demands a multidisciplinary, or even a transdisciplinary approach, requiring knowledge from different areas to be successfully achieved (Rampasso et al. 2018; Brink et al. 2020). The implementation difficulties mainly relate to the mentioned particular aspect, i.e. social sustainability requires a multidisciplinary understanding that is not easy to accomplish (Shirazi and Keivani 2019). Essential sustainability attributes demand public participation and citizen empowerment, as the social outcomes are difficult to measure (Chatterji 2021), thus contributing to hindering successful implementation. For this and considering the transdisciplinary character of sustainability science, it has a key role in educational systems (Salovaara et al. 2020). Thus, as Franco et al. ( 2019) highlight, sustainability science should also be inserted into higher education, to prepare students to better understand this concept.

For Guimarães et al. ( 2020), it is necessary to understand whether the practices developed in the context of the desired social sustainability achievement are correlated to what is really anticipated, i.e. whether the social sustainability benefits are happening according to a horizontal or vertical approach. In the first approach, benefits are distributed equally to everyone, while in the second, specific groups are favoured. Most of the time, it is necessary to focus on specific groups aiming to empower them and effectively reach positive social results. Indeed, Kibukho ( 2021) highlights the importance of empowerment in the search for effective results regarding social sustainability actions.

Another interesting aspect regarding the search for social sustainability can be mentioned from the study of Langergaard ( 2019), which, despite focusing on social practices in the non-profit housing sector, highlights something we consider valid for any social sustainability project, i.e. when working with social sustainability, the goals must be continuously 'reinterpreted and subject to changing perceptions along the process' (Langergaard 2019, p. 456); their being necessary to constantly understand what is required and desired by the groups in focus.

In addition to outlining social sustainability policies and actions, Rey-Garcia and Mato-Santiso ( 2020) believe that enhancing the social aspects of sustainability involves restructuring how future professionals are qualified. University students must be trained with the concept to 'think, act and leverage' (p. 1470) social capital. Practical projects with local communities can contribute to the students' engagement. In these projects, students can verify what they learned in the classroom and more profoundly reflect on different existent realities.

Practices that enable better results associated with the social aspects of sustainability have been increasingly debated in the literature in different knowledge fields. Among these fields, business management can be highlighted. Indeed, the UN recognises that companies, a term herewith used to describe private sector enterprises, can and should play an essential role regarding social sustainability (UN 2021). For Contini et al. ( 2020), organisations need to be increasingly responsible for their actions and should consider society's demands in their fields of action. Focusing especially on social sustainability in the business supply chain, Khan et al. ( 2021) argue that this has been relatively limited until now and has ample potential for expansion. Moreover, although social sustainability could be discussed in an isolated manner, it is essential to understand the big picture and consider the systems perspective in which social sustainability impacts not only in terms of the social dimension but being also able to bring positive externalities to the other dimensions of sustainability, such as the economic and environmental dimensions (Eizenberg and Jabareen 2017). This interconnectedness of dimensions of sustainability is well discussed in the literature, in which some studies analyse, for example, how several SDGs and their targets are correlated, even though they are from different dimensions (Eustachio et al. 2019; Fonseca et al. 2020). In this sense, this study advocates that exploring the research streams on institutional social sustainability, particularly the practices of companies, is essential to understanding how humanity is threatening earth systems and what are the possible lessons learned to foster environmental protection, such as reducing carbon emissions and combating climate change through collective human action (Steffen et al. 2018; IPCC 2021).

Considering this context, and departing from a bibliometric analysis that focuses on the literature on social sustainability at institutions focusing on companies, this study investigates and describes some barriers associated with the implementation of social sustainability on a broader scale. It also intends to outline some measures that may be deployed to address these barriers.

This research contributes to sustainability science in three main ways. First, it outlines some key elements such as sustainability reporting, environmental disclosure, and financial performance, which play a central role in successfully achieving social sustainability. Second, it describes some of the barriers which prevent developments in the field of sustainability from being implemented. Finally, it helps to meet the perceived need for scientific publications which provide in-depth discussions on the social aspects of sustainable development.

In addition to this introductory section, the theoretical background provides an overview of the literature regarding social sustainability in companies. The subsequent section presents the methodological procedures to conduct the bibliometric analysis followed by which the research findings are presented and debated. The last section presents the conclusions.

Social sustainability in companies

Companies usually prioritise economic gains and environmental legal compliance, often neglecting the somewhat vague social pillar of sustainability (Popa and Salanță 2015; Ajmal et al. 2018). Nevertheless, business operations are responsible for numerous negative externalities in society (Popa and Salanță 2015), which requires them to address accountability and public acceptance to keep growing in the market, thus being reflected into a positive image. In this sense, social responsibility has become a strategic resource for maximising society-company interaction (Soroka and Mazurek-Kusiak 2014), reputational gains in older organisations, and competitive differentiation in newer firms (Popa and Salanță 2015). Additionally, it has been suggested that addressing social sustainability aspects for employees could be used to attract younger and more skilled personnel to companies (Sundström et al. 2019).

Socially responsible organisations typically focus on enhancing the life quality of both the society as a whole, i.e. job market, honest and qualitative service to customers or community investments, and that of their workers and supply chain collaborators (Soroka and Mazurek-Kusiak 2014; Popa and Salanță 2015; Ajmal et al. 2018). In this sense, companies should also be aligned with the aspirations of a sustainable working society to ensure the satisfaction of basic socio-economic needs, social coherence, e.g. volunteerism and tolerance towards minority groups, and gender equality, e.g. work-life balance (Littig and Griessler 2005). Therefore, business organisations need to balance the interests of their multiple stakeholders. For social sustainability, in particular, there are three groups whose concerns must be given priority, namely, employees, community members, and consumers. Although both corporate actors and stakeholders have combined importance for social sustainability, they have different roles in this process. As explored in the previous section, involving the different stakeholders represents one of the biggest challenges for social sustainability (Lami and Mecca 2020), as well as the constant reinterpretation of concepts (Langergaard 2019), which are important responsibilities in terms of company management. Government assistance is also needed, particularly for the promotion of policy initiatives to support Corporate Social Responsibility, for example, ensuring that an empowered civil society is included in the relations between government and companies (Albareda et al. 2009). The community and potential consumers, on the other hand, are considered to be the market force that compels companies to invest and value social sustainability (Mihajlović 2020).

The literature review on social sustainability suggests that SDGs could be a good basis for each type of social stakeholder. In particular, the SDGs 3 (good health and well-being), 5 (gender equality), and 8 (decent work and economic growth) are good indicators of addressing the needs of employees (Khan 2016). Workers' behaviour can take one of four paths according to their psychological needs: improved corporate citizenship/ethical behaviour and decision-making (belongingness), higher employee retention and commitment (self-esteem), increased emotional well-being and task-persistence (meaningful existence), and less ineffective work conduct (security). Corporate Social Responsibility (CSR), which according to UNIDO ( 2018) is "a management concept whereby companies integrate social and environmental concerns in their business operations and interactions with their stakeholders", represents a strategic lever for influencing workers' behaviour (Bauman and Skitka 2012). In general, when employees perceive a company's thorough commitment to socially responsible activities, they generate a better operating performance, translated by a net income or sales per labour unit, rewarded through higher wages too, as a result of improved job satisfaction that directly stems from their identification (psychological connection) with the company (Sun and Yu 2015; Shin et al. 2016). More specifically, internal CSR practices (directly affecting workers' psychological and physical reaction to the working environment) seem to encourage a higher degree of engagement, in terms of vigour (mental resilience and perseverance), absorption (full concentration at work), and, to some extent, dedication (enthusiasm and pride) (Ferreira and Real de Oliveira 2014).

SDGs 3 (good health and well-being), 8 (decent work and economic growth), and 10 (reduced inequalities) may be good indicators for addressing social interaction with community partners and involvement in civic affairs (Ajmal et al. 2018). CSR takes several roles in community development, such as collaborating for compensating the environmental degradation caused by industrialisation and for protecting human rights, transferring technology from multinational enterprises to developing host countries, alleviating poverty in local communities, attracting talent, or providing data to public research entities (Ismail 2009). Corporate community engagement can be achieved in four different ways: philanthropic donations (in cash, fundraising events, giving away equipment to non-governmental organisations, schools, and hospitals); largely voluntary and quite popular, employee voluntarism (volunteer services to communities during working hours); projects, e.g. visiting communities to train their financial savviness; and partnerships with non-profit entities for attaining specialist resources (that businesses may lack but need, to tackle public welfare matters) (Deigh et al. 2016). Corporate-cause partnerships, in particular, are important charity programmes that help companies foster corporate citizenship, while at the same time have positive repercussions on the long-term industry and community growth, which can rely on the internal drivers of the organisation such as expertise, resources, and measurements of programme benefits for society (Edwards 2015).

Consumers are given due consideration through SDG 12 (responsible consumption and production). The literature has shown that there are two viewpoints when looking at social sustainability from the consumers' perspective. One highlights the need for companies to offer quality and affordable products to buyers with lower incomes (Khan 2016), while the second perspective focuses on the companies offering products that include packaging returns (Kleindorfer et al. 2009). The most important attributes in their purchasing decisions remain price and quality, followed by philanthropic activities, which may be considered slightly more relevant by consumers in highly educated nations (Valor 2006). Yet, the consumers' awareness of their rights has proved to prompt businesses to introduce more social sustainability initiatives on the whole (Bello et al. 2016). In some cases, however, consumers may perceive such activities as either threatening the company's ability in developing quality products (Valor 2006), or as greenwashing, thus believing that an organisation is lying about its green practices. In fact, when companies are not clear about the real green risk involved or do not engage in qualitative and satisfying green activities, this undermines consumer trust. This results in consumers being more prone to share negative comments, affecting the corporate reputation (de Jong et al. 2020).

A fundamental variable in realising social sustainability is innovation. One that is self-organised between communities and businesses is social innovation, through which companies transform social needs into opportunities for resolving enduring business issues and promoting social progress, going beyond charitable giving or profit pursuit. Within this dynamic, companies contribute to co-development with various entities, achieving proactive problem solving, and accomplishing a scale-up of ideas by mobilising financial and human resources (Martinez et al. 2017). Frugal innovation is another major contributor to the uptake of social sustainability. It is aimed at improving the quality of life of resource-constrained consumers in emerging countries, by providing low-cost but new, robust, and user-friendly products and services, resulting from the application of advanced technologies (Khan 2016). From a corporate point of view, sustainable business model innovations can help address the higher complexity of consumer demand for a new range of services, products, and business practices that progressively capture more sustainability value (Cantele et al. 2020), contributing to social sustainability.

Additionally, strategies leveraging innovation support organisations in enhancing their operational performance when consolidated with social priorities (Longoni and Cagliano 2015), e.g. incorporating social risks into the organisational culture. Operations management is indeed crucial for implementing corporate social strategies through a smoother four-step transition: (1) catching up internally, (2) conforming to minimum industry standards, (3) defining a stand-alone agenda, and (4) demonstrating high-quality operational competence externally (Kleindorfer et al. 2009). Social performance in operations (core activities and projects), however, ought to be assessed separately from societal initiatives (corporate social investment). As for operations, the defining social criteria are internal human resources (fair compensation, well-being, contracts, retirement benefits, disciplinary practices, career development), external communities (job creation, education, infrastructure such as housing and transport, security/trust when analysing a project's social sustainability), stakeholders (communication, participation, influence) and regional/global citizens (gross domestic product and trade, environmental monitoring and legal enforcement) (Labuschagne et al. 2005).

Finally, when analysing operational social sustainability, it is also useful to distinguish between the implications for different business structures. Overall, small-medium enterprises (SMEs) have a limited inclusion of social sustainability concepts in their operations (particularly neglecting diversity and equality), as they consider environmental strategies of higher importance. Companies in industrial engineering seem, however, to pay more attention to health and safety, especially in their supply chains, as opposed to high-tech companies that mostly focus on product innovation (Sundström et al. 2019). When instead SMEs aggregate into network or group structures, they become very proactive, having enough influence to support policymakers at the macro-level setting of social and environmental priorities for the local industries. Hence, the combination of organisational forms, culture, and sustainability accounting has positive effects on the integration of social sustainability into businesses (Liakh and Spigarelli 2020).

Similarly, in supply chains, the organisational culture remains a key driver in the adoption of social sustainability. It is argued that neither coercive pressure nor standards alone can ensure sustainability compliance unless businesses implement a sustainability culture (Rentizelas et al. 2020) and orientation (Croom et al. 2018). All in all, supply chains are progressively becoming more socially relevant, due to the occurrence of industrial tragedies and incidents in outsourced production globally (Croom et al. 2018; Venkatesh et al. 2020; Rentizelas et al. 2020). Therefore, they are under pressure to become socially sustainable, accountable, transparent, and to uphold human rights (Croom et al. 2018; Sundström et al. 2019). Blockchain technology could be a paramount variable in improving the adoption of social sustainability by organisations in the global supply chain (Venkatesh et al. 2020). Its integration, along with the internet-of-things (IoT) and big data analytics, could ensure effective monitoring and subsequent compliance with social sustainability requirements, helping society understand sustainability-related problems and effectively addressing them, generating several positive social and environmental impacts through, for example, factory optimisation, development of smart cities and traffic flow optimisation (Attaran 2017; Beier et al. 2018; Salam 2020).

Figure 1 summarises the main components of CSR, as well as dynamics with macro-sustainability and business elements, including innovation.

Source: Adapted from Ajmal et al. ( 2018) and Popa and Salanță ( 2015)

Components and dynamics of corporate social sustainability and innovation.

Methods

To understand the overall landscape of research on social sustainability at companies and the associated barriers, this study relied on the text mining abilities of VOSviewer, a commonly used software tool for bibliometric analysis (van Eck and Waltman 2010). The software can conduct different types of bibliometric analyses including term co-occurrence analysis, which can be used to obtain an overall understanding of major thematic focus areas in a research field. While systematic reviews are needed to gain a detailed understanding of a field, conducting such reviews could be challenging considering the rapid pace of publication in recent years. In addition, in some cases, such as in this study, understating the overall knowledge structure is enough. Therefore, the term co-occurrence analysis was used. The input data for term co-occurrence analysis in VOSviewer are the bibliometric details of publications indexed in academic databases. In fact, the VOSviewer software generates term co-occurrence maps by text mining of these data. For the literature search, Web of Science was used, considering its broad coverage of quality peer-reviewed articles. To create a database that covers as many relevant articles as possible, a broad-based search string that included different terms related to companies and social sustainability was developed (see the Appendix). This search string was also informed by the existing literature on social sustainability and CSR (Sharifi and Murayama 2013; Rahdari and Anvary Rostamy 2015). Using this string in the Web of Science returned 6896 articles on April 23, 2021. Also, as it was intended to examine barriers to social sustainability at companies, another search string was developed with terms related to barriers, i.e. barriers, challenges, obstacles. The latter search returned 1129 articles. These two sets of article databases were used for term co-occurrence analysis in VOSviewer. The output is a network of nodes and links as shown in Fig. 3. Node size is proportional to the frequency occurrence, and link width is proportional to the strength of the connection between two nodes, i.e. the terms. Terms that are closely linked to each other form clusters, indicated in different colours, that correspond to major thematic focus areas. It is also possible to find out which areas have received relatively less attention.

This methodology has some limitations. The focus on information from VOSviewer for text mining and on information available at the Web of Science may not include relevant 2021 publications. Despite these constraints, the paper provides a contribution to the literature since it offers an overview of the emphasis given so far to social sustainability.

Results and discussion

Barriers to social sustainability

Social sustainability, considered as a key to worldwide sustainable development (Awan et al. 2020), may include equity, inclusion, well-being, resilience and sustainability (Imperiale and Vanclay 2021), labour practices, and decent work or product responsibility (Beltagui et al. 2020), contributing to a more equitable quality of life (Karji et al. 2020). To produce eco-friendly services of sustainability concerns, companies worldwide have refined processes and incorporated Sustainable Supply Chain Management (SSCM) at the global level, evolving into multi-tier supply chains. Within this context, and because social sustainability has been limited to its implementation in supply chains, considered as complex systems necessary to allow products and services to reach customers (Nair and Thankamony 2021), it faces significant barriers and obstacles (Khan et al. 2021). Wages, working hours, and conditions are cross-cutting issues involved in this discussion, with particular emphasis on under-developed countries where poverty is high and social development almost non-existent. Social aspects of sustainability seem to receive less attention than economic and environmental dimension aspects (Hamalainen et al. 2018; Shirazi and Keivani 2019; Chatterji 2021), and studies that focus on barriers and obstacles to its implementation are scarce (Khan et al. 2021). In the context of company management, sustainability practices need to be promoted with the aim to pursue sustainable behaviours. Through a fuzzy method, Khan et al. ( 2021) present a series of solutions to foster the implementation of social sustainability in SSCM in developing countries. The importance of emerging technologies, which can strengthen transparency and trust and are recognised as essential components of social development, is highlighted, as well as openness to the external environment. Rupasinghe and Wijethilake ( 2021) emphasise that statements to motivate employees should be responsible, empowered, and engaged with social sustainability goals. Within emerging economies, the role played by an unstable political climate is highlighted by Chen et al. ( 2021) as a barrier to financial system social sustainability.

The social sustainability agenda cannot be properly implemented without adequate institutional policies that are aimed at addressing the fragilities found in ineffective implementation. CSR is known to be a tool that is adopted to foster advancement in social sustainability, supporting organisational performance, customer satisfaction, employee engagement, and expertise development, among others, and positively contributing to the company's reputation. Despite the growing focus on social, economic, and environmental aspects worldwide, CSR in developing countries faces organisational challenges and a lack of resources, with the government as the primary stakeholder and implementing actor (Bux et al. 2020). In recent studies, Khan et al. ( 2021) and Merli et al. ( 2015) pointed out the important role of control and awareness mechanisms applied to suppliers. No significant differences between micro, small, medium and large companies (all certified SA8000 Standard Italian ones) were found when studying the social values involved in CSR sustainability practices, being, therefore, considered a transversal topic for certified companies. Khan et al. ( 2018a) argue that obstacles to social sustainability must be addressed in a multi-dimensional way and not be limited to specific practices.

According to Macassa and Tomaselli ( 2020), the barriers to social sustainability can be overcome with a social exchange, particularly in light of the COVID-19 pandemic. To achieve this, the proposed solutions in the present study need to be addressed in the context of worldwide sustainable development for all and the UN's advocated SDGs. Accordingly, the social sustainability agenda cannot be properly implemented without adequate institutional policies that are aimed at addressing the fragilities found in the effective implementation and contributing to socially responsible behaviour over time (Awan et al. 2020).

Table 1 highlights some solutions commonly reported for overcoming barriers and obstacles to social sustainability implementation, within different sectors of activities. The relevant literature is focused on the supply chain topic, addressing social sustainability issues in developing countries.

Table 1 Solutions to barriers and obstacles to social sustainability within companies

Figure 2, in turn, presents the most commonly recognised categories that intervene in social sustainability.

Most commonly recognised categories intervening in social sustainability

As Fig. 2 shows, the various categories go over and above the interconnected pillars of environment, economy, and society.

VOSviewer analysis

As previously mentioned, the software VOSviewer was used to analyse relationships between the selected search terms. The results of co-occurrence analysis indicate three main clusters of terms that are connected to the discussion of social sustainability at companies. Figure 3 illustrates the connections and provides the big picture of what studies are covered in this field.

The term co-occurrence analysis (including all studies related to social sustainability at companies)

In analysing Fig. 3, it is possible to verify that the green cluster focuses on how the literature addresses accountability, sustainability reporting, and environmental disclosure in communicating the companies' financial and environmental performance. For example, a study conducted by Haque and Ntim ( 2018) found that the Global Reporting Initiative (GRI) report is positively related to carbon reduction initiatives and that this issue is more observable in better corporate governance mechanisms. Gerged et al. ( 2021), in turn, attempted to understand the connections between corporate environmental disclosure and the extent to which it affects a company's value from a sample of 500 multicountry companies. In the same perspective, Al-Awadhi et al. ( 2020) explored the importance of corporate involvement in climate change by addressing it beyond regulatory compliance and by communicating carbon management policies to the companies' stakeholders, and they found that these practices were associated with financial performance. While sustainability reporting, environmental disclosure, and financial performance are central to the green cluster, gender-related issues seem more secondary. However, they are commonly used by companies for sustainability reporting and CSR researchers, i.e. gender diversity issues, board member composition, and their impacts on financial performance are currently receiving significant attention in CSR literature (see Gordini and Rancati 2017; Reguera-Alvarado et al. 2017; Mun and Jung 2018; Galbreath 2018). In sum, articles that belong to the green cluster are closely related to strategic communication for sustainable value to the companies' several internal and external stakeholders through sustainability disclosure practices (Corazza et al. 2017; Helfaya and Moussa 2017; Sulkowski et al. 2018).

The blue cluster is the smallest one in the co-occurrence analysis. It holds references related to perception aspects of the stakeholders regarding the effect of social corporate responsibility on a given company. It is stated in the stakeholder management theory that the way a company is perceived by its influential stakeholders, among which are the government, investors, consumers, employees, and surrounding communities, structurally affects its survival and attainability over time (Carroll and Brown 2018). According to Grover et al. ( 2019), corporate social responsibility has a positive effect on corporate reputation. Reputation is defined in the literature as a perceptual representation of a company's past actions and future prospects that describe the companies' overall appeal to all its key constituents when compared to other leading rivals (Fombrun 1996, p. 72). Thus, reputation could be understood as a trade-off between how the company projects itself to its audiences and how it is perceived by them over time. In this context, strengthening the reputation by building a clear and mutually beneficial relationship based on ethics and socially accepted values is considered an imperative step towards maintaining a satisfactory relationship with stakeholders (Park 2017). A positive reputation built on a strong corporate social responsibility image is reported in the literature as a key element for providing gains in terms of the financial performance of the company (Saeidi et al. 2015; Park 2017). The blue cluster also holds terms related to ethics and leadership. In this field, researchers have provided empirical support for the impact of ethical leaders on CSR, reputation, and firm performance (Zhu et al. 2014). The adoption of an ethical approach by the firm is seen as a pivotal action to forge the social corporate responsibility strategy (Carroll and Brown 2018).

The red cluster, in turn, is the largest and embraces terms related to CSR, management, company's performance, and environmental sustainability, indicating the articles belonging to it address the broad discussion on CSR (Montiel 2008; Bansal and Song 2017) and the firm's sustainability performance (Hussain et al. 2018). It entails the strategies, policies, and practices that organisations undertake to create sustainable value for their internal and external stakeholders (Hart and Milstein 2003; Haugh and Talwar 2010; Yang et al. 2017; El Akremi et al. 2018; Porter and Kramer 2019; Barnett et al. 2020; Matten and Moon 2020), either in multinationals (van Zanten and van Tulder 2018; Burritt et al. 2020; Tian et al. 2020) or in SMEs (Choongo 2017; Doshmanli et al. 2018; Moneva and Hernández-Pajares 2018). This process of creating sustainable value is also connected to business models for sustainability and innovations that could foster CSR implementation (Schaltegger et al. 2016). Moreover, this same cluster shows what drivers and barriers companies face during the process of change and adaptation towards corporate sustainability (Lozano 2015; Jaramillo et al. 2019) and how addressing them can generate a company's performance and competitive advantage (Porter and Kramer 2006; Khan et al. 2018b; Zhao et al. 2019). In this sense, companies are challenged to define priorities to adapt their organisational systems to respond to the environmental forces and stakeholders' pressures (Wolf 2014). Along with this journey, studies also consider the importance of indicators to define the priorities to integrate the sustainable development goals into the company's system (SDG Compass 2021), assess the implementation of social responsibility projects (Lin et al. 2017), measure corporate sustainability performance (Engida et al. 2018), and understand the maturity levels or current stages of corporate sustainability companies (Landrum 2018).

It is also worth considering that the literature on social sustainability at companies is vibrant and constantly evolving, demanding researchers to constantly review the role of companies in meeting the needs of a company's direct and indirect stakeholders, without compromising its ability to meet the needs of future stakeholders as well (Dyllick and Hockerts 2002, p. 131). Therefore, very recent research raises attention to some CSR fields that will be trending or need to be revisited. For instance, there is a growing discussion about the importance of individuals as change agents with different ethical motivations, and how they can design corporate sustainability and create sustainable value from the inside out (Schaltegger and Burritt 2018; Girschik 2020; Girschik et al. 2020). In addition, there is an urge to understand how the COVID-19 pandemic crisis is impacting the future of CSR research and challenging previous assumptions (Crane and Matten 2021). Among these assumptions, the stakeholders, societal risk, responsibility in supply chains, and CSR's political economy will remain essential topics to be addressed and will probably be revisited by researchers (Crane and Matten 2021). Finally, the role of the SDGs in resilient transformations (van Zanten and van Tulder 2020) and in addressing great societal challenges such as climate change, pollution, or inequality within the CSR research perspective is expected to contribute to the institutional social sustainability research field (Howard‐Grenville 2021). Leal Filho ( 2019) outlined how social responsibility and sustainability principles may be deployed, to support businesses and organisations to operate in a sustainable and socially responsible way.

Linked with the cluster analysis of the literature carried out, and connected to the above discussion, the key lessons learned may be summarised as follows:

1. i)
Sustainability reporting, environmental disclosure, and financial performance have shown to be strategic in sustainability communication (Labuschagne et al. 2005; Corazza et al. 2017; Helfaya and Moussa 2017; Sulkowski et al. 2018).

2. ii)
The role of a company's CSR clearly has a positive effect on a company's reputation (Saeidi et al. 2015; Park 2017), as well as do ethics and leadership (Zhu et al. 2014; Carroll and Brown 2018).

3. iii)
The role of CSR, the company's management and performance, and environmental sustainability are essential in creating sustainable value for the stakeholders (Hart and Milstein 2003; Haugh and Talwar 2010; Yang et al. 2017; El Akremi et al. 2018; Porter and Kramer 2019; Barnett et al. 2020; Matten and Moon 2020) in both multinational companies or SMEs.

As highlighted above, specific aspects related to social sustainability assume particular relevance in the cluster analysis carried out, but they all end up supporting the multidisciplinary linkage between the various factors identified as meaningful within the scope of social sustainability, and which need to be addressed if aiming to achieve its successful implementation. The COVID-19 pandemic crisis is challenging every assumption made until now, demanding further action towards achieving the companies' successful social sustainability. This is true in terms of the supply chain, involving the stakeholders and CSR at the political level, multidisciplinary essential aspects to be pursued in the context of social sustainability in the future, empowering companies and citizens at a global level, through transparency in management practices, supported by adequate institutional policies, as several other aspects addressed in this study.

Conclusions

Social sustainability is a key aspect of sustainability science, assuming a great importance in the scope of the SDGs. This study presented the outcomes of a systematic review of the literature, aimed at examining the barriers to institutional social sustainability, focused on companies. The addressed topic has hitherto not been fully explored in the literature. Generally, social sustainability has received limited attention compared to the other economic and environmental dimensions of sustainability. It involves multiple objectives, a range of values, and multiple stakeholders which should be considered in the discussion of the challenges and strategies for achieving social sustainability. Some of the key findings from the study may be expressed as follows:

1. (i)
It is clear that the quest for achieving social sustainability requires a multidisciplinary approach, considering the contributions from sustainability science;

2. (ii)
Since social sustainability involves different vulnerable groups in society, efforts in achieving social sustainability should be continuously re-assessed and the vulnerable groups redefined to achieve social inclusion;

3. (iii)
To fully take into account the principles of social sustainability, companies and business organisations should focus on three key stakeholders for their social sustainability efforts: employees, community members, and consumers; and

4. (iv)
Organisations should interact more closely with stakeholders, possibly through their CSR programs. Moreover, innovative development by the organisations can lead to the improvement of their interactions with stakeholders and thereby promote CSR.

The general institutional policies, organisational structure, and lack of resources are found to be the major barriers to institutional sustainability. The issues associated with institutional social sustainability are exemplified in supply chain management because it involves multiple stakeholders and was largely impacted across the developing and the developed world, due to the COVID-19 pandemic crisis. Various measures may be deployed to face the barriers outlined here. These include more intensive efforts to raise social awareness, a greater use of technology to document and promote social sustainability experiences, changes in organisational structure, and the use of tools to address uncertainty. The cluster analysis of the literature on companies' social sustainability indicated three main clusters of discussion: one cluster on accountability, governance, and reporting, another cluster on stakeholder management, ethics, and leadership, and the third cluster on CSR, environmental factors, and companies' performance. Knowledge about these three clusters may lead to the further pursuit of social sustainability, especially, but not only, in the private sector.

Despite the limitations outlined in Methods, this study provides a relevant contribution to the literature, through an assessment of the extent of the various barriers to the implementation of social sustainability within companies. Some areas where further research may be undertaken are:

1. i.
the influences of the COVID-19 pandemic on social sustainability;

2. ii.
the specific responses to challenges seen among the various groups intervening at this level;

3. iii.
how companies may introduce social sustainability principles in their supply chains; and

4. iv.
the role of social sustainability in addressing societal challenges such as climate change, pollution, and inequality.

Future studies may also analyse the role of individuals as change agents in promoting the principles of social sustainability in organisations. Also, the possible impacts of unexpected factors, such as the COVID-19 pandemic crisis on institutional social sustainability, may be the subject of further studies since they may influence the extent to which sustainability is practiced at organisations.

Other areas of future research are needed to encompass elements such as assessments of the complexity of the interactions between sustainability issues and social themes to seek synergies. Also, future research may focus on a better understanding of the individual components of the interactions between individuals and nature, so people may be able to better reflect on their own influence on the environment. A further research need is in respect to applying knowledge from the social sciences in support of decision-making for sustainable development. Sustainability science research may help to meet these needs by shedding light on aspects which are not well known, not fully documented, or are not widely disseminated.

Acknowledgements

This paper has been funded by the Inter-University Sustainable Development Research Programme and is part of the "100 papers to accelerate the implementation of the UN Sustainable Development Goals" initiative. This work was supported the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) under Grant 304145/2021-1.

Author information

Authors and Affiliations

1. Department of Natural Sciences, Manchester Metropolitan University, Manchester, M15 6BH, UK

Walter Leal Filho

2. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, D-21033, Hamburg, Germany

Walter Leal Filho

3. Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I-BR 285, São José, Passo Fundo, RS, 99052-900, Brazil

Amanda Lange Salvia

4. Laboratory of Sustainability Engineering and Consumption, Federal University of Paraíba, João Pessoa, Brazil

Claudio Ruy Portela Vasconcelos

5. Algoritmi Research Centre, School of Engineering, University of Minho, 4800-058, Guimarães, Portugal

Claudio Ruy Portela Vasconcelos

6. School of Mechanical Engineering, University of Campinas, Mendeleyev Street, 200, Campinas, Brazil

Rosley Anholon

7. Departamento de Ingeniería Industrial, Universidad Católica del Norte, Antofagasta, Chile

Izabela Simon Rampasso

8. School of Economics, Business Administration and Accounting at Ribeirão Preto, University of São Paulo, Avenida dos Bandeirantes, 3900, Ribeirão Preto, 14040-905, Brazil

João Henrique Paulino Pires Eustachio

9. Department of Law, University of Macerata, Piaggia dell'Università 2, 62100, Macerata, Italy

Olena Liakh

10. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

11. Leadership and Strategy Department, John Gokongwei School of Management, Ateneo de Manila University, Katipunan Avenue, Loyola Heights, Quezon City, Philippines

Raquel Cementina Olpoc

12. CSIR-Plant Genetic Resources Research Institute, Bunso, Ghana

Joseph Bandanaa

13. Department of Geomatics Engineering Technology, Yanbu Industrial College, Yanbu, 41912, Saudi Arabia

Yusuf A. Aina

14. Department of Economics, Faculty of Economics and International Relations, Autonomous University of Baja California, Tijuana, Mesa de Otay, 22390, Baja California, Mexico

Regine Lolekola Lukina

15. Graduate School of Humanities and Social Science, Graduate School of Advanced Science and Engineering, Network for Education and Research on Peace and Sustainability (NERPS), Hiroshima University, 1-3-1 Kagamiyama, Higashi-Hiroshima City, Hiroshima, Japan

Ayyoob Sharifi

16. Department of Geography, School of Humanities, Universiti Sains Malaysia, 11800, Penang, Malaysia

Yusuf A. Aina

Corresponding author

Correspondence to Izabela Simon Rampasso.

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Leal Filho, W., Salvia, A.L., Vasconcelos, C.R.P. et al. Barriers to institutional social sustainability. Sustain Sci (2022). https://doi.org/10.1007/s11625-022-01204-0
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Sustainable development

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# data[].attributes.attachment_link.title
Barriers to institutional social sustainability - Sustainability Science

# data[].attributes.attachment_link.description
Social sustainability is a work field characterised by an emphasis on social aspects, e.g. equity, ethics, health, gender balance, or empowerment, within a broader sustainability context. Although the concept seems to be reasonably well established and deemed worthy of pursuing, some obstacles prevent its wide dissemination.

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Leal Filho, W., Vasconcelos, C. R. P., Dinis, M. A. P., & Trevisan, L. V. (2022). Commentary - empty promises: why declarations and international cooperation on sustainable development often fail to deliver [Research Article]. International Journal of Sustainable Development & World Ecology, 29(8), 850-857. 

# data[].attributes.subject
Leal Filho, W., Vasconcelos, C. R. P., Dinis, M. A. P., & Trevisan, L. V. (2022). Commentary - empty promises: why declarations and international cooperation on sustainable development often fail to deliver [Research Article]. International Journal of Sustainable Development & World Ecology, 29(8), 850-857. 

# data[].attributes.body
https://doi.org/10.1080/13504509.2022.2107108

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ABSTRACT
Over the past decades, many declarations on sustainable development (SD) have been produced, various of which led to no real changes or improvements. This article discusses the role of declarations and international cooperation on SD, outlining their evolution. It also highlights the reasons why instruments and international cooperation have failed to meet their targets and specifies measures that may be deployed so that they may yield the SD's expected benefits. To this end, it is recommended that more significant efforts be made to operationalise the commitments established in the declarations and international cooperation. Also, it is important to develop and implement SD follow-up strategies, once these have been agreed upon. The implications of this article to society and other studies are two-fold. Firstly, it shows the need for greater care when writing declarations on SD, since they are not always followed up and do not fulfill their purposes. Secondly, it is important to mobilise the relevant actors so that the actions the SD declarations expected to trigger, through international cooperation, are implemented. Moreover, future declarations and commitments should ideally have institutions and infrastructures in place to implement the SD actions called upon. The evidence gathered in this article also points out the need to intensify investment in education, science, technology, and innovation, while encouraging the expansion of international cooperation strategies aimed at supporting the declarations and promoting SD.

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# data[].attributes.attachment_link.title
Commentary - empty promises: why declarations and international cooperation on sustainable development often fail to deliver

# data[].attributes.attachment_link.description
ABSTRACT Over the past decades, many declarations on sustainable development (SD) have been produced, various of which led to no real changes or improvements. This article discusses the role of declarations and international cooperation on SD, outlining their evolution.

# data[].attributes.headline
Leal Filho, W., Dedeoglu, C., Dinis, M. A. P., Salvia, A. L., Barbir, J., Voronova, V., Abubakar, I. R., Iital, A., Pachel, K., Huthoff, F., Sharifi, A., Yang, P. J., Klavins, M., & Emanche, V. O. (2022). Riverine Plastic Pollution in Asia: Results from a Bibliometric Assessment [Review]. Land, 11(7), 1-19, Article 1117. 

# data[].attributes.subject
Leal Filho, W., Dedeoglu, C., Dinis, M. A. P., Salvia, A. L., Barbir, J., Voronova, V., Abubakar, I. R., Iital, A., Pachel, K., Huthoff, F., Sharifi, A., Yang, P. J., Klavins, M., & Emanche, V. O. (2022). Riverine Plastic Pollution in Asia: Results from a Bibliometric Assessment [Review]. Land, 11(7), 1-19, Article 1117. 

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https://doi.org/10.3390/land11071117

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Received: 9 June 2022 / Revised: 17 July 2022 / Accepted: 20 July 2022 / Published: 21 July 2022

Rivers are important ecosystems, vital to the livelihoods of hundreds of millions of humans and other species. Despite their environmental, social, and economic importance, current use of rivers is unsustainable, due to a combination of solid waste and high levels of pollutants. Plastic materials are among the most predominant of such pollutants. Based on the need for additional research in this area, this study examines pressures put to rivers and explores trends related to riverine plastic pollution, with a focus on Asia. Apart from the bibliometric analysis, and relying on the collected information, examples describing the drivers of riverine plastic pollution in a sample of Asian countries are described, outlining the specific problem and its scope. Among some of the results obtained from it, mention can be made to the fact that much of the literature focuses on plastic pollution as a whole and less on one of its most significant ramifications, namely microplastics. Additionally, there is a need related to data availability on riverine plastic data and improving the understanding of transport mechanisms in relation to riverine plastic emission into the ocean. The results from this study illustrate the significance of the problems posed by plastic waste to Asian rivers and point out the fact that there are still significant gaps in respect of regulations and standards, which prevent improvements that are highlighted in this study. Based on the results of this bibliometric assessment, specific measures via which levels of riverine plastic pollution may be reduced are presented, bringing relevant new insights on this topic beyond the existing reviews. View Full-Text

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Leal Filho, W.; Dedeoglu, C.; Dinis, M.A.P.; Salvia, A.L.; Barbir, J.; Voronova, V.; Abubakar, I.R.; Iital, A.; Pachel, K.; Huthoff, F.; Sharifi, A.; Yang, P.J.; Klavins, M.; Emanche, V.O. Riverine Plastic Pollution in Asia: Results from a Bibliometric Assessment. Land 2022, 11, 1117. https://doi.org/10.3390/land11071117

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Leal Filho W, Dedeoglu C, Dinis MAP, Salvia AL, Barbir J, Voronova V, Abubakar IR, Iital A, Pachel K, Huthoff F, Sharifi A, Yang PJ, Klavins M, Emanche VO. Riverine Plastic Pollution in Asia: Results from a Bibliometric Assessment. Land. 2022; 11(7):1117. https://doi.org/10.3390/land11071117

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Leal Filho, Walter, Cagdas Dedeoglu, Maria Alzira Pimenta Dinis, Amanda Lange Salvia, Jelena Barbir, Viktoria Voronova, Ismaila Rimi Abubakar, Arvo Iital, Karin Pachel, Fredrik Huthoff, Ayyoob Sharifi, Peter J. Yang, Maris Klavins, and Victoria Omeche Emanche. 2022. "Riverine Plastic Pollution in Asia: Results from a Bibliometric Assessment" Land 11, no. 7: 1117. https://doi.org/10.3390/land11071117

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Riverine Plastic Pollution in Asia: Results from a Bibliometric Assessment

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Rivers are important ecosystems, vital to the livelihoods of hundreds of millions of humans and other species. Despite their environmental, social, and economic importance, current use of rivers is unsustainable, due to a combination of solid waste and high levels of pollutants. Plastic materials are among the most predominant of such pollutants.

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⭐ Leal Filho, W., Caughman, L., Dinis, M. A. P., Frankenberger, F., Azul, A. M., & Salvia, A. L. (2022). Towards symbiotic approaches between universities, sustainable development, and cities. Scientific Reports, 12, 1-8, Article 11433.

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⭐ Leal Filho, W., Caughman, L., Dinis, M. A. P., Frankenberger, F., Azul, A. M., & Salvia, A. L. (2022). Towards symbiotic approaches between universities, sustainable development, and cities. Scientific Reports, 12, 1-8, Article 11433.

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https://doi.org/10.1038/s41598-022-15717-2

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Abstract

Universities are key actors and play a central role in the cities which host them, either as employers, consumers or simply as a magnet to young people and cultural activities. They can be also influencers and supporters of cities in the field of sustainable development. Through an exploratory method and aiming to explore the efforts deployed to foster closer links between universities, sustainable development, and cities and address a literature gap in this regard, this study considers the contribution of universities to sustainable development at the city level. Based on some of the ongoing initiatives worldwide and an international online survey documenting measures undertaken, this study translates the commitment to pursuing sustainable development within cities, with responses from a sample of 45 countries. This study lists some items which may help foster more symbiotic relations between cities and universities. The findings of this study may be used as baselines for strengthening the connections between universities and cities in addressing the sustainable development challenges, as demonstrated through the responses obtained. Accordingly, some suggested actions involving cooperation may include increased communication with city stakeholders and the undertaking of joint initiatives and projects, taking advantage of the ongoing sustainable development challenges worldwide.

Introduction

It is widely acknowledged that universities are key actors in the development of the regions in which they are located 1. They have a symbiotic connection to residential, commercial, and industrial areas. Information and technology developed in a university context, and extended to society, have the potential to influence the decision-making process of individuals towards sustainability 2. Through scientific research cooperation, countries like China are distributing knowledge through higher education resources sharing, aiming to raise talent and establish high-tech research and development 3,4, thus promoting regional sustainable development, and contributing to global economic development and sustainability through universities. Other countries such as the case of Vietnam, where universities are not used to full engagement in the local community 5, have started to invest in knowledge as potential drivers to advance sustainable development, aiming to spread knowledge and improve the human condition. Malaysia is another example engaging in sustainable development towards society change 6, with sustainability being increasingly perceived as important in the context of the university-society connection, contributing to intensifying environmental awareness, with major positive impacts on society and economic development. Despite previous evidence in a changing world addressing sustainable development change through cooperative means at the local level, the mutual influence on the interconnection between universities and cities is not always considered 7. The collaborative problem-solving competency of students, highlighted by the Organization for Economic Cooperation (OECD) as a key competence in the twenty-first century plays an important role in the context of sustainable development, through preparing students for a job as well as learning for life, in the context of Industrial Revolution 4.0 3,8, an example of how universities may strongly influence society towards sustainable development achievement. This mutual cooperation is seen as evidence of civilization and playing a major role in the urban economy, contributing to a better society through teaching, learning, and civic engagement. Thus, universities have the ability to engage with multiple players in communities, in order to co-create and transfer knowledge and innovation, foster local economies and promote cultural diversity 9. There are many advantages of having a university in a city, but the major plus point is that they promote economic prosperity, alongside social inclusion and development. Universities are large employers, and therefore provide jobs to hundreds of people in their cities. They also support many small companies, where students have part-time jobs. The latter also bring money to the cities since they need to buy products and services. The contribution of universities are wide-ranging, encompassing scientific and technological advances and innovation in a wide range of fields, from digitalisation to energy provision, mobility and infrastructure, food security and landscaping, active lifestyle, and human well-being, with all these aspects encompassing sustainable development.

The nature and extent of universities' local impacts are related to the type of collaboration that they are involved in Ref.9, especially in respect of economic and cultural development 10. Universities are engaged in income-generating activities and strategies and technology transfer, which include commercialising ideas and inventions that are developed through research. Revenues are mainly generated through licensing agreements and sponsored contracts, which often generate revenue that is a welcome support for local development 11. Therefore, both national and international students not only serve the purpose of strengthening universities in respect of learning and teaching but also help to support the local economy and culture. This, in turn, helps to increase their contribution to social sustainability 12.

Furthermore, universities play a key role in ensuring a transformative innovation in terms of local sustainable development 13. This is either carried out through the incorporation of sustainable development in the curricula or via community-based initiatives 14. Universities can also promote lifelong learning and teaching, which may allow the pursuit of local development on sustainable development 15.

Departing from some scarcity of literature on the topic being addressed, this paper attempts to contribute to the knowledge on universities' connections with cities pursuing sustainable development through an exploratory study involving literature information collection and an online survey assessing the effort undertaken to collaborative joint work among universities and cities worldwide under the scope of sustainable development. The research question is: how can more symbiotic relations between cities and universities in a sustainable development context be pursued?

Based on a comprehensive instrument made available online, assessing the connections between universities, sustainable development, and cities, the originality of this study is that it focuses on potential links between cities and universities in a sustainable development context, filing a gap in the literature at this respect. The subsequent parts of this paper explore these connections, allowing us to point out the specific measures being undertaken in this context, taking full advantage of symbiotic collaboration opportunities between all stakeholders to advance sustainable development.

The close relationships between universities and cities in a sustainability context

Universities, frequently regarded as one of the nuclei of surrounding communities 5, have a major role to plan in the field of sustainable development, especially due to their many connections and local involvement. This connection results in robust positive evidence for local economic performance, as a consequence of innovation, development of human capital, and support of democratic values 16. At the present, the relationship between universities and cities is beyond a knowledge-based economy to face the interdependence with the dimensions of sustainable development, namely social, economic and environmental. Because a distinctive feature of universities is that they foster creativity, innovation, social and intellectual development, and collaboration 17,18, they are able to transfer this more intensively to the environment than to the universities themselves. Thus, the opportunity to develop large-scale solutions transferable to society will result in the dissemination of innovation at a global level, with huge gains to the surrounding communities. An example of a large-scale solution is provided by the Massachusetts Institute of Technology Media Lab 19, whose innovation is used round the world.

There are some examples of initiatives where universities and cities have successfully cooperated on matters related to sustainable development. One of them can be seen in Portland, Oregon, USA, where the city government has been working with the Institute for Sustainable Solutions at Portland State University, to co-create actor-centric transformative capacity 20. The city and university work together to develop and implement two cross-disciplinary workshops that brought together city experts and academic researchers to explore climate impact scenarios. This collaboration led to the formation of a new city working group that continuously integrates academic knowledge and practices into urban planning focused on sustainable development and is accelerating progress towards goals 20. Other examples of fruitful cooperation showing some of the initiatives being carried out are summarized in Table 1 and illustrate the ongoing effort in successfully implementing symbiotic initiatives between universities and cities that contribute to achieving sustainability transformations, and positively impacting the society.

Table 1 Some examples of synergies between universities and cities in the context of sustainable development.

The key synergies identified can be put into a framework that can support cities and universities in developing and implementing actions toward sustainable development, as presented in Fig. 1. The advantage of these synergies is that they may be accomplished at multiple levels, being able to suit the specific conditions of an organization and its settings.

Synergies between universities and cities to achieve sustainable development ( Source prepared by the authors).

Methodology

This study pursued an exploratory methodological approach involving a convenience sampling data collection through an international online survey being shared among common networks and contacts, to investigate the contribution of universities to sustainable development at the city level. Based on previous extensive literature review, the comprehensive questionnaire developed focused on three main aspects of the cooperation between universities and local actors at the city level: (a) cooperation partners, (b) type of cooperation, and (c) challenges that hinder cooperation, following Leal Filho et al. 26 and other current examples of cooperation between universities and cities, reported previously. With one close-ended question per aspect, the lists of options were based on the most common agents: (i) city government, local companies, local non-governmental organizations (NGOs), and teaching/research institutions; (ii) interactions: joint events, joint projects, and internships from students in the organisations; and (iii) challenges: Lack of time to invest on cooperation, lack of interest from local counterparts, lack of interest from the university, lack of local contacts to cooperate, and lack of interest to cooperation on sustainable development as observed in the literature. An open space was also provided in each question for respondents interested in sharing additional responses. Based on the perception of the respondents, this exploratory study also assessed the current level of emphasis given to the cooperation of each university with city organisations on matters related to sustainable development.

The online survey was applied via Google Forms and disseminated via the international network Inter-University Sustainable Development Research Programme (IUSDRP, https://www.haw-hamburg.de/en/ftz-nk/programmes/iusdrp/)-which gathers over 140 universities worldwide, and the scientific networks to which the co-authors are involved, thus characterizing a convenience sampling strategy. The study collected 120 responses during two weeks, between August-September 2021, and reached global coverage with 45 participating countries on all continents, considered a significant number, as illustrated in Fig. 2.

Global distribution of the survey participating countries ( Source prepared by the authors, Software used: Excel Office 365, v. 2205).

The internet-based survey 27,28,29,30, as the method chosen for this study, is a standard procedure, along with qualitative research with interviews and quantitative research with questionnaires and surveys, which requires no specific ethics consent in Germany, as confirmed by the German Association of Medical Ethics Committees. The survey implementation followed the procedures and guidelines used in surveys in Germany and at HAW Hamburg, the lead organisation. Informed consent was sought from all participants, who voluntarily agreed to proceed with the completion of the questionnaire, anonymised so that no personal details were stored. The authors, part of the IUSDRP, regularly publish papers using a similar approach [such as Refs. 17,31,32] and the respective journals accept the procedures used. The questionnaire was validated by a group of sustainability experts in the field.

The respondents come from the public (74%) and private institutions (19%), with other options (7%) including non-profit, community, or regional institutions. In terms of enrolment, the institutions represented in the sample cover a wide range of possibilities: 33% from institutions with less than 10,000 students, 27% with enrolment numbers between 10,001 and 20,000, 23% between 20,001 and 40,000, and 18% with over 40,001 students. Almost half of the respondents are educators as their primary role at their institutions (48%), followed by researchers (39%) and colleagues engaged in administrative roles (13%).

The sampling strategy and sample characteristics do not allow for generalizable outcomes, but the different profiles and the international approach make this study unique for filling in the gap in the literature within an exploratory investigation framework on the collective and combined efforts of universities and cities towards sustainable development.

Results and discussion

According to the perception of the sample on the current level of emphasis given to the relationship between their universities and city organisations on initiatives related to sustainable development, the most common context is cooperation as part of the activities (39%). For 45% of the respondents, the cooperation is a priority or a top priority (23% and 12%, respectively), and for 26% of the respondents, the cooperation is among the most challenging circumstances, from a spectrum of limited cooperation (24%) to no interest at all (2%).

Figure 3 summarises the three aspects dedicated to analysing terms of cooperation between the respondents' universities and city organisations: (a) cooperation partners, (b) type of cooperation, and (c) challenges that hinder cooperation.

Cooperation partners, type of cooperation, and hallenges hindering cooperation ( Source prepared by the authors).

Teaching and research institutions seem to be the most common partners addressing sustainable development, selected by 85% of the respondents, followed by the city government, with 76% of the respondents. Local companies and NGOs represented 63% of the sample, while other partners (10% of the respondents) include cooperatives, state and federal government, international organisations (such as the United Nations), local communities, and regional associations.

Collaboration through joint projects is the main strategy reported (85%) followed by joint events (68%) and internships from students in the organisations (61%). Other mentioned means of relationship include community engagement and service-learning activities, agreements for knowledge transfer or sustainable purchasing, memberships, research and teaching activities, guest lectures, technical reports, and participation in municipal councils.

When it comes to challenges that hinder efforts to cooperate on matters related to sustainable development with city organisations, the lack of time to invest in relationships was indicated by 54% of the sample; the lack of interest is also a worrying barrier, both from the local counterparts (39%) and from the universities (26%). Lack of interest and lack of local contacts in cooperation for sustainable development does not seem to represent significant challenges based on the sample perception. On the other hand, lack of funding and resources represented 15% of the total sample; respondents listed several challenges, namely the lack of skills to collaborate properly, lack of political will, the existence of other more urgent matters, risk of corruption on political level impacting the cooperation, greenwashing, complicated governance on local issues, and excessive teaching work and little integration and participation of society.

The examples of synergies presented in Table 1 are illustrative of the in-depth investment that higher education institutions (HEIs) are willing to carry out in order to successfully intervene and inspire the surrounding communities to achieve a higher level of commitment towards sustainable development and the pursuit of the SDGs.

The University of Southern Santa Catarina, Brazil, is invested in acting as a driver of sustainable communities. Accordingly, the study by Amorim et al. 22, includes, among other reflections, a project developed in the state of Santa Catarina, the "Water Resources Plan of the Itapocu River Basin". It is a partnership between the government, the University, and the community, aimed at attaining sustainable collaborative management of the Itapocu basin and its water resources, reducing the water losses and improving the savings, combating the scarcity of water in the region. This example helps to illustrate how important are the actions implemented in the context of the University to promote sustainable development in the region surrounding the campuses, with implications at the local and global level through the investment in specific actions that contribute to saving money and reaching efficiency in public resources, specifically in connection with hydric resources stored in aquifers in the Itapocu river basin to be used to ensure water security in the region, with implications in the environment, e.g., floods, and health, e.g., sewage, of the communities, resulting in a symbiotic prolific effort to advance sustainable development.

More than half of the sample reported a lack of time to invest in relationships. Withycombe Keeler et al. 23 underpin that a one-to-one relationship between the city, as well as regions, and the university contributes to a better understanding of how places and contexts shape their sustainability transformation and how to learn from one another. Over the five case studies presented in Table 1, city-university partnerships (CUPs), Withycombe Keeler et al. 23 found that the co-creation of a framework to assist in diagnosis-gaps and synergies, strategy development, continuous learning, and research, strategy transfer, and scaling, promoted a common language in terms of goals, approaches, and solutions in a systematic way for sustainability. Moreover, the framework represents a useful tool for continuous learning and transfer, supporting the capacity building in the city, for example, joint research, joint projects, and student experience. For strengthening the effectiveness of the capacity building of CUPs, Withycombe Keeler et al. 23 propose to invest in bridge-building with students as interns in the city; a networking platform to elevate evidence and provide legitimacy; educational and research activities to develop engaged teams; resilience building in expertise and relationships; and a transparent flow of information.

As stated by Iwaniec et al. 24, urban planners and decision-makers tend to focus on more easily applicable solutions for sustainability challenges, even though these require further thinking and planning. This represents an opportunity for universities to collaborate, e.g., by means of joint events or projects, the most common types of cooperation. Additionally, the approach of establishing a governance committee with members from HEIs, industry, and the community in the context of university towns 25 could also be useful in broader contexts, as a strategy to foster symbiotic collaborations between universities and cities to promote sustainable development. This strategy could be valuable to overcome the most common challenges of lack of time and interest in these relations, as responsibilities and resources could be shared, assuring that managing sustainable development solutions to be implemented in practice, besides being both pro-environmental and pro-social, are profitable for involved stakeholders 33.

Conclusions: towards more symbiotic relations

Over the past years, cities have been seeking partnerships with universities due to their ability to accelerate complex problem-solving, thus enhancing the transformative capacity needed to achieve sustainable development. CUPs that focus on capacity-building for sustainability transformations, for instance, may help staff and students to develop the skills and test innovative interventions for sustainability solutions, bring passion and funding to governmental institutions, and provide space for creativity and adaptability 19. As a result, through cooperation, empowerment is achieved in both universities and society.

The relevance of this study does reside in the fact that it points out to a demanding need for greater integration of universities and cities in undertaking symbiotic joint efforts in the context of advancing sustainable development, as demonstrated by the results obtained.

Despite some limitations, such as non-identification of the cities, due to anonymity, the implications of this paper are twofold. Firstly, since cities across the globe have been partnering with universities, there is a significant potential for successful cooperation on sustainable development. Secondly, it shows the potential of the co-creation of new knowledge and co-management of projects, which has proven successful in many cases.

In order to be able to take full advantage of the many opportunities that cooperation in sustainable development may offer, some policy recommendations must be considered:

Formal cooperation agreements between cities and local universities to work together in the field of sustainable development.

Funding provisions in cities' budgets to support cooperation.

Definition of key sustainability topics to which a focus may be given.

Provisions for mutual staff exchanges within both types of organisations.

Additionally, it is important that universities should work closely with organisations in their regions, making them relevant to their communities. In other words, more symbiotic relations are needed across the globe. These include joint projects and events involving academics on the one hand, and local decision-makers, industry, and local stakeholders on the other. Also, and bearing in mind the potential contribution of students, they should be encouraged to work more closely with actors at the local and regional levels on matters related to sustainability, which may vary from sustainable production to transport and consumption. By doing so, they can learn about how to handle social challenges, a valuable complement to their university education. Finally, to yield the expected benefits, the right framework conditions must be created so that academic staff is encouraged to take better account of local and regional issues, as part of their teaching and research programmes, a major sustainable development worldwide challenge.

Data availability

The datasets generated during the current study are available from the corresponding author on reasonable request.

Funding

Open Access funding enabled and organized by Projekt DEAL.

Author information

Authors and Affiliations

1. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M11 5GD, UK

Walter Leal Filho

2. Research and Transfer Centre "Sustainable Development and Climate Change Management", Hamburg University of Applied Sciences, Ulmenliet 20, 21033, Hamburg, Germany

Walter Leal Filho

3. Postdoctoral Research Scholar, Earth Systems Science for the Anthropocene, Arizona State University, Tempe, USA

Liliana Caughman

4. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

5. Business School PUCPR, Pontifical Catholic University of Paraná, Rua Imaculada Conceição, Curitiba, 1155, Brazil

Fernanda Frankenberger

6. Brazil Business School, Universidade Positivo, Rua Pedro Viriato Parigot de Souza, Curitiba, 5300, Brazil

Fernanda Frankenberger

7. CNC-Center for Neuroscience and Cell Biology, University of Coimbra, 3004-504, Coimbra, Portugal

Anabela Marisa Azul

8. CIBB-Center for Innovative Biomedicine and Biotechnology, University of Coimbra, Coimbra, Portugal

Anabela Marisa Azul

9. IIIUC-Institute for Interdisciplinary Research, University of Coimbra, 3030-789, Coimbra, Portugal

Anabela Marisa Azul

10. Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I - BR 285, São José, Passo Fundo, RS, 99052-900, Brazil

Amanda Lange Salvia

Contributions

W.L.F. conceived the study. W.L.F., L.C., M.A.P.D., F.F., A.M.A., and A.L.S.A. wrote the main manuscript. All authors reviewed the manuscript.

Corresponding author

Correspondence to Amanda Lange Salvia.

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The authors declare no competing interests.

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Leal Filho, W., Caughman, L., Pimenta Dinis, M.A. et al. Towards symbiotic approaches between universities, sustainable development, and cities. Sci Rep 12, 11433 (2022). https://doi.org/10.1038/s41598-022-15717-2
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# data[].attributes.attachment_link.title
Towards symbiotic approaches between universities, sustainable development, and cities - Scientific Reports

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Universities are key actors and play a central role in the cities which host them, either as employers, consumers or simply as a magnet to young people and cultural activities. They can be also influencers and supporters of cities in the field of sustainable development.

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⭐ Leal Filho, W., Vidal, D. G., Chen, C., Petrova, M., Dinis, M. A. P., Yang, P., Rogers, S., Álvarez-Castañón, L. d. C., Djekic, I., Sharifi, A., & Neiva, S. (2022). An assessment of requirements in investments, new technologies and infrastructures to achieve the SDGs. Environmental Sciences Europe, 34, Article 58.

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⭐ Leal Filho, W., Vidal, D. G., Chen, C., Petrova, M., Dinis, M. A. P., Yang, P., Rogers, S., Álvarez-Castañón, L. d. C., Djekic, I., Sharifi, A., & Neiva, S. (2022). An assessment of requirements in investments, new technologies and infrastructures to achieve the SDGs. Environmental Sciences Europe, 34, Article 58.

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https://doi.org/10.1186/s12302-022-00629-9

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Environmental Sciences Europe 34, Article number: 58 (2022) Cite this article

Abstract

Background

The implementation of the Sustainable Development Goals (SDGs) requires much planning and the provision of resources, especially regarding the necessary investments, technologies and infrastructures needed. Yet, it is presently unclear how available these elements are, what gaps exist, what changes have taken place in terms of their availability since the adoption of the SDGs and what their requirements will be in the future. The knowledge gap has become even more concerning because of the impact of the COVID-19 pandemic. Using a bibliometric analysis, an assessment of the global progress of SDG implementation and requirements, identifying challenges through the development of a matrix, and a set of 11 case studies to triangulate the holistic analysis, an assessment of the global progress of the SDGs implementation and the impact of the COVID-19 pandemic on this process was carried out.

Results

The findings suggest that the scope and width of resources limitation are currently undermining the implementation of the SDGs. Apart from the fact that the pace of progress has been insufficient, the potential of the SDGs in pursuing sustainability and improving life quality is not fully realised. This trend suggests that a substantial acceleration of the efforts is needed, especially for the five SDGs whose progress since 2015 has not been optimal, namely SDG2, SDG11, SDG13, SDG15, and SDG16, while SDG3, SDG7, SDG9, SDG14, and SDG17 show signs of progress. The case studies showed that different industries have dissimilar effects on achieving the SDGs, with the food sector correlating with 15 SDGs, as opposed to the energy sector correlating with 6 SDGs. Accordingly, the priority level assessment in terms of achieving the SDGs, points to the need to further advance the above-mentioned five SDGs, i.e., 2, 11, 13, 15 and 16.

Conclusions

This study fills in a knowledge gap in respect of the current need for and availability of investments, new technologies, and infrastructures to allow countries to pursue the SDGs. It is suggested that this availability is rather limited in specific contexts. In respect of the needs to be addressed, these include resource-related constraints, limited technologies and infrastructures, affecting SDG2, SDG11, SDG13, SDG15, and SDG16, whose progress needs to be enhanced. Since the global progress in the process of implementation of the SDGs depends directly and indirectly on addressing the resource gaps, it is suggested that this topic be further investigated, so that the present imbalances in the three dimensions of sustainable development: the economic, social and environmental, be adequately addressed.

Introduction: the UN sustainable development goals

In 2015, the United Nations (UN) published the 2030 Agenda for Sustainable Development [ 1] in an attempt to solve key issues of the planet and achieve a positive future for the world. Through cross-national partnerships, the UN advocated for the fulfilment of the 17 Sustainable Development Goals (SDGs) and 169 targets concerning major aspects of people, planet, prosperity, and peace [ 2], as shown in Fig. 1. Massive scientific research has been conducted to discuss the SDGs [ 3]. However, two major questions have received much attention, namely: (i) what is the integrated meaning of the SDGs? (ii) what do the SDGs mean in different contexts?

Source: developed by the authors based on the UN's Sustainable Development Goals

SDGs and their main purposes.

In the process of exploring the first question, many researchers stated that the meaning and interactions of the different SDGs are part of an emerging area with a mass of knowledge gaps to be filled. Generally, researchers agreed that the 17 SDGs are indivisible, inclusive, and interactive [ 4, 5, 6]. Different goals and targets are closely linked, including environment and human health, policy and education, peace and business, among others [ 7]. Endeavours to reach one goal have the potential to influence the progress of achieving other goals, either positively or negatively [ 8]. Therefore, researchers from different fields are encouraged to participate in interdisciplinary collaborations to ensure that their behaviours not only contribute to a certain goal, but also generate positive impacts on other goals and targets. We argue that an assessment system of resources is necessary, which will balance its distribution among different SDGs, so that all goals and targets can be developed in an integrated way.

To answer the second question, various discussions have emerged in different regions, disciplines, and industries. There are several signs of progress and priorities for the implementation of the SDGs in different geographical regions [ 9, 10, 11]. Exercises to achieve SDGs by both developed and developing countries have offered valuable experiences to the rest of the world [ 12, 13, 14, 15, 16, 17]. Different countries have diverse distribution strategies for SDGs investments, technologies, and infrastructures, based on their own needs, interests and abilities. These differences lead to different levels of contribution to the SDGs, as well as geographical limitations and unbalances [ 18]. Therefore, an assessment of requirements for different countries might benefit the appropriate distribution of resources.

Researchers from different disciplines have presented their diverse understandings of SDGs [ 19], where the specific focus has been on the fields of economy and environment. Economic cooperation such as international trade, integrated economic growth [ 20, 21, 22], and their interactions with other disciplines [ 23] are recognised as positive contributions to achieving the SDGs. Key environmental issues such as resource policy and climate actions [ 24], as well as their nexus relationship [ 25, 26], have been widely discussed. Other disciplines, including citizen sciences [ 27, 28], sustainability sciences [ 7, 29], spatial sciences [ 30] and policy sciences [ 31], among many others, also raised discussions on what SDGs mean to each discipline. Arguably, all the participated disciplines added not only values, but also requirements of resources for SDG development, yet failed to give appropriate considerations to how to assess the need for resources.

Different industries discussed the SDGs from their perspectives. Basic issues such as ocean management [ 32, 33, 34], agriculture protection [ 35, 36], sustainability education [ 37, 38], and their interactions with SDGs have been deeply explored. Perhaps the investments, technologies, and infrastructures to be applied within the different industries will inevitably generate various impacts such as displacement, resettlement, and other social impacts [ 39, 40]. To avoid negative impacts on the progress of SDGs implementation, good planning and an appropriate provision of resources among different industries are necessary.

It is clearly shown that the SDGs have raised interest in discussing their integrated meaning for various regions, different disciplines, and industries. The necessity of worldwide partnerships and cooperation has been widely valued. However, the implementation of the SDGs has met various difficulties, including poor planning of resource provision, which will be discussed below.

Challenges associated with implementing the SDGs

There is an emerging body of work recording the implementation of the SDGs at a global level, but also more commonly at the national level [ 6]. The goals are being implemented across a spectrum of governing bodies, institutions, groups, companies, and individuals [ 41]. Records of implementation include policy, frameworks, reports, and academic outputs. Despite having 193 signatories, only 66 countries had started implementing the SDGs in the early phases of the UN's proposed implementation period and have reported their progress via the Voluntary National Reviews [ 42]. Allen et al. [ 43] account that much of the implementation to date has been limited, with several reports outlining the already ongoing activities being linked to the SDGs, rather than new activities being informed by them. Alongside reports and reflections on activities aligning with and to the SDGs [ 44, 45, 46], there has been parallel commentary concerned with the progress of implementations [ 43], and indeed the feasibility of such implementations [ 47].

A major factor perceived to be a driver behind difficulties in implementing the SDGs is a lack of regular reviews [ 43], a general absence of collective, holistic, and linked actions [ 48, 49], and the absence of certain targets to reduce pressures. This means that the implementations may address the symptoms and not the causes [ 47]. Some authors, such as Amos and Lydgate [ 50], argue that one of the limitations of SDG implementation is the understanding of the frameworks involved. The ability to distinguish between goals that are related to the process and goals related to results is not certain. Some groups/individuals have an absence of transformative power, and for some decision-makers and stakeholders, the economic pillar of sustainability has gained more attention than the social and environmental pillar. This means that the action plans created do not reach their maximum potential, by not taking into account that the three pillars act in a comprehensive and integrated manner.

Several points that hinder the implementation of the SDGs can be found when analysing the literature and the studies of different authors, such as the lack of a process that is intersectoral to instigate the coherence of political plans. Due to its great conceptual multiplicity, the vast majority of the goals created cannot be satisfactorily transposed into facts that are measurable [ 51]. On the other side, Morton et al. [ 52] show that it is necessary to analyse whether the government officials have the necessary skills for the implementation of the SDGs. This is because in several cases it can be shown that the negative impacts of the implementation attempts occur because of inadequate management.

In order for the SDGs to be implemented, it is important to understand the correlation among the 17 goals, which is one of the points that can hinder their implementation due to the possibility that they may have different assignments [ 53, 54]. It is also important to highlight that when dealing with policies aimed at exploring the existing correlation between the SDGs, some interactions can develop in real-time, while others can present significant delays [ 51]. According to Amos and Lydgate [ 50], despite having been fulfilled as a global objective to ensure that all regions of the globe achieve economic growth, social development, and environmental preservation, the factual structures that contribute to the monitoring of goals and their development, especially those aimed at the SDGs interconnections, do not explicitly deal with the tension between the goods that are considered as global audiences and the quantification of the SDGs on national scales.

Another question related to the implementation of the SDGs was raised by Almeida et al. [ 55], when seeking to understand how to find ways to incorporate the links and the trade-offs, concerning the process of formulating strategic processes and planning involving all 17 SDGs. They observed that, in certain situations, existing compensations cannot be significantly mediated in an appropriate and recommended way. Breuer et al. [ 51] also emphasise that some of the goals established by the SDGs have generic relationships on a global scale, and thus can be better implemented in different contexts and regions. However, some of the goals were created to meet a specific need in a given geographical context.

Much of the literature regarding the SDGs implementation focuses on policy, frameworks [ 41], and academic or speculative aspects. What is less often reported are the technological, logistical, and resource-related constraints. These limitations are particularly interesting, as many of the technologies relying on logistics and resources are in development and their intrinsic impact is still being tested. Some of these promising technologies have been and are being tested, but often in isolated "pilot studies", which would benefit from global information sharing and development, e.g., technology that removes arsenic from water [ 56]; high potential, but not yet mainstream, waste-to-energy technologies [ 57]; or bio-based technologies limited by the availability of biomass [ 58]. An underpinning technological and societal movement critical to the implementation of many of the SDGs is the transition away from fossil fuels. Neofytou et al. [ 59] highlight the thousands of publications that mention this energy transition and ultimately indicate that countries in the global South are less prepared for this transition. A good example of resource availability acting as a limitation to the energy transition is the availability of lithium, a major component of lithium-ion batteries. Tabelin et al. [ 60] review the demand and supply of lithium and the various mechanisms for its extraction and report that the extraction of lithium over the next 5 years will lag behind its demand.

Methods

This study aimed to identify and assess how governments, non-governmental organisations, and universities perceive, promote, and manage matters related to achieving the sustainable development goals (SDGs) and is based on the fifth main methodological steps described in Fig. 2.

Source: developed by the authors

Steps of the research.

Firstly, a bibliometric analysis was performed using the following syntax: TS = ((("SDG*" OR "sustainable development goal*") NEAR/20 ("implement*" OR "operationali*" OR "achiev*")) NEAR/20 ("resource*" OR "investment*" OR "technolog*" OR "infrastructure*")). To obtain an overall understanding of the structure and thematic focus of research related to requirements in investment, new technology, and infrastructure to achieve the SDGs, we relied on the text mining abilities of VOSviewer, a widely used software tool for bibliometric analysis [ 61]. Among different outputs, the software allows for the understanding of key research focus areas by analysing bibliometric details of articles indexed in scientific databases. Given its broad coverage of quality research related to the study topic, the Web of Science was the scientific database used to retrieve relevant articles for this study purpose. To search for relevant articles, a broad-based search string was developed that includes terms related to SDGs, investments, technologies, and infrastructures. The initial search was done on March 19, 2021, and returned 407 articles. After screening the titles and abstracts of these articles, 154 were selected for final analysis using the VOSviewer. Major thematic areas were identified using the term co-occurrence analysis of the software. The output is shown in Fig. 3, where the node size is proportional to the occurrence frequency, and the link width is proportional to the strength of the connection. Terms that are closely related to each other form thematic clusters.

The output of the term co-occurrence analysis

Secondly, it was necessary to assess the global progress of SDG implementation and the impact of the COVID-19 pandemic on it. This snapshot was done through "The Sustainable Development Goals Progress Chart 2021" [ 17], which covers the progress of selected targets under the 17 SDGs of the 2030 Agenda for Sustainable Development by the end of 2020. This document allows us to see how far we have come in realising global commitment and which areas require more attention. The charts presented are useful since they provide two kinds of information: (i) the trend assessment and (ii) the level of development assessment based on the latest data available, choosing the year 2015 as the baseline. After this assessment, the identification of SDGs levels of priority intervention was performed, through a scale of three points: high, moderate, and low. A high priority level was attributed to those SDGs that have an assessment of deterioration in any of their targets; a moderate priority level was attributed to those SDGs that have an assessment of moderate distance to the target, which highlights that some progress has been identified; and a low priority level was attributed to those SDGs that have an assessment close to the target, showing that they are accelerating target implementation. The rationale behind this process is based on the main principle of the UN 2030 Agenda [ 1], which highlights the integrated nature and indivisibility of the SDGs, meaning that progress in all of them is needed and the imbalance of one part weakens the rest. The impact of the COVID-19 pandemic on the requirements of investments, new technologies, and infrastructures for the SDGs implementation was tracked by the UNCTAD SDG Investment Monitor [ 62] and analysed in the World Investment Report [ 63]. This overview of the pandemic impact was further substantiated by the further analysis of several related case studies.

Thirdly, an assessment of SDG requirements of investment, new technology, and infrastructure for their acceleration was proposed, based on the literature review and on the UN "SDG Accelerator and Bottleneck Assessment tool" [ 64], developed to support nations worldwide to identify 'accelerators' that can trigger the SDGs implementation positively and have a multiplier effect across their targets. Through this, three levels of requirements were created regarding investment, new technology, and infrastructure, resulting in a matrix with these three parameters crossing, with different sizes for the importance of the above items for each SDG.

Fourthly, the identification of the main challenges (barriers/drivers) to the SDGs acceleration was performed to help the development of policy and/or programme areas-which will accelerate progress across the SDGs and the corresponding drivers that enable their progress. The final step to identifying how the SDGs that are part of each group are interconnected, i.e., its synergies, is to assess how the requirements of one of them can help to accelerate the remaining ones.

Fifthly, the last step of this methodological process was the systematic analysis of 11 individual case studies to triangulate the holistic analysis (Additional file 1: Table S1). Based on Yin [ 65], the cases were classified as type I because each one was analysed as a whole unit to show how the challenges of SDGs implementation have been overcome. This process allowed the authors to contrast the interpretation of the results and enrich the explanation of this complex study. Thus, the cases were determined based on four criteria that looked for the triangulation of the analysis, which are the following:

Ensures an adequate representation of the SDGs based on their interconnected nature; therefore, three cases were selected about the food chain, which directly and indirectly discussed SDGs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16 and 17.

Guarantees the analysis of the structural axis of the sustainable development model. Consequently, three cases about energy were selected; these showed the integrative nature of SDGs 1, 3, 7, 13, 14, 15.

Secures the incorporation of the territoriality approach in the implementation of the SDGs. Four cases were selected to outline the application of SDGs 3, 6, 11, and 17 in Latin America, since it represents one of the most unequal regions with large technological, investment, and infrastructure gaps.

Incorporates the discussion about a system of metrics to follow up on the SDGs in the framework of institutional heterogeneity of the countries. Thereby, the last case was selected.

Results

Bibliometric analysis and assessment of the global progress towards SDGs achievement

The results from the analysis of the term co-occurrence show that research on the investments, new technologies, and infrastructures that is needed for the achievement of the SDGs has focused on issues related to various SDGs (Fig. 3). For instance, there are frequently used terms related to climate change and emissions (SDG13); health and mortality (SDG3); institutions and management (SDG16); water resources (SDG6); agriculture (SDG2); energy (SDG7); poverty (SDG1); cities (SDG11); land and biodiversity (SDG15); education (SDG4); innovation (SDG9); consumption (SDG12); economic growth and circular economy (SDG8); and gender (SDG5). This signifies the importance of investments, technologies, and infrastructures as pivotal elements for achieving the SDGs. There has been more emphasis on terms related to climate change adaptation and mitigation, with related terms mainly being concentrated in the red and green clusters. This could be interpreted as increasing technological innovation and infrastructure development as tools for solving the societal challenges caused by climate change. However, the inclusion of terms related to the remaining SDGs shows that other socioeconomic aspects should also be considered. Technology is believed to play a critical role in this regard. Therefore, technological innovation should be aligned with the principles of sustainable development to contribute to meeting the needs of all societal groups and ensure development within planetary boundaries [ 66]. While technology is a major driving force of economic development, it has traditionally been dominated by a few giant companies that have prioritised consumption-oriented growth over sustainable development [ 66]. Out of all the different technologies discussed in relation to the SDGs, there has been a specific focus on digital technologies enabled by Information and Communication Technologies (ICTs). Such technologies are believed to promote economic development and improve national and local prosperity through optimising operations and improving service accessibility [ 67].

Table 1 aims to show the world's progress on SDGs implementation.

Table 1 United Nations Sustainable Development Goals and world progress on them by 2021. Data obtained from the United Nations [17]

Data in Table 1 show that despite the relevant efforts worldwide toward the implementation of the SDGs, the pace of progress has been insufficient and not fully realised. Thus, a substantial acceleration is needed, especially for the five SDGs that have presented a deterioration since 2015: SDG2, SDG11, SDG13, SDG15, and SDG16. On the other hand, SDG3, SDG7, SDG9, SDG14, and SDG17 have shown substantial progress and are on track to be fully implemented. These results are quite interesting when cross-checked with UN reports [ 68], which state that SDG17 on global partnerships has received the most attention, being recognised by nations as central to Agenda 2030. Also, SDG13 on climate change has received the second most amount of attention according to the same source. However, our data show a deterioration, which may represent that this widespread recognition needs to be translated into action; something that is far from being fully realised. SDG10 has received the least amount of attention by nations worldwide and represents a structural challenge for the 2030 Agenda implementation since it is assumed to add a key impediment-a finding that is by itself highly concerning.

To further explore the SDGs that need acceleration, Table 2 presents the goals organised by priority level according to the level of requirements needed for investments, new technologies, and infrastructures.

Table 2 Matrix table regarding SDGs intervention priority level and requirements on investments, new technology and infrastructure

It can be stated that five SDGs were identified for high-priority intervention: SDG2, SDG11, SDG13, SDG15, and SDG16. SDG1 and SDG2 are universally recognised as the highest priorities at the global and regional levels [ 69]. However, despite some visible progress on SDG1, in relation to SDG2, the efforts are insufficient. Hunger is strongly linked with poverty, so synergies need to be created to combine efforts [ 53, 54]. Also, SDG13 and SDG15 are closely related [ 69], so it is not surprising that both presented a deterioration. In fact, the UN Secretary-General presented some priorities for 2021 [ 70] that are somewhat aligned with those identified in this study, namely, to make peace with Nature, tackle poverty and inequality and reverse the assault on human rights. All SDGs, independently of their priority level, depend on high investment for their implementation, but current evidence states that global investment is falling short of the target to close the gap of $2.5 trillion of annual financing, especially for developing countries [ 71].

Since infrastructure is a complex time-consuming task, it needs long periods of analysis in order to translate which actions were in fact able to allow for effective SDG achievement. Literature shows that actions are easily politicised [ 72]. Because the cost involved in infrastructures is mainly covered by the community, the engagement of citizens is crucial in response to societal problems, such as the ones necessary to be addressed in Table 1.

Table 2 clearly shows that the level of requirements towards investments to be made in SDG achievement is high in any case, at the global level. This is closely connected with the infrastructure requirements to be fulfilled, as discussed below. In fact, it can be stated that investment is at the core of infrastructure and technology development, as shown in Table 2, so without proper investment a deterioration of SDGs can be a negative consequence.

It is widely acknowledged that infrastructures are crucial to achieving significant development outcomes, i.e., poverty (SDG1), health (SDG3), education (SDG4), economic (SDG8) and environmental (SDG 12, 13, 14, 15) targets [ 73] through collaborative partnerships (SDG17) [ 74]. This can be of utmost importance, since many of these SDGs were identified as of high priority (Table 2). They profoundly influence progress [ 75]. Energy transport and waste, as examples, are part of essential infrastructure systems that support the economy, livelihoods and a sustainable planet. Accordingly, and in order to avoid strategic selection, the success of potential investments and policies must be guided by the relevant stakeholders, necessarily addressing the private sector and allowing for continuous adaptive assessment and progress through continuous change.

Vinuesa et al. [ 19] have produced a summary of the positive and negative impacts of artificial intelligence, documenting the potential of technology to act as an enabler or inhibitor of each SDG. The results show that environment (93%), society (82%), and economy (70%) are strongly and positively affected by artificial intelligence, whereas it acts as an inhibitor in society (38%), economy (33%) and the environment (30%). The enablement is mainly translated through technological improvement [ 76].

Case studies

Complementing the bibliometric analysis, 11 case studies were outlined (provided as Additional file 2: Table S2) to show how these key challenges impact, either directly or indirectly, the pursuit of the SDGs. As the case studies illustrate, there is a tension between achieving the SDGs on the one hand, while meeting the climate targets set by the Paris Agreement, on the other. Substantial transformations are needed in technologies and infrastructured, which require huge investments in all areas. As Sachs et al. [ 3] suggest, transformations that can serve as the building blocks of SDG achievement can be grouped into six areas: (1) education, gender and inequality; (2) health, well-being and demography; (3) energy decarbonisation and sustainable industry; (4) sustainable food, land, water and oceans; (5) sustainable cities and communities; and (6) digital revolution for sustainable development. Table 3 illustrates these types of infrastructure and some of the investments required for the implementation of the SDGs.

Table 3 Key challenges in the implementation of the SDG

The complex networks of social, institutional, financial and political interactions were one common dynamic characteristic of the case studies. These coincide in their contribution to increasing the resilience of the populations and ecosystems involved, and to impacting in social, environmental, economic, political and regulatory ways. Based on this analysis, the greatest challenge refers to the infrastructure and investment. In the field of infrastructure, those that are needed are related to the technological, social, institutional and political context. Regarding the investments needed, the majority range from medium to high, highlighting that an effort to unlock the potential of technologies to accelerate SDGs implementation from companies, governments, industry, academia, and civil society is indeed costly, but also crucial. It is important to change the paradigm that is anchored in fragmented achievements to build upon a global investment of money, time, and expertise into the implementation of the UN 2030 Agenda.

From Table 3, it is clear that the main impacts that will derive from the investments in new technologies to support the acceleration of SDGs are mainly of socioeconomic, political, and environmental nature. This means that through the connection of citizens worldwide, new technologies are able to monitor and track the environmental and social impacts.

A further lesson from the case studies is that a "one approach may fit all" is not feasible when it comes to the implementation of the SDGs. Each goal is characterised by specific features, and addressing them requires distinct sets of resources, whose mobilisation is essential if they are to yield the expected benefits. There is at present a discrepancy between the value of investment needed and the available infrastructure needed in some areas. In order to address this problem, a balanced approach is necessary: in some contexts, investments in infrastructure are needed as a precursor to other types of investment.

Discussion

Table 4 aims to identify the main challenges to implementing SDGs as well as the need for investments, new technologies, and infrastructures to accelerate it.

Table 4 Identification of the main challenges and requirements on investments, new technology and infrastructure by SDGs priority intervention level group

Regarding Table 4, SDGs that need a high-priority intervention (red colour) are those that most depend on political will and coordination and alignment. Poverty and hunger are mainly related to food security [ 77], which can be alleviated through a transformation in the agriculture sector [ 78]. The use of advanced technologies and practices is critical to intensifying food production sustainability, namely in disadvantaged communities that are more vulnerable to poverty, hunger, and food insecurity [ 79, 80, 81, 82]. This is also a key issue regarding climate change adaptation, which consequently can result in significant gains in promoting sustainable cities and communities [ 83, 84].

The high priority level indicated in Table 3 mostly addresses the more vulnerable countries, which are the focus of international assistance [ 85]. While it can be stated that the SDGs agenda may suffer from political influence, the needs are identified in relevant international literature. How to get there in each case is another question. If the focus is many times centred on the social dimension (SDGs 1 to 7, 11, and 16), the economy (SDGs 8 to 10, 12, and 17), and environmental dimensions (SDGs 13 to 15) are seen to be major issues worldwide. Critical choices must be made to specifically address the multiple dimensions of sustainable development. An analysis of achievements clearly shows that everything goes well with rich developed countries and almost everything goes wrong with the poorest. The problem thus lies in the poorer countries, affecting the SDGs scores at a global level [ 86].

Investment is crucial to achieving the SDGs in regions worldwide. In developing countries, where achievements towards the SDGs are known to be under 10% in specific regions for a significant number of SDGs (1 to 5, 7, 9, and 14), foreign investment is seen as an external financial source in the private sector, beyond the public investment that influences SDG scores [ 87]. The consequences are especially relevant at the level of basic infrastructure, clean water, sanitation (SDG6), and renewable energy (SDGs 7).

According to Vinuesa et al. [ 19], SDG1 (poverty), SDG4 (quality education), SDG6 (clean water and sanitation), SDG7 (affordable and clean energy), and SDG11 (sustainable cities) illustrate examples where artificial intelligence can act as an enabler of sustainable development. Looking at Table 3, we can see that the indicated SDGs mainly address the moderate and low-priority groups. Interestingly, SDG11 on sustainable cities is included in the high-priority group, illustrating the importance of technology in contributing to necessary sustainable development. Other SDGs, such as SDG 12 (climate action), will clearly benefit from interconnected technologies aimed at achieving environmental transformative changes through low-carbon cities, for example. The negative impacts of technology can be perceived in the societal sphere when technology is implemented in countries without access to huge computing centres and with a consequent high footprint, compromising SDGs relevant to the environmental sphere and triggering inequalities inhibiting SDGs 1, 4, and 5, as an example.

Developing countries, where technology is highly insufficient, both in terms of investments to be attained as in terms of human capital, are a clear example of inequalities. If the situation requires additional qualifications to work with technology, it will on the other hand increase associated inequalities. How to achieve balance in the successful implementation of investment, infrastructure and technology is an extremely difficult task. Technology is strongly linked to the needs of a particular regional context, and there is no global solution available. It is unevenly distributed and available everywhere, inhibiting the access to SDG2, for example, or SDG5, regarding minorities. On the other hand, technology can be used to increase productivity, positively contributing to economic growth, but can also exacerbate inequalities, which is, in fact, the major problem worldwide, significantly impacting SDGs 8, 9, and 10. Infrastructures is the dorsal spine of society, including energy, water, waste, transport, or communications.

Investments made are mostly focused on economic development but they have consequences on the SDGs achievement at the global level [ 88]. Incorrectly planned provisions of infrastructure are able to negatively affect the desired outcomes, namely in terms of human health-through pollution (SDGs 14 and 15), for example. While studies focus on the relationship between infrastructure and the economy, policies to stimulate the change in infrastructure use, supported by investments, will contribute to the sustainable supply.

Regarding SDGs that need moderate intervention, resource mobilisation and allocation, as well as quality and equitability, are the main challenges to their implementation. The interconnection between them-their synergies-should comprise the premise that education is a pivotal dimension that can help to reduce poverty and empower women and girls. Barbier and Burgess [ 89] have demonstrated that the SDGs, in particular SDG1, can be boosted with positive gains when improvements on SDG6 were made. Also, the acceleration of SDG1 and SDG6 implementation will contribute to reducing inequalities within and among countries (SDG11). Relatedly, Pradhan et al. [ 90] argued that SDG1 holds a synergetic relationship with most of the other SDGs, and that should be considered as a potential accelerator of the UN 2030 Agenda implementation.

The low-priority group requires coordinated policy interventions to protect the vulnerable ones, by ensuring equity. This is also applicable to the management of competing demands over natural resources to support sustainable development, especially in what relates to SDG3, SDG7, and SDG14 [ 91]. The investments and infrastructures needed to improve the access to affordable and clean energy become obvious from the extraordinary dependence on the health, economic and environmental sectors' performance. As can be seen, energy, which is omnipresent in our lives, plays a decisive role in many SDGs. Thus, it is a positive outcome to see that SDG7 is part of a low-priority group intervention.

The assessment of investments, technologies, and infrastructures required for the implementation of SDGs needs to pay particular attention to the unprecedented impact of the COVID-19 pandemic. Despite the progress that was made since the SDGs were adopted in 2015, the impacts of the COVID-19 pandemic and the measures of controlling the pandemic on SDG implementation were found to be devastating [ 63]. According to the UNCTAD SDG Investment Monitor [ 62], SDGs investment activities declined sharply across all SDGs sectors, except for renewable energy, which continued to grow in new SDGs projects, however, only at one-third of the pre-COVID level. The international project investment in infrastructure and infrastructure industries (including utilities and telecom) fell by 62%. Investments in food and agriculture, water and sanitation, health and education, were reduced by one to two-thirds from 2019. More importantly, developing and transition economies suffered much larger reductions in SDG-related investment than developed countries. SDG-related investment declined by 51% in Africa, 44% in Latin America and the Caribbean, 33% in Asia, and 27% in transition economies. Overall, the progress made in promoting SDG investment since 2015 when the SDGs were adopted was found to be more than wiped out. By the end of 2020, the health crisis caused the investment in SDG sectors in developing and transition economies to drop 27% below the level from 5 years ago and the international project finances to drop by 12% [ 62].

The COVID-19 pandemic situation in which we are currently still living is a stark example of the uncertainty that the world could have never imagined being possible. Its gravity and persistence will force the humanity and research community to produce thousands of studies worldwide, focusing not only on the consequences it has on the wide-reaching SDGs achievement, but also considering it as a new uncertainty factor for future SDGs implementation and the necessary increased requirements of SDG-relevant proactive, preventive and adaptive strategies and resources.

This study examined the impacts of the COVID-19 pandemic on the implementation of SDGs thorough a review of the existing related research. The results of the examination indicate that not only the COVID-19 pandemic caused enormous mortality, health issues, and socioeconomic disruptions, but the measures taken to fight against the COVID-19 pandemic, such as lockdowns and travel bans, also had unprecedented impacts on the SDGs. While SDGs implementation faces challenges in all nations, the COVID-19 pandemic hit the poorest countries the most. Energy transformation slowed down in Europe, China, and India, but the livelihood of the poorest residents in the least developed countries, such as sub-Saharan Africa and Nepal, has dropped significantly below the level before the COVID-19 pandemic. At the same time, the recovery from the current pandemic and the prevention of future crises will also be translated into increased requirements for investments, new technologies, and infrastructures. The results of the investigation are outlined in the supplementary material (Table A2).

Conclusions

This study addresses the question as to which investments, technologies, and infrastructures are needed to assist in the implementation of the SDGs and examines the extent to which they are available, also considering the current limitations caused by the still ongoing COVID-19 pandemic. It pursued its aims by adopting a synergy of different methods, which included a bibliometric analysis, an assessment of the global progress of SDG implementation, requirements and challenges, and a set of eleven case studies to triangulate the holistic analysis.

Overall, the findings suggest that the scope and width of resources limitation are currently undermining the implementation of the SDGs. Apart from that, is the fact that the pace of progress has been insufficient and the potential of the goals in pursuing sustainability and improving life quality is not being fully realised. This trend suggests that a substantial acceleration of the efforts is needed, especially for the five SDGs whose progress since 2015 has not been optimal, in particular SDG2, SDG11, SDG13, SDG15, and SDG16. It is also noticeable that SDG3, SDG7, SDG9, SDG14, and SDG17 are showing signs of progress. In both antagonist cases, improvement in respect of investments, coupled with the provision of technologies support and infrastructure could contribute to support future progress. In addition, the case studies showed that different industries have different effects on achieving the goals, i.e., the food sector directly or indirectly correlates with 15 SDGs, as opposed to the energy sector correlating with 6 SDGs. Finally, the priority level assessment in terms of achieving the SDGs point to the following SDGs: 2, 11, 13, 15, and 16. As perfectly evident until today, the COVID-19 pandemic has had severe impacts on the SDGs implementation process, in the ways outlined through this study.

This study has some limitations. One of them is the fact that the analysis focused on the availability of investments, technologies, and infrastructures and their importance does not equally apply to all SDGs, since some of them do not depend equally on these factors. The second limitation is that the study reports on the available international literature, and does not specifically entail individual country experiences. However, despite these limitations, this study provides a contribution to the literature in respect of the fact that is presents evidences of the negative impacts of resources deprivation, and systematically points out the necessary actions to mitigate them.

Relying on an extensive literature collection, the main implications of this study are that it fills in a knowledge gap in respect of the current need for and availability of investments, new technologies, and infrastructures to allow countries to pursue the 17 SDGs. The findings resulting from the substantial analysis carried out suggest that this availability is rather limited in some contexts, shedding light on the various financial, technological and infrastructural needs to achieve the SDGs.

Since the global progress in the process of implementation of the SDGs depends directly and indirectly on addressing the resource gaps, it is suggested that these issues will be further investigated, so that the present imbalances in the three dimensions of sustainable development, i.e., the economic, social and environmental, be entirely addressed.

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Authors and Affiliations

1. European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho

2. Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

3. Centre for Functional Ecology, TERRA Associate Laboratory, Department of Life Sciences, University of Coimbra, Calçada Martim de Freitas, 3000-456, Coimbra, Portugal

Diogo Guedes Vidal

4. Faculty of Science and Technology, University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Diogo Guedes Vidal

5. School of International Affairs and Public Administration and Institute of Marine Development, Ocean University of China, Qingdao, China

Chen Chen

6. The Earth Commons, Georgetown's Institute for Environment and Sustainability, Georgetown University, 3700 O St NW, Washington, DC, 20057, USA

Maria Petrova

7. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

8. Case Western Reserve University, 11112 Bellflower Road, Cleveland, OH, 44106, USA

Peter Yang

9. School of Geography, Geology, and the Environment, Keele University, Keele, Staffordshire, ST5 5BG, UK

Steven Rogers

10. Social Science and Humanities, University of Guanajuato, Lascuráin de Retana No. 5, Col. Centro, 3600, Guanajuato, Gto., México

Lorena Álvarez-Castañón

11. Faculty of Agriculture, University of Belgrade, Nemanjina 6, Zemun, 11080, Belgrade, Republic of Serbia

Ilija Djekic

12. Graduate School of Humanities and Social Sciences, and Network for Education and Research on Peace and Sustainability, Hiroshima University, Higashi-Hiroshima, 739-8530, Japan

Ayyoob Sharifi

13. Graduate Program in University Management, Federal University of Santa Catarina, Campus I-Roberto Sampaio Gonzaga, 274, Florianopilis, SC, 88040-380, Brazil

Samara Neiva

Contributions

All authors contributed to the study conception and design, more specifically: conceptualisation: WLF, DGV; methodology: DGV, MP, MAPD, PY, SR, LCA, ID, AS. Formal analysis and investigation: DGV, MP, PY, SR, LCA, ID, AS. Writing-original draft preparation: WLF, DGV, CC, MP, MAPD, PY, SR, LCA, ID, AS, SN. All authors read and approved the final manuscript.

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Correspondence to Diogo Guedes Vidal.

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Leal Filho, W., Vidal, D.G., Chen, C. et al. An assessment of requirements in investments, new technologies, and infrastructures to achieve the SDGs. Environ Sci Eur 34, 58 (2022). https://doi.org/10.1186/s12302-022-00629-9
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Keywords

Investment challenges

Technological challenges

Infrastructural challenges

Achievement of UN SDGs

Bibliometric analysis

Case studies

# data[].attributes.attachment_link.title
An assessment of requirements in investments, new technologies, and infrastructures to achieve the SDGs - Environmental Sciences Europe

# data[].attributes.attachment_link.description
Background The implementation of the Sustainable Development Goals (SDGs) requires much planning and the provision of resources, especially regarding the necessary investments, technologies and infrastructures needed. Yet, it is presently unclear how available these elements are, what gaps exist, what changes have taken place in terms of their availability since the adoption of the SDGs and what their requirements will be in the future.

# data[].attributes.headline
Veras, A. S. S., Vidal, D. G., Wahaj, Z., Ahmed, W., Barros, N. A., & Dinis, M. A. P. (2023). BR-174 highway, geotourism and socio-environmental conflicts in the northern remote regions of the Amazon. Geojournal, 88(2), 1401-1413.

# data[].attributes.subject
Veras, A. S. S., Vidal, D. G., Wahaj, Z., Ahmed, W., Barros, N. A., & Dinis, M. A. P. (2023). BR-174 highway, geotourism and socio-environmental conflicts in the northern remote regions of the Amazon. Geojournal, 88(2), 1401-1413.

# data[].attributes.body
https://doi.org/10.1007/s10708-022-10699-0

# data[].attributes.attachment_link.readable_text
Abstract

BR-174 in Brazil, also known as Manaus-Boa Vista, is a longitudinal highway that connects the Brazilian states of Mato Grosso, Rondônia, Amazonas and Roraima to Venezuela, being the only terrestrial connection between Roraima and the rest of Brazil. Its construction took place in 1968 and its inauguration in 1977, aiming to promote the interconnection of the State of Roraima, as a geopolitical strategy, with the rest of the country and, later, with South America. The construction of the BR-174 crossed the Waimiri Atroaris indigenous land, resulting in serious socio-environmental conflicts in the 1970s. Furthermore, recent research indicates that the deforestation process in the Amazon is associated with the opening of roads, as it favours the migratory flow, the occupation of land and logging. In this context, the arrival of migrants and, consequently, the pressing need to settle newly arrived people in search of land, favoured the damming of watercourses, the reduction of wild fauna and deforestation as a result of the construction of the road and neighbouring areas. However, and currently, BR-174 translates into a strategy of progress and communication, uniting adjacent communities, on the one hand, and, on the other, allowing the use of biophysical resources in favour of the development of geotourism. Considering this reality and from the perspective of the social and environmental transformations that have occurred, the objective of this paper is to analyse the potential of the BR-174 for the development of geotourism, as a way of mitigating its socio-environmental impacts and connecting geographically remote regions. The qualitative nature approach is based on the treatment and analysis of available bibliographic and documental sources. As the only land connection in the State of Roraima, and in addition to the negative impacts on the socio-environmental profile of the region, it can be concluded that the BR-174 highway has the potential to be an element facilitating the promotion of geotourism in the remote region of Amazon, contributing to the socio-environmental safeguard of this region.

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Veras, A. S. S., Vidal, D. G., Dinis, M. A. P., & Barros, N. A. (2021b). Rufina beach and sustainable development: The role of women in Mucajaí, RR, Brazil. In W. L. Filho, U. Tortato, & F. Frankenberger (Eds.), Integrating social responsibility and sustainable development: Addressing challenges and creating opportunities (pp. 365-376). Springer.

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Acknowledgements

The authors would like to thank to UFP Energy, Environment and Health Research Unit (FP-ENAS), funded by Fundação para a Ciência e a Tecnologia (FCT), in the scope of FCT Project UID/Multi/04546/2019 and to Professor Francisco dos Santos Panero, from the Federal University of Roraima, Brazil, for your valuable inputs to the work. Diogo Guedes Vidal was funded by the Fundação para a Ciência e a Tecnologia (FCT, I.P.) through the Doctoral Grant SFRH/BD/143238/2019.

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Authors and Affiliations

1. Faculty of Science and Technology, University Fernando Pessoa, Praça Nove de Abril, 349, 4249-004, Porto, Portugal

Ana Sibelonia Saldanha Veras

2. Centre for Functional Ecology - Science for People & the Planet (CFE), TERRA Associate Laboratory, Department of Life Sciences, University of Coimbra, Calçada Martim de Freitas, 3000-456, Coimbra, Portugal

Diogo Guedes Vidal

3. Department of Operations and Supply Chain, National University of Sciences and Technology, Islamabad, 44000, Pakistan

Waqas Ahmed

4. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa, Praça Nove de Abril, 349, 4249-004, Porto, Portugal

Nelson Azevedo Barros & Maria Alzira Pimenta Dinis

5. Department of International Business and Marketing, NUST Business School, National University of Sciences and Technology, Islamabad, 44000, Pakistan

Zujaja Wahaj

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Correspondence to Diogo Guedes Vidal.

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Veras, A.S.S., Vidal, D.G., Wahaj, Z. et al. BR-174 highway, geotourism and socio-environmental conflicts in the northern remote regions of the Amazon. GeoJournal (2022). https://doi.org/10.1007/s10708-022-10699-0
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Keywords

BR-174 highway

Amazon

Socio-environmental conflicts

Geotourism

# data[].attributes.attachment_link.title
BR-174 highway, geotourism and socio-environmental conflicts in the northern remote regions of the Amazon - GeoJournal

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BR-174 in Brazil, also known as Manaus-Boa Vista, is a longitudinal highway that connects the Brazilian states of Mato Grosso, Rondônia, Amazonas and Roraima to Venezuela, being the only terrestrial connection between Roraima and the rest of Brazil.

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Leite, Â., e Sousa, H. F. P., Vidal, D. G., & Dinis, M. A. P. (2020). Finding a path for happiness in the context of sustainable development: a possible key. International Journal of Sustainable Development & World Ecology, 27(5), 396-404. 

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Leite, Â., e Sousa, H. F. P., Vidal, D. G., & Dinis, M. A. P. (2020). Finding a path for happiness in the context of sustainable development: a possible key. International Journal of Sustainable Development & World Ecology, 27(5), 396-404. 

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https://doi.org/10.1080/13504509.2019.1708509

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ABSTRACT

Sustainable development does not prosper in unhappy societies, as it is a direct indicator of well-being and inequality. As part of well-being, the pursuit of happiness should be understood as a fundamental human goal for all nations and integrate the public policy objectives. The aim of this study is to find the variables explaining happiness in order to provide scientific knowledge to be addressed in public policies. Although the literature suggests that happiness is predicted by multiple factors, the proposed hypothesis suggests the existence of an overlapping model in the different databases, whose common factors stand out from a panoply of other factors as determinants of happiness. Data were collected from three international and reliable databases and a multivariate analysis was conducted. It was found absence of a significant association between happiness and other aspects of existence, considered as determinants of happiness, namely, religion, work and significant others. It was also found that satisfaction with life and health are the main contributors to happiness, considering that the material issues of existence also explain happiness, although in a less expressive way. These variables can be the key to happiness. Investing in health policies, guaranteeing access to adequate income and freeing people from material constraints, involving body and money, may allow people to focus on the higher needs of the Maslow pyramid, and this may eventually lead to greater happiness.

# data[].attributes.attachment_link.title
Finding a path for happiness in the context of sustainable development: a possible key

# data[].attributes.attachment_link.description
Sustainable development does not prosper in unhappy societies, as it is a direct indicator of well-being and inequality. As part of well-being, the pursuit of happiness should be understood as a fu...

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⭐ Leal Filho, W., Vidal, D. G., Dinis, M. A. P., & Dias, R. C. (Eds.). (2022). Sustainable Policies and Practices in Energy, Environment and Health Research. Springer International Publishing. 

# data[].attributes.subject
⭐ Leal Filho, W., Vidal, D. G., Dinis, M. A. P., & Dias, R. C. (Eds.). (2022). Sustainable Policies and Practices in Energy, Environment and Health Research. Springer International Publishing. 

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https://doi.org/10.1007/978-3-030-86304-3

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Presents interdisciplinary outputs on sustainable policies and practices via case studies

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This book aims to give a contribution to a more comprehensive and interdisciplinary understanding of the cross-cutting issues on energy, environment and health research topics in the current world scenario, where nations all over the world are struggling to accomplish the United Nations Sustainable Development Goals and to ensure sustainable patterns for all. This interdisciplinary implies a commitment between all fields of science, working together to provide knowledge that could result in the promotion of quality of life. At the present, it is evident that not all people benefit from sustainable policies and practices and the communication between health, energy, environmental and social problems is undeniable. A call for different views could be a pathway attracting universities, stakeholders, organizations and civil society to deeply discuss how one solution does not fit all societies. Few publications are coherently handling this matter. This book is expected to fill this gap and to develop an interest in a larger audience working in general sustainable development and cross-cutting issues. This book is produced by the European School of Sustainability Science and Research (ESSSR).

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Sustainable Policies and Practices in Energy, Environment and Health Research

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Advertisement ( view affiliations) Walter Leal Filho, Diogo Guedes Vidal, Maria Alzira Pimenta Dinis, Ricardo Cunha Dias Presents interdisciplinary outputs on sustainable policies and practices via case studies Provides research outputs highlighting the interdependence among energy, environment, and health issues Covers a wide range of disciplines, approaches, methods, initiatives, and

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⭐ Leal Filho, W., Wall, T., Barbir, J., Alverio, G. N., Dinis, M. A. P., & Ramirez, J. (2022). Relevance of International Partnerships in the Implementation of the UN Sustainable Development Goals. Nature Communications, 13(1), Article 613.  

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⭐ Leal Filho, W., Wall, T., Barbir, J., Alverio, G. N., Dinis, M. A. P., & Ramirez, J. (2022). Relevance of International Partnerships in the Implementation of the UN Sustainable Development Goals. Nature Communications, 13(1), Article 613.  

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To achieve Sustainable Development Goal SDG 17, which focuses on international cooperation, partnerships, will be vital. In this comment, we examine the key obstacles such as vested economic interests that will need to be overcome for the successful implementation of SDG 17.

The implementation of the United Nations Sustainable Development Goals (SDGs) has become ever more important, as the COVID-19 pandemic has exacerbated many existing inequalities. These growing inequalities, especially those observed between industrialised and developing countries hamper equitable sustainable development in both social and environmental terms. For this reason, it is important to recognise the importance of SDG 17—whose focus is on partnerships—as necessary in meeting the other SDGs. SDG 17 advocates for greater cooperation between public, private and third sector organisations, regardless of their origin and size, to implement sustainable development, particularly with developing countries It is of fundamental importance for the continuous development of these associations, and towards the understanding of the role that they play. The complex challenges that society faces on top of climate change, such as the COVID-19 pandemic reminds us of the constant and growing demands that exist, and the urgent need for equitable international partnerships. Combined with good governance, partnerships among international organisations and local and regional associations have the capacity to help to address these growing deficits1. Nevertheless, there are many challenges to the successful implementation of SDG 17.

The role of international partnerships in implementing the SDGs

The role of international partnerships in implementing the SDGs varies according to the context, the organisations, and the specific project needs. Still, the overall goal is to create synergies among the expertise and resource bases of international organisations, Non-Governmental Organizations (NGOs), governments, and private sector institutions, in order to attain the SDGs faster, more efficiently, and more equitably than can be achieved when working in silos2. Ultimately, these synergies are meant to create win–win situations in which all partners achieve both, individual and common goals3. Bull and McNeill4 identify five major types of international partnerships: local implementation, resource mobilisation, advocacy, policy development and lobbying, and market-based operations. Beyond these major roles, international partnerships also have the potential to push the SDGs agenda forward through advancing positive rules, creating cross-sectoral connections at the policy level, shifting individual and organisational behaviour, and empowering marginalised and vulnerable people5.

In practice, partnerships can take a variety of approaches based on the specific skills each member brings, and the needs they seek to address. They can focus on just one SDG, or take a systematic approach that addresses several of them at the same time. The Positive Impact Events international partnership, for instance, tackles themes across 12 SDGs by establishing and sharing inclusive knowledge-sharing best practices so that the reach of SDG-related events is at least 1.5 billion people per year, whereas Objectif 2030 is a global project that solely addresses SDG 17 (Table 1). Although it is impossible to assert that these initiatives would not have occurred without international partnerships in place, it is likely that they would have taken much longer to be organised and could lead to smaller-scale results. It is concluded that partnerships clearly contribute to the commitment of society to global sustainability, fostering economic growth, empowering people, and simultaneously focusing on sustainable development, as illustrated in the examples given in Table 1.

Table 1 Ten selected examples of partnerships implementing the SDGs, data from United Nations (2021)12.

Full size table

Just as the need for international partnerships is growing, the urgency of the problems they will seek to address is also increasing. Climate change, COVID-19 pandemic recovery and preparedness, political polarisation, conflicts, and economic inequality, to name a few, are pressing issues whose causes and solutions reinforce one another. Whereas they are global in nature and often have slow onsets, addressing them often requires swift actions. Long-term sustainable international partnerships should be exploited as drivers of change for addressing these challenges and transforming society6.

Obstacles in the implementation of SDG 17

The challenges in implementing SDG 17 are significant, exacerbated by the SDGs being all-encompassing without clear responsibility and accountability7. One of the most fundamental challenges is economics. The growth and stabilisation of economies often take precedence over the pursuit of SDGs at the national policy level hence negatively affecting the engagement of private companies in SDGs collaborations8. For example, some nations whose economies are dependent on tourism, have adopted trade policy and partnerships which promote tourism for its economic benefits but do not address the related impacts of increased levels of travel and tourism on local efforts to mitigate local climate change9.

These imbalances of power can be especially problematic for low-income countries, whose partnership agendas are mostly influenced by developed nations8. For example, large internationally funded infrastructure projects in Africa, such as building a new expressway in Uganda, are typically driven by economic wealth to the detriment of local communities who have been left socially and economically stranded and whose land has been swamped with pollution. A measure that could address this is local stakeholder involvement in these internationally funded projects at an early planning stage to ensure that impacts are minimised and that the benefits are maximised. Other measures include giving employment to local people so they can see the advantages of the project.

Reconciling different, and potentially oppositional perspectives is also a significant challenge10. This is partly because of the different levels of involvement, understanding, and commitment to the various SDGs by different stakeholders involved7. Such complexities in partnerships can create tensions when an existing partner’s attitudes or organisational or political preferences are focused on short-term outcomes, such as the completion of a project rather than extensive consultation and participatory decision making, despite the need for a longer timeframe for accomplishing goals. Similarly, international partnerships which focus on a single SDG, or a small group of them, may well unintentionally negatively affect the achievement of a different SDG which is important to one of the international partners9. For example, the Vietnamese government has spent decades developing access for ethnic minority communities into work (a short-term employment outcome) with support from international agencies. However, these partnerships have not sufficiently considered wider climate issues, so the promotion of clean and green industries remains stagnant and key skills are predominantly sourced overseas. A measure that can address this is the preparation of integrated sustainable development plans, which analyses the actual or possible impacts on all SDGs for a range of sectors and communities10.

Engagement at the local level is also a further, practical challenge. When designing and delivering partnerships for the SDGs, it is important to use approaches that enable local people to participate in the process. Evidence tells us that there are still challenges in engaging important marginalised groups and integrating localised and indigenous knowledge of sustainability into partnership works7. A measure to overcome these challenges includes designing equitable partnerships to enable a wide diversity of people to participate, and these approaches are then shared to build capacity for all involved10. Collaborative approaches include ways of working together which enable genders, cultures, castes, or socio-economic groups to work together, even if typical cultural settings would not normally support these ways of working.

Institutional and legal barriers may also pose an obstacle in respect of international partnerships, where different bureaucratic or commercial protectionism can significantly hinder collaborative efforts. This can be particularly observed within partnerships attempting to promote clean and affordable energy. For example, where there are major challenges in accessing and sharing data and sometimes equipment-related to sustainable energy use. Data are often heavily guarded by oligopolies, which place a great financial value on it, but also often have responsibilities in managing the safety, security, and resilience of power networks across large geographic networks and regions11. Political leadership supporting sustainable development at the highest levels is a critical measure for addressing this challenge10. This can include politicians setting policies that state ambitious targets or tax arrangements that incentivise their achievements, such as tax benefits or lower business charges for lower business or transport emissions.

Outlook

There are encouraging signs of progress in respect to the implementation of SDG17, but the current obstacles addressed in this commentary are hindering progress. One way forward is by placing SDG17 more prominently as a cross-cutting SDG. Clear processes and structures should be put in place to encourage partnerships at both local and global levels. And that developing countries are better placed- to take better advantage of the many opportunities they offer, exploring available resources. The key to achieve this is for companies, organisations, and governments to create alliances at all levels, especially in relation to human and logistical resources, economic development, and access to new technologies and social innovation. Some of these actions include responsible international trade with shared value policies aimed at the SDGs beyond legal obligations. In doing so, this means that more strategic alliances are needed in order to achieve synergies and maximise the use of those resources, as well as intending to prevent the duplication of efforts.

As this commentary has shown, the worldwide implementation of the SDGs is presented as a dichotomy between the many threats to their implementation and the opportunities that exist in building momentum for them, particularly in the COVID-19 post-pandemic world we find ourselves in. The SDGs are a roadmap to the year 2030 that not only invites, but also requires organisations to work together and undertake specific actions to address the many challenges the world is facing today. The SDGs can only be fully achieved by means of global, regional, and local partnerships, where both the private and public sectors work together with NGOs, charities, stakeholder groups, and funding agencies.

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Acknowledgements

This study was supported by the European School of Sustainability Science (ESSSR) and the Research and the Inter-University Sustainable Development Research Programme (IUSDRP).

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Authors and Affiliations

1. Manchester Metropolitan University, School of Science and the Environment, Chester Street, Manchester, M1 5GD, UK

Walter Leal Filho

2. Hamburg University of Applied Sciences, Faculty of Life Sciences, Research and Transfer Centre “Sustainable Development and Climate Change Management”, Ulmenliet 20, 21033, Hamburg, Germany

Walter Leal Filho & Jelena Barbir

3. Liverpool John Moores University, Liverpool, L3 5UX, UK

Tony Wall

4. Nicholas School of the Environment, Duke University, Durham, NC, USA

Gabriela Nagle Alverio

5. Sanford School of Public Policy, Duke University, Durham, NC, USA

Gabriela Nagle Alverio

6. School of Law, Duke University, Durham, NC, USA

Gabriela Nagle Alverio

7. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004, Porto, Portugal

Maria Alzira Pimenta Dinis

8. CENTRUM Católica Graduate Business School, Pontificia Universidad Católica del Perú, Lima, Perú

Julianna Ramirez

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W.L.F.: conception of article, structuring, and quality control; T.W.: writing and data analysis; J.B.: coordination and writing; G.N.A.: development of theoretical framework; M.A.P.D.: data collection and analysis; J.R.: support with theoretical framework and writing.

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Leal Filho, W., Wall, T., Barbir, J. et al. Relevance of international partnerships in the implementation of the UN Sustainable Development Goals. Nat Commun 13, 613 (2022). https://doi.org/10.1038/s41467-022-28230-x

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Relevance of international partnerships in the implementation of the UN Sustainable Development Goals - Nature Communications

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Sustainable Development Goal 17 focuses on partnerships that can enable the achievement of other SDGs. In this comment the authors examine the obstacles to the success of SDG 17 and suggest measures to overcome these.

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Debrah, J. K., Vidal, D. G., & Dinis, M. A. P. (2021). Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review [Review]. Recycling, 6(1), 1-21, Article 6. 

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Debrah, J. K., Vidal, D. G., & Dinis, M. A. P. (2021). Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review [Review]. Recycling, 6(1), 1-21, Article 6. 

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Solid Waste Management (SWM) is a multifaceted problem comprising political, socioeconomic, institutional, and environmental aspects. Due to exponential urban growth, it has become one of the most significant issues faced by urban spaces in developing countries. The gap in environmental knowledge among the youth and the old within developing countries contribute to ecological issues or waste management problems, resulting in unsustainable development, with important consequences in low-income countries. For that matter, a systematic review was conducted aiming to identify and analyse environmental knowledge, awareness, attitudes, and practice studies on SWM from 2010 to 2019 in developing countries. The evidence suggests that students at both secondary and tertiary levels have positive environmental attitudes, and high awareness of environmental issues, but there is a lack of practical education of teachers to guide students to put SWM into practice. Student's low environmental knowledge is related to a deficiency in teachers' practical experience in SWM for environmental sustainability. A relationship between teachers' and students' knowledge and attitudes towards SWM, as well as differences in awareness, attitude, and practices of SWM linked with education and age, were also found. This review also revealed that the lack of environmental education in most developing countries is caused by fragilities in practical environmental curricula of teachers to respond to modern-day environmental issues for sustainable development and cleaner production (CP). To bridge the knowledge gap between the youth and older people in SWM, environmental sustainability education should be integrated into schools at all levels within developing countries. View Full-Text

Debrah, J.K.; Vidal, D.G.; Dinis, M.A.P. Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review. Recycling 2021, 6, 6. https://doi.org/10.3390/recycling6010006

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Debrah JK, Vidal DG, Dinis MAP. Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review. Recycling. 2021; 6(1):6. https://doi.org/10.3390/recycling6010006

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Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review

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Solid Waste Management (SWM) is a multifaceted problem comprising political, socioeconomic, institutional, and environmental aspects. Due to exponential urban growth, it has become one of the most significant issues faced by urban spaces in developing countries.

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Cid, R. S., Roveri, V., Vidal, D. G., Dinis, M. A. P., Cortez, F. S., Salgueiro, F. R., Toma, W., Cesar, A., & Guimarães, L. L. (2021). Toxicity of Antiretrovirals on the Sea Urchin Echinometra lucunter and Its Predicted Environmental Concentration in Seawater from Santos Bay (Brazilian Coastal Zone) [Article]. Resources, 10(11), 1-12, Article 114. 

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Cid, R. S., Roveri, V., Vidal, D. G., Dinis, M. A. P., Cortez, F. S., Salgueiro, F. R., Toma, W., Cesar, A., & Guimarães, L. L. (2021). Toxicity of Antiretrovirals on the Sea Urchin Echinometra lucunter and Its Predicted Environmental Concentration in Seawater from Santos Bay (Brazilian Coastal Zone) [Article]. Resources, 10(11), 1-12, Article 114. 

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Academic Editor: Diego Copetti

Received: 22 September 2021 / Revised: 4 November 2021 / Accepted: 5 November 2021 / Published: 9 November 2021

Antiretrovirals (ARVs) have been detected in aquatic ecosystems throughout the world; however, studies focused on assessing their ecotoxicological effects on marine aquatic organisms are still rare. In the present study, the predicted environmental concentration (PEC) of 13 ARVs was estimated for surface seawater from Santos Bay, Brazil, according to the European Medicines Agency (EMEA) guidelines. The results indicated that all ARVs need to be assessed for their ecological effects, considering that they all exceeded the EMEA guideline limits (PEC > 0.01 µg L −1). In this sense, three ARVs (namely atazanavir, nevirapine and efavirenz) were selected for the acute and chronic tests with sea urchin (Echinometra lucunter). Furthermore, the Environmental Risk Assessment (ERA) for these three ARVs was also performed by calculating the risk quotient. The acute and chronic toxicity results showed inhibitory concentrations (IC) for the fertilization (IC ₅₀; 1 h; range: 11.46-84.61 mg L −1) and for the embryo-larval development (IC ₅₀; 42 h; range: 0.52-0.97 mg L −1) of the sea urchin, respectively. Moreover, the ERA showed that these three ARVs are potentially hazardous for aquatic life in Santos Bay, raising concerns about the continuous introduction of ARVs in aquatic ecosystems. The data presented may contribute to the provision of subsidies for the development of monitoring public policies that aim to reduce the introduction of ARVs into the aquatic environment. View Full-Text

Cid, R.S.; Roveri, V.; Vidal, D.G.; Dinis, M.A.P.; Cortez, F.S.; Salgueiro, F.R.; Toma, W.; Cesar, A.; Guimarães, L.L. Toxicity of Antiretrovirals on the Sea Urchin Echinometra lucunter and Its Predicted Environmental Concentration in Seawater from Santos Bay (Brazilian Coastal Zone). Resources 2021, 10, 114. https://doi.org/10.3390/resources10110114

AMA Style

Cid RS, Roveri V, Vidal DG, Dinis MAP, Cortez FS, Salgueiro FR, Toma W, Cesar A, Guimarães LL. Toxicity of Antiretrovirals on the Sea Urchin Echinometra lucunter and Its Predicted Environmental Concentration in Seawater from Santos Bay (Brazilian Coastal Zone). Resources. 2021; 10(11):114. https://doi.org/10.3390/resources10110114

Chicago/Turabian Style

Cid, Renato S., Vinicius Roveri, Diogo G. Vidal, Maria A.P. Dinis, Fernando S. Cortez, Flávia R. Salgueiro, Walber Toma, Augusto Cesar, and Luciana L. Guimarães. 2021. "Toxicity of Antiretrovirals on the Sea Urchin Echinometra lucunter and Its Predicted Environmental Concentration in Seawater from Santos Bay (Brazilian Coastal Zone)" Resources 10, no. 11: 114. https://doi.org/10.3390/resources10110114

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# data[].attributes.attachment_link.title
Toxicity of Antiretrovirals on the Sea Urchin Echinometra lucunter and Its Predicted Environmental Concentration in Seawater from Santos Bay (Brazilian Coastal Zone)

# data[].attributes.attachment_link.description
Antiretrovirals (ARVs) have been detected in aquatic ecosystems throughout the world; however, studies focused on assessing their ecotoxicological effects on marine aquatic organisms are still rare. In the present study, the predicted environmental concentration (PEC) of 13 ARVs was estimated for surface seawater from Santos Bay, Brazil, according to the European Medicines Agency (EMEA) guidelines.

# data[].attributes.headline
Rodrigues, C. F. A., Dinis, M. A. P., & Lemos de Sousa, M. J. (2015). Review of European energy policies regarding the recent “carbon capture, utilization and storage” technologies scenario and the role of coal seams. Environmental Earth Sciences, 74(3), 2553-2561.  

# data[].attributes.subject
Rodrigues, C. F. A., Dinis, M. A. P., & Lemos de Sousa, M. J. (2015). Review of European energy policies regarding the recent “carbon capture, utilization and storage” technologies scenario and the role of coal seams. Environmental Earth Sciences, 74(3), 2553-2561.  

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https://doi.org/10.1007/s12665-015-4275-0

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Environmental Earth Sciences 74, 2553-2561 (2015) Cite this article

Abstract

European energy policy has made an effort in the last years in developing a coherent strategy towards the definition of a set of goals, involving the reduction in greenhouse gas emissions and, at the same time, increasing renewable energy use. This paper presents the different options of carbon capture, utilization and storage (CCUS) technologies regarding the legislative initiatives implemented in the new European energy policy. This new European energy strategy was established taking into consideration not only energy demand but also social and environmental requirements. Taking that into account, the different strategies adopted by the European energy council are discussed and an overview of carbon capture and storage (CCS) technologies-a mitigation strategy able to reduce greenhouse gas emissions-and the CO ₂ potential utilization were also addressed. Conventional and unconventional CO ₂ geological storage/sequestration reservoirs are analysed, taking into consideration the different properties of both types of reservoirs. Finally, it is possible to conclude that coal seams must play a major role in CCS/CCUS technologies, since coal is considered as an efficient technological solution to CO ₂ geological storage/sequestration.

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Acknowledgments

M. J. Lemos de Sousa is indebted to the Academy of Sciences of Lisbon for his appointment as the Portuguese representative in the European Academies Science Advisory Council-EASAC working group responsible for the report entitled "Carbon capture and storage in Europe" (2013). The authors are grateful to Fundação Fernando Pessoa/Fernando Pessoa University for supporting this investigation in the scope of the UFP Energy, Environment and Health Research Unit (FP-ENAS).

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Authors and Affiliations

1. University Fernando Pessoa, Praça Nove de Abril 349, 4249-004, Porto, Portugal

Cristina Fernanda Alves Rodrigues, Maria Alzira Pimenta Dinis & Manuel João Lemos de Sousa

2. Academy of Sciences of Lisbon, Rua da Academia das Ciências 19, 1249-122, Lisbon, Portugal

Manuel João Lemos de Sousa

Corresponding author

Correspondence to Maria Alzira Pimenta Dinis.

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Rodrigues, C.F.A., Dinis, M.A.P. & Lemos de Sousa, M.J. Review of European energy policies regarding the recent "carbon capture, utilization and storage" technologies scenario and the role of coal seams. Environ Earth Sci 74, 2553-2561 (2015). https://doi.org/10.1007/s12665-015-4275-0
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Keywords

European energy policy

CCS technologies

CCUS technologies

CO₂

Coal seam

Reservoir

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# data[].attributes.attachment_link.title
Review of European energy policies regarding the recent "carbon capture, utilization and storage" technologies scenario and the role of coal seams - Environmental Earth Sciences

# data[].attributes.attachment_link.description
European energy policy has made an effort in the last years in developing a coherent strategy towards the definition of a set of goals, involving the reduction in greenhouse gas emissions and, at the same time, increasing renewable energy use.

# data[].attributes.headline
Dinis, M. A. P., Rodrigues, C. F., & Lemos de Sousa, M. J. (2010). Gas Storage versus Gas Circulation in North Atlantic and Gondwana Coal Types. International Journal of Energy for a Clean Environment, 11(1-4), 35-50. 

# data[].attributes.subject
Dinis, M. A. P., Rodrigues, C. F., & Lemos de Sousa, M. J. (2010). Gas Storage versus Gas Circulation in North Atlantic and Gondwana Coal Types. International Journal of Energy for a Clean Environment, 11(1-4), 35-50. 

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https://doi.org/10.1615/InterJEnerCleanEnv.2011001661

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Volume 11, Issue 1-4, 2010, pp. 35-50

DOI: 10.1615/InterJEnerCleanEnv.2011001661

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M. A. P. Dinis
Universidade Fernando Pessoa - CIAGEB, Praça de 9 de Abril 349, 4249-004 Porto, Portugal

Cristina F. Rodrigues
Universidade Fernando Pessoa - CIAGEB, Praça de 9 de Abril 349, 4249-004 Porto, Portugal
see see http://www.degois.pt/visualizador/curriculum.jsp?key=8280284780792847

M. J. Lemos De Sousa
Universidade Fernando Pessoa - CIAGEB, Praça de 9 de Abril 349, 4249-004 Porto; Academia das Ciências de Lisboa, Rua da Academia das Ciências 19, 1249-122 Lisboa, Portugal

ABSTRACT

The growing insufficiency in oil and natural gas supplies and the rise in energy consumption all over the world have created new opportunities to develop other energy products and technologies. Coal again acquired an important role in the global energy survey. International organizations are now conscious and resolved to systematically move into clean/cleaner coal technologies (CCTs) and, above all, into zero (or near zero) emission technologies (ZETs). Carbon capture and storage (CCS) technologies, acting in a complementary way to CCTs, are becoming one of the solutions to facing climate changes, permitting us not to avoid entirely but to minimize the green house gas effect (GHGE) to an acceptable level. It is also imperative to emphasize the actual crucial role of coal as a natural gas source rock and as a reservoir. Yet it is also important to understand that when coal has a high gas generation potential it does not necessarily imply that coal also has a high gas storage capacity and a high gas circulation performance. This investigation aims to compare the gas storage capacity and the gas circulation behavior between Gondwana and North Atlantic coal types. Two sets of Gondwana and North Atlantic coal types, with different ranks, were selected in the present research. Results revealed that the two sets of samples corresponded to different facies and, consequently, have different chemical and physical properties and quite different gas storage and gas circulation behaviors. In general terms, "North Atlantic-type" coals have a higher CH₄ storage capacity than "Gondwana-type" coals due to differences in their petrographic characteristics, mainly in terms of vitrinite content and rank but also, although in a smaller scale, in terms of gas sorption temperatures. Diffusion coefficient values present a higher dependency on temperature changes than on gas storage capacities due to the high activation energy induced by high temperatures.

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# data[].attributes.headline
Leal Filho, W., Dinis, M. A. P., Sivapalan, S., Begum, H., Ng, T. F., Al-Amin, A. Q., Alam, G. M., Sharifi, A., Salvia, A. L., Kalsoom, Q., Saroar, M., & Neiva, S. (2022). Sustainability practices at higher education institutions in Asia. International Journal of Sustainability in Higher Education, 23(6), 1250-1276. 

# data[].attributes.subject
Leal Filho, W., Dinis, M. A. P., Sivapalan, S., Begum, H., Ng, T. F., Al-Amin, A. Q., Alam, G. M., Sharifi, A., Salvia, A. L., Kalsoom, Q., Saroar, M., & Neiva, S. (2022). Sustainability practices at higher education institutions in Asia. International Journal of Sustainability in Higher Education, 23(6), 1250-1276. 

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https://doi.org/10.1108/IJSHE-06-2021-0244

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Walter Leal Filho (European School of Sustainability Science and Research (ESSSR), Hamburg University of Applied Sciences, Hamburg, Germany and Department of Natural Sciences, Manchester Metropolitan University, Manchester, UK)

Abstract

Purpose

It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD.

Design/methodology/approach

The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student's t-test.

Findings

The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices.

Research limitations/implications

Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study.

Practical implications

Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years.

Originality/value

The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

Keywords

Acknowledgements

Competing interests statement: The authors declare no competing interests.

Citation

Leal Filho, W., Dinis, M.A.P., Sivapalan, S., Begum, H., Ng, T.F., Al-Amin, A.Q., Alam, G.M., Sharifi, A., Salvia, A.L., Kalsoom, Q., Saroar, M. and Neiva, S. (2021), "Sustainability practices at higher education institutions in Asia", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-06-2021-0244

Publisher
:
Emerald Publishing Limited

Copyright

© 2022 Emerald Publishing Limited

# data[].attributes.attachment_link.title
Sustainability practices at higher education institutions in Asia

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Sustainability practices at higher education institutions in Asia - Author: Walter Leal Filho, Maria Alzira Pimenta Dinis, Subarna Sivapalan, Halima Begum, Theam Foo Ng, Abul Quasem Al-Amin, Gazi Mahabubul Alam, Ayyoob Sharifi, Amanda Lange Salvia, Qudsia Kalsoom, Mustafa Saroar, Samara Neiva

# data[].attributes.headline
Rodrigues, C. F., Dinis, M. A. P., & Lemos de Sousa, M. J. (2016). Gas Content Derivative Data Versus Diffusion Coefficient. Energy Exploration & Exploitation, 34(4), 606-620. 

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Rodrigues, C. F., Dinis, M. A. P., & Lemos de Sousa, M. J. (2016). Gas Content Derivative Data Versus Diffusion Coefficient. Energy Exploration & Exploitation, 34(4), 606-620. 

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https://doi.org/10.1177/0144598716643629

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Dias, N. M. O. C., Vidal, D. G., e Sousa, H. F. P., Dinis, M. A. P., & Leite, Â. (2020). Exploring Associations between Attitudes Towards Climate Change and Motivational Human Values [Article]. Climate, 8(11), 1-21, Article 135. 

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Dias, N. M. O. C., Vidal, D. G., e Sousa, H. F. P., Dinis, M. A. P., & Leite, Â. (2020). Exploring Associations between Attitudes Towards Climate Change and Motivational Human Values [Article]. Climate, 8(11), 1-21, Article 135. 

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https://doi.org/10.3390/cli8110135

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Faculty of Philosophy and Social Sciences, Portuguese Catholic University, Rua de Camões 60, 4710-362 Braga, Portugal

UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004 Porto, Portugal

Department of Mathematics (DM.UTAD), University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5001-801 Vila Real, Portugal

Authors to whom correspondence should be addressed.

Received: 6 October 2020 / Revised: 17 November 2020 / Accepted: 18 November 2020 / Published: 19 November 2020

Climate change (CC) represents a global challenge for humanity. It is known that the impacts of anthropogenic actions are an unequivocal contribution to environmental issues aggravation. Human values are recognized as psychological constructs that guide people in their attitudes and actions in different areas of life, and the promotion of pro-environmental behaviors in the context of CC must be considered a priority. The present work aimed to understand the contribution of attitudes towards CC and selected sociodemographic variables to explain Schwartz's motivational human values. The sample consists of 1270 Portuguese answering the European social survey (ESS) Round 8. Benevolence and self-transcendence are the most prevalent human values among respondents. The majority believe in CC and less than half in its entirely anthropogenic nature. It was found that the concern with CC and education contributes to explain 11.8% of the conservation variance; gender and concern about CC explain 10.1% of the variance of self-transcendence; and age, gender and concern about CC contribute to explain 13% of the variance of openness to change. This study underlines the main human values' drivers of attitudes towards CC, central components in designing an effective societal response to CC impacts, which must be oriented towards what matters to individuals and communities, at the risk of being ineffective. View Full-Text

Dias, N.M.O.C.; Vidal, D.G.; Sousa, H.F.P.e.; Dinis, M.A.P.; Leite, Â. Exploring Associations between Attitudes towards Climate Change and Motivational Human Values. Climate 2020, 8, 135. https://doi.org/10.3390/cli8110135

AMA Style

Dias NMOC, Vidal DG, Sousa HFPe, Dinis MAP, Leite Â. Exploring Associations between Attitudes towards Climate Change and Motivational Human Values. Climate. 2020; 8(11):135. https://doi.org/10.3390/cli8110135

Chicago/Turabian Style

Dias, Narcisa M.O.C., Diogo G. Vidal, Hélder F.P.e. Sousa, Maria A.P. Dinis, and Ângela Leite. 2020. "Exploring Associations between Attitudes towards Climate Change and Motivational Human Values" Climate 8, no. 11: 135. https://doi.org/10.3390/cli8110135

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# data[].attributes.attachment_link.title
Exploring Associations between Attitudes towards Climate Change and Motivational Human Values

# data[].attributes.attachment_link.description
Climate change (CC) represents a global challenge for humanity. It is known that the impacts of anthropogenic actions are an unequivocal contribution to environmental issues aggravation. Human values are recognized as psychological constructs that guide people in their attitudes and actions in different areas of life, and the promotion of pro-environmental behaviors in the context of CC must be considered a priority.

# data[].attributes.headline
Rodrigues, C. F. A., Machado da Silva, J. M., Dinis, M. A. P., & Lemos de Sousa, M. J. (2018). Effect of gas compressibility factor estimation in coal sorption isotherms accuracy. International Journal of Oil, Gas and Coal Technology, 19(2), 230-247.

# data[].attributes.subject
Rodrigues, C. F. A., Machado da Silva, J. M., Dinis, M. A. P., & Lemos de Sousa, M. J. (2018). Effect of gas compressibility factor estimation in coal sorption isotherms accuracy. International Journal of Oil, Gas and Coal Technology, 19(2), 230-247.

# data[].attributes.body
https://doi.org/10.1504/IJOGCT.2018.094544

# data[].attributes.attachment_link.readable_text
Published Online: September 11, 2018 pp 230-247

Abstract

Compressibility factor (CF) is a key parameter in gas industry, regarding gas flow and storage in a gas reservoir. This study highlights the necessity to accurately estimate CF, affecting reservoir sorption capacity determination. The effect of the CF of N₂, CH₄ and CO₂ in the coal porous structure was studied. Sorption isotherms showed no significant hysteresis regarding N₂, due to gas inert behaviour. CH₄ has a higher CF slope and the hysteresis behaviour is stronger than in N₂. CO₂ has no linear CF behaviour and besides relevant hysteresis, a distinct general trend between both curve shapes was identified, and the CO₂ desorption curve intercepted the CO₂ adsorption curve at 30 × 10⁵ Pa. This is due to CO₂ retention on coal porous structure, thanks to the great affinity between CO₂ and the organic microporous structure, to pressures up to 6.9 × 10⁵ Pa. The gas mixture showed a significant hysteresis due to its composition. [Received: 28 April, 2016; Accepted: 11 May, 2017]

Keywords

coalbed methane, gas compressibility factor, isotherm, sorption

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Details

ISSN: 1753-3309

eISSN: 1753-3317

History

Published online September 11, 2018

Copyright © 2018 Inderscience Enterprises Ltd.

Keywords

Authors and Affiliations

C.F.A. Rodrigues1

J.M. Machado Da Silva2

M.A.P. Dinis3

M.J. Lemos De Sousa4

1. 1. UFP Energy, Environment and Health Research Unit (FP-ENAS), Fernando Pessoa University (UFP), Praça de 9 de Abril 349, 4249-004 Porto, Portugal

2. 2. Institute of Nanoscience and Nanotechnology (IN), Rua Alves Redol, 1000-029 Lisboa, Portugal

3. 3. UFP Energy, Environment and Health Research Unit (FP-ENAS), Fernando Pessoa University (UFP), Praça de 9 de Abril 349, 4249-004 Porto, Portugal

4. 4. UFP Energy, Environment and Health Research Unit (FP-ENAS), Fernando Pessoa University (UFP), Praça de 9 de Abril 349, 4249-004 Porto, Portugal; Academia das Ciências de Lisboa, Rua da Academia das Ciências, 19, 1249-122 Lisboa, Portugal

# data[].attributes.headline
Malvić, T., Bošnjak, M., Velić, J., Sremac, J., Ivšinović, J., Dinis, M. A. P., & Barudžija, U. (2020). Recent Advances in Geomathematics in Croatia: Examples from Subsurface Geological Mapping and Biostatistics. Geosciences, 10(5), 1-21, Article 188.  

# data[].attributes.subject
Malvić, T., Bošnjak, M., Velić, J., Sremac, J., Ivšinović, J., Dinis, M. A. P., & Barudžija, U. (2020). Recent Advances in Geomathematics in Croatia: Examples from Subsurface Geological Mapping and Biostatistics. Geosciences, 10(5), 1-21, Article 188.  

# data[].attributes.body
https://doi.org/10.3390/geosciences10050188

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Received: 23 April 2020 / Revised: 7 May 2020 / Accepted: 13 May 2020 / Published: 15 May 2020

Geomathematics is extremely important in geosciences, particularly in the geology. The key for any geomathematical analysis is the definition of a typical model to be applied for further prognosis, either through deterministic or stochastic approaches. The selection of the appropriate procedure is presented in this paper. Two different geomathematical subfield datasets were used in subsurface geological mapping and palaeontology and different biostatistics applications, representing important geomathematical subfields in the Croatian geology. The different subsurface interpolation methods tested, validated and recommended for application were used to obtain the best possible outcome in reservoir modelling, in the cases with small datasets. Cross-validation may be chosen as the main selection criteria, applied to the Croatian part of the Pannonian Basin System (CPBS). Recent advances in biostatistics applied in palaeontology and case studies from Croatia are also presented, where biometric studies are of significant importance in fossil biota. Data, methods and problems in geosciences are vast subjects, and address a wide spectrum of fundamental science. Because geology includes subsurface and surface geology, and very different datasets regarding variable and number of data, we have chosen here two representative case study groups with original samples from Northern Croatia. Subsurface mapping has been presented on limited petrophysical datasets from the Northern Croatian, Miocene, hydrocarbon reservoirs. Biostatistics have been presented on very different samples, allowing us to achieve paleoenvironmental reconstructions of the size of relevant fossils, such as dinosaurs or other species and their paleoenvironments. All examples highlight examples of the valuable application of geomathematical tools in geology. The results, cautiously validated and correlated with other, non-numerical (indicator, categorical) geological knowledge, are of enormous assistance in creating better geological models. View Full-Text

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Malvić, T.; Bošnjak, M.; Velić, J.; Sremac, J.; Ivšinović, J.; Dinis, M.A.P.; Barudžija, U. Recent Advances in Geomathematics in Croatia: Examples from Subsurface Geological Mapping and Biostatistics. Geosciences 2020, 10, 188. https://doi.org/10.3390/geosciences10050188

AMA Style

Malvić T, Bošnjak M, Velić J, Sremac J, Ivšinović J, Dinis MAP, Barudžija U. Recent Advances in Geomathematics in Croatia: Examples from Subsurface Geological Mapping and Biostatistics. Geosciences. 2020; 10(5):188. https://doi.org/10.3390/geosciences10050188

Chicago/Turabian Style

Malvić, Tomislav, Marija Bošnjak, Josipa Velić, Jasenka Sremac, Josip Ivšinović, Maria A.P. Dinis, and Uroš Barudžija. 2020. "Recent Advances in Geomathematics in Croatia: Examples from Subsurface Geological Mapping and Biostatistics" Geosciences 10, no. 5: 188. https://doi.org/10.3390/geosciences10050188

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# data[].attributes.attachment_link.title
Recent Advances in Geomathematics in Croatia: Examples from Subsurface Geological Mapping and Biostatistics

# data[].attributes.attachment_link.description
Geomathematics is extremely important in geosciences, particularly in the geology. The key for any geomathematical analysis is the definition of a typical model to be applied for further prognosis, either through deterministic or stochastic approaches. The selection of the appropriate procedure is presented in this paper.

# data[].attributes.headline
Malvić, T., Dinis, M. A. P., Velić, J., Sremac, J., Ivšinović, J., Bošnjak, M., Barudžija, U., Veinović, Ž., & Sousa, H. F. P. e. (2020). Geological risk calculation through Probability of Success (PoS), applied to radioactive waste disposal in deep wells: A conceptual study in the pre-Neogene basement in the Northern Croatia [Article]. Processes, 8(7), 1-25, Article 755.  

# data[].attributes.subject
Malvić, T., Dinis, M. A. P., Velić, J., Sremac, J., Ivšinović, J., Bošnjak, M., Barudžija, U., Veinović, Ž., & Sousa, H. F. P. e. (2020). Geological risk calculation through Probability of Success (PoS), applied to radioactive waste disposal in deep wells: A conceptual study in the pre-Neogene basement in the Northern Croatia [Article]. Processes, 8(7), 1-25, Article 755.  

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https://doi.org/10.3390/pr8070755

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Feature Papers represent the most advanced research with significant potential for high impact in the field. Feature Papers are submitted upon individual invitation or recommendation by the scientific editors and undergo peer review prior to publication.

The Feature Paper can be either an original research article, a substantial novel research study that often involves several techniques or approaches, or a comprehensive review paper with concise and precise updates on the latest progress in the field that systematically reviews the most exciting advances in scientific literature. This type of paper provides an outlook on future directions of research or possible applications.

Editor's Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to authors, or important in this field. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

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Received: 25 May 2020 / Revised: 25 June 2020 / Accepted: 27 June 2020 / Published: 29 June 2020

The basic principles of geological risk calculation through probability of success (PoS) are mostly applied to numerical estimation of additional hydrocarbon existence in proven reservoirs or potential hydrocarbon discoveries in selected geological regional subsurface volumes. It can be adapted and validated for a comprehensive input dataset collected in the selected petroleum province, by dividing up geological events into several probability categories and classes. Such methodology has been widely developed in the last decades in the Croatian subsurface-mostly in the Croatian Pannonian Basin System (CPBS). Through the adaptation of geological categories, it was also applied in hybrid, i.e., stochastic, models developed in the CPBS (Drava Depression), mostly for inclusion of porosity values. As the robustness of this methodology is very high, it was also modified to estimate the influence of water-flooding in increasing oil recovery in some proven Neogene sandstone reservoirs in the CPBS (Sava Depression). This new modification is presented to be applied to geological risk calculation, intending to assess the safety of geological environment storage in deep wells, where spent nuclear fuel (SPN) would be disposed, a subject of great importance. The conceptual study encompassed the magmatic and metamorphic rocks in the pre-Neogene basement of the CPBS, intended to be used for such purpose. Regionally distributed lithologies are considered for nuclear waste disposal purpose, in order to detect the safest ones, considering petrophysical values, water saturation, recent weathering and tectonic activity. View Full-Text

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Figure 1

Malvić, T.; Pimenta Dinis, M.A.; Velić, J.; Sremac, J.; Ivšinović, J.; Bošnjak, M.; Barudžija, U.; Veinović, Ž.; Sousa, H.F.P.e. Geological Risk Calculation through Probability of Success (PoS), Applied to Radioactive Waste Disposal in Deep Wells: A Conceptual Study in the Pre-Neogene Basement in the Northern Croatia. Processes 2020, 8, 755. https://doi.org/10.3390/pr8070755

AMA Style

Malvić T, Pimenta Dinis MA, Velić J, Sremac J, Ivšinović J, Bošnjak M, Barudžija U, Veinović Ž, Sousa HFPe. Geological Risk Calculation through Probability of Success (PoS), Applied to Radioactive Waste Disposal in Deep Wells: A Conceptual Study in the Pre-Neogene Basement in the Northern Croatia. Processes. 2020; 8(7):755. https://doi.org/10.3390/pr8070755

Chicago/Turabian Style

Malvić, Tomislav, Maria A. Pimenta Dinis, Josipa Velić, Jasenka Sremac, Josip Ivšinović, Marija Bošnjak, Uroš Barudžija, Želimir Veinović, and Hélder F.P.e. Sousa. 2020. "Geological Risk Calculation through Probability of Success (PoS), Applied to Radioactive Waste Disposal in Deep Wells: A Conceptual Study in the Pre-Neogene Basement in the Northern Croatia" Processes 8, no. 7: 755. https://doi.org/10.3390/pr8070755

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# data[].attributes.attachment_link.title
Geological Risk Calculation through Probability of Success (PoS), Applied to Radioactive Waste Disposal in Deep Wells: A Conceptual Study in the Pre-Neogene Basement in the Northern Croatia

# data[].attributes.attachment_link.description
The basic principles of geological risk calculation through probability of success (PoS) are mostly applied to numerical estimation of additional hydrocarbon existence in proven reservoirs or potential hydrocarbon discoveries in selected geological regional subsurface volumes. It can be adapted and validated for a comprehensive input dataset collected in the selected petroleum province, by dividing up geological events into several probability categories and classes.

# data[].attributes.headline
Rodrigues, C., Dinis, M. A., & Lemos de Sousa, M. J. (2013). Unconventional coal reservoir for CO2 safe geological sequestration. International Journal of Global Warming, 5(1), 46-66. 

# data[].attributes.subject
Rodrigues, C., Dinis, M. A., & Lemos de Sousa, M. J. (2013). Unconventional coal reservoir for CO2 safe geological sequestration. International Journal of Global Warming, 5(1), 46-66. 

# data[].attributes.body
https://doi.org/10.1504/ijgw.2013.051481

# data[].attributes.attachment_link.readable_text
Published Online: January 22, 2013 pp 46-66

Abstract

The energy dependency is one of the major problems the international community faces nowadays and governments are being encouraged to develop strategies in different fields in order to reduce their external dependency. Additionally, the European Commission sustainable energy plan is engaged into reducing greenhouse gases effect to promote sustainable environment. It is not yet possible to displace fossil fuels from the energy scenario and it is essential to apply new technologies, such as CCS (carbon, capture and storage) technologies, specifically CO₂ geological storage/sequestration.

The paper studies different coal samples (considered one of the solutions of CO₂ geological storage/sequestration) concerning their storage and gas circulation capacities since they are highly dependent on coal physical/chemical properties which are intimately related to its genetic conditions and incarbonisation processes. Petrographic parameters are also studied, since they will induce different porous structures and internal surface areas, which will produce different gas storage and circulation behaviours.

Keywords

CO₂ safe geological sequestration, coal, energy, gas circulation, global warming, incarbonisation, unconventional coal reservoir

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ISSN: 1758-2083

eISSN: 1758-2091

History

Published online January 22, 2013

Copyright © 2013 Inderscience Enterprises Ltd.

Keywords

Authors and Affiliations

Cristina Rodrigues

Maria Alzira Dinis

Manuel João Lemos de Sousa

1. Faculty of Science and Technology, CIAGEB, Global Change, Energy, Environment and Bioengineering RDID&D Unit, Universidade Fernando Pessoa, Praça de 9 de Abril, 349, 4249-004 Porto, Portugal

2. Faculty of Science and Technology, CIAGEB, Global Change, Energy, Environment and Bioengineering RDID&D Unit, Universidade Fernando Pessoa, Praça de 9 de Abril, 349, 4249-004 Porto, Portugal

3. Faculty of Science and Technology, CIAGEB, Global Change, Energy, Environment and Bioengineering RDID&D Unit, Universidade Fernando Pessoa, Praça de 9 de Abril, 349, 4249-004 Porto, Portugal

4. Academia das Ciências de Lisboa, Rua da Academia das Ciências, 19, 1249-122 Lisboa, Portugal

# data[].attributes.attachment_link.title
Unconventional coal reservoir for CO₂ safe geological sequestration

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The energy dependency is one of the major problems the international community faces nowadays and governments are being encouraged to develop strategies in different fields in order to reduce their external dependency. Additionally, the European Commission sustainable energy plan is engaged into red…

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Huiskes, P., Dinis, M. A. P., & Caridade, S. (2022). Technology-Facilitated Sexual Violence Victimization during the COVID-19 Pandemic: Behaviours and Attitudes. Journal of Aggression, Maltreatment & Trauma, 31(9), 1148-1167. 

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Huiskes, P., Dinis, M. A. P., & Caridade, S. (2022). Technology-Facilitated Sexual Violence Victimization during the COVID-19 Pandemic: Behaviours and Attitudes. Journal of Aggression, Maltreatment & Trauma, 31(9), 1148-1167. 

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https://doi.org/10.1080/10926771.2022.2089863

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Author note

Pamela Huiskes, Faculty of Social Sciences, University of Fernando Pessoa, Porto, Portugal; Maria Alzira Pimenta Dinis, UFP Energy, Environment and Health Research, University Fernando Pessoa, Porto, Portugal; Sónia Caridade, School of Psychology, University of Minho, Braga, Portugal

Maria Alzira Pimenta Dinis, Ph.D. in Earth Sciences from the University Fernando Pessoa, Porto, Portugal. She is currently an Associate Professor at the Faculty of Science and Technology at the University Fernando Pessoa, and an integrated member of the UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa, Porto, Portugal.

Sónia Caridade, Ph.D. in Psychology of Justice from the University of Minho, Braga, Portugal. She is currently an assistant professor at the School of Psychology at the University of Minho and an integrated member of the Center for Research in Psychology.

Acknowledgments

This study was conducted at the Psychology Research Centre (PSI/01662), School of Psychology, University of Minho, supported by the Foundation for Science and Technology (FCT) through the Portuguese State Budget (Ref.: UIDB/PSI/01662/2020).

Ethical Standards and Informed Consent

All the procedures followed were in accordance with the ethical standards of the responsible committee on human experimentation [institutional and national] and with the Helsinki Declaration of 1975, as revised in 2000. Informed consent was obtained from all patients for being included in the study. Additional informed consent was obtained from all individuals for whom identifying information is included in this article.

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Technology-Facilitated Sexual Violence Victimization during the COVID-19 Pandemic: Behaviors and Attitudes

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Despite the growing attention to Technology-Facilitated Sexual Violence (TFSV) experienced by adults, this is still an underexplored topic. This study involved a sample of 289 adults (aged 18 to 56...

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Jorge, F. C., & Dinis, M. A. P. (2013). Sewage sludge disposal with energy recovery: a review [Review]. Proceedings of the Institution of Civil Engineers - Waste and Resource Management, 166(1), 14-28.  

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Jorge, F. C., & Dinis, M. A. P. (2013). Sewage sludge disposal with energy recovery: a review [Review]. Proceedings of the Institution of Civil Engineers - Waste and Resource Management, 166(1), 14-28.  

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https://doi.org/10.1680/warm.12.00004

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Published Online: September 02, 2015

Key: Open access content Subscribed content Free content Trial content

Wastewater must be treated, and it is part of the development process of a given country to extend sewer networks and to build wastewater treatment plants. Wastewater treatment inevitably generates sewage sludge, and a trend for extending wastewater treatment infrastructures implies increasing quantities of sewage sludge produced. The fate of such a residue is a key environmental issue. The existing European environmental legislation is becoming more and more restrictive, namely in terms of the obligation to reduce environmental impacts resulting from the disposal of this particular waste, where land spreading is still the most common technique to do so. There are some interesting alternative processes relating to sewage sludge treatment, aiming at avoiding its disposal on land or in landfill and to allow it to be more environmentally friendly. This paper reviews recent research to make sewage sludge disposal safer, more environmentally friendly and still to obtain some benefit from it, namely energy, from its organic content. Topics covered include incineration, anaerobic digestion, pyrolysis and gasification, with a view to contributing to an integrated response to the problem of sewage sludge treatment and disposal.

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ICE Virtual Library essential engineering knowledge

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Silva, C., Magano, J., Moskalenko, A., Nogueira, T., Dinis, M. A. P., & Sousa, H. F. P. e. (2020). Sustainable Management Systems Standards (SMSS): Structures, Roles and Practices in Corporate Sustainability [Article]. Sustainability, 12(15), 1-24, Article 5892.  

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Silva, C., Magano, J., Moskalenko, A., Nogueira, T., Dinis, M. A. P., & Sousa, H. F. P. e. (2020). Sustainable Management Systems Standards (SMSS): Structures, Roles and Practices in Corporate Sustainability [Article]. Sustainability, 12(15), 1-24, Article 5892.  

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https://doi.org/10.3390/su12155892

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Received: 1 July 2020 / Revised: 18 July 2020 / Accepted: 20 July 2020 / Published: 22 July 2020

Companies need to develop more sustainable management models to support a strategy focused on the environment and society, preventing the sole ambition to maximize economic profits. Several specific tools and frameworks have been developed for the implementation of sustainability management. However, the isolated adoption of new management practices could increase bureaucracy and constrain the development of an effective and systematic sustainability strategy. Based on the development of four case studies of relevant companies based in Portugal, this research presents a cyclical process with the structures, inputs and outputs, and roles in embodying sustainability in Integrated Management Systems (IMS). The originality of the work lies in the level of integration. Beyond identifying interconnection areas, it also specifies the Management Systems Standards (MSS) requirements in each area, assigning different roles in the integration process: drivers, efficient enablers, pathways, and evaluators. These four roles promote the claimed integration in a systematic cyclical process, plan-do-check-act (PDCA), to assist the consolidation of sustainability management. This research reinforces the added value of the IMS. It expands its scope, helping companies implement sustainability effectively and systematically, resulting in the presentation of Conceptual Sustainable Management Systems Standards (SMSS). View Full-Text

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Silva, C.; Magano, J.; Moskalenko, A.; Nogueira, T.; Dinis, M.A.P.; Pedrosa e Sousa, H.F. Sustainable Management Systems Standards (SMSS): Structures, Roles, and Practices in Corporate Sustainability. Sustainability 2020, 12, 5892. https://doi.org/10.3390/su12155892

AMA Style

Silva C, Magano J, Moskalenko A, Nogueira T, Dinis MAP, Pedrosa e Sousa HF. Sustainable Management Systems Standards (SMSS): Structures, Roles, and Practices in Corporate Sustainability. Sustainability. 2020; 12(15):5892. https://doi.org/10.3390/su12155892

Chicago/Turabian Style

Silva, Cláudia, José Magano, Anna Moskalenko, Teresa Nogueira, Maria A.P. Dinis, and Hélder F. Pedrosa e Sousa. 2020. "Sustainable Management Systems Standards (SMSS): Structures, Roles, and Practices in Corporate Sustainability" Sustainability 12, no. 15: 5892. https://doi.org/10.3390/su12155892

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# data[].attributes.attachment_link.title
Sustainable Management Systems Standards (SMSS): Structures, Roles, and Practices in Corporate Sustainability

# data[].attributes.attachment_link.description
Companies need to develop more sustainable management models to support a strategy focused on the environment and society, preventing the sole ambition to maximize economic profits. Several specific tools and frameworks have been developed for the implementation of sustainability management.

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Ivšinović, J., Dinis, M. A. P., Malvić, T., & Pleše, D. (2024). Application of the bootstrap method in low-sampled Upper Miocene sandstone hydrocarbon reservoirs: a case study. Energy Sources, Part A: Recovery, Utilization, and Environmental Effects, 46(1), 4474–4488. 

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Ivšinović, J., Dinis, M. A. P., Malvić, T., & Pleše, D. (2024). Application of the bootstrap method in low-sampled Upper Miocene sandstone hydrocarbon reservoirs: a case study. Energy Sources, Part A: Recovery, Utilization, and Environmental Effects, 46(1), 4474–4488. 

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https://doi.org/10.1080/15567036.2021.1883773

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ABSTRACT
Within the field of geological analysis of subsurface data, some input may be scarce and include a small set of data. Such a data set is under-sampled and mapping algorithms result in uncertain outcomes. It then becomes necessary to obtain a reliable statistical data set of individual geological variables. The possibility of applying the bootstrap method on variables that are relevant in the exploitation and production of hydrocarbons, specifically the porosity and total cost of disposal formation water variables, was analyzed. The case study was carried out on the data of reservoir "K", field "B" located in the Western Sava Depression, Northern Croatia. The results highlight the appropriateness of applying the bootstrap method as a tool for defining uncertainty intervals on each sampled location. It is also dependent on resampling data set sizes, which is shown in three examples. The determination of uncertainty intervals for both studied variables gives crucial information for future development projects involving mature hydrocarbon reservoirs, and can be further applied in all similar Upper Miocene proven sandstone reservoirs in Northern Croatia. The porosity of the "K" reservoir is 0.2182 to 0.2506 at a resampling size of 2000, while the cost of disposal formation water value for field "B" is 2.31 to 2.69 USD/m ³ at a resampling size of 1000.

Acknowledgments

Some data from the technical documentation of INA Plc. was used and presented in some maps and tables. Data were collected during PhD research by J. Ivšinović. Acknowledged authors, used for spatial analysis the software GS+ Geostatistics for the Environmental Sciences, version 10.0 (Build 2), licensed version for the Faculty of Mining, Geology and Petroleum Engineering (University of Zagreb, Croatia). Researching has been partially perfomed during faculty's project „Mathematical methods in geology V„.

Disclosure statement

There are no conflicts of interest to disclose.

Additional information

Notes on contributors

Josip Ivšinović
Josip Ivšinović, PhD in Geology, an expert in field development and geomathematics in INA Plc., research associate. Bibliography: https://www.bib.irb.hr/profile/1358

Maria Alzira Pimenta Dinis
Maria Alzira Pimenta Dinis, PhD in Earth Sciences, MSc in Materials Engineering, is an Associate Professor at the Faculty of Science and Technology, University Fernando Pessoa, Porto, Portugal. A researcher at FP-ENAS, UFP Energy, Environment and Health Research Unit. Her main research domains include Reservoir Modelling, CO ₂ geological storage and Environmental Engineering. Probability and Statistics is also an investigation area. She is an experienced author, reviewer and editor.

Tomislav Malvić
Tomislav Malvić is a Full Professor at the Faculty of Mining, Geology and Petroleum Engineering, University of Zagreb. An expert in geomathematics and Croatian subsurface regional geology. Bibliography: https://www.bib.irb.hr/profile/15855

Dubravka Pleše
Dubravka Pleše, PhD in Linguistics, is a senior lecturer at the Faculty of Mining, Geology and Petroleum Engineering, University of Zagreb. An expert in professional English terminology in the geosciences and mining. Bibliography: https://www.bib.irb.hr/pretraga?operators=and%7CDubravka%20Pleše%7Ctext%7Cprofile

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western sava depression in northern croatia

# data[].attributes.attachment_link.title
Application of the bootstrap method in low-sampled Upper Miocene sandstone hydrocarbon reservoirs: a case study

# data[].attributes.attachment_link.description
ABSTRACT Within the field of geological analysis of subsurface data, some input may be scarce and include a small set of data. Such a data set is under-sampled and mapping algorithms result in uncertain outcomes. It then becomes necessary to obtain a reliable statistical data set of individual geological variables.

# data[].attributes.headline
Veras, A. S. S., Vidal, D. G., Barros, N. A., & Dinis, M. A. P. (2021). The Davi Trail in Mucajaí, Roraima, Brazil: an experience to (re)connect and protect nature. Geojournal, 87(5), 4061-4075.

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Veras, A. S. S., Vidal, D. G., Barros, N. A., & Dinis, M. A. P. (2021). The Davi Trail in Mucajaí, Roraima, Brazil: an experience to (re)connect and protect nature. Geojournal, 87(5), 4061-4075.

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https://doi.org/10.1007/s10708-021-10484-5

# data[].attributes.attachment_link.readable_text
Abstract

Considering the massive growth of tourism on a global scale and the threats involved, the trails must be understood as a geoscience phenomenon of tourist attraction offering a unique experience. The trail allows contact with the geoecosystem to understand the natural dynamics around the wear and tear of use and anthropic action, developing awareness about how to support it. Thus, the objective of this work is to apply the concept of carrying capacity as a useful tool for the planning of the local trail, anchored in the principles of hiking, recreational and leisure activities, as a way to stimulate the commitment to the geoecosystem, following the current official safety standards. Part of a private farm, the Davi Trail is located in the central region of Mucajaí, in the state of Roraima, Brazil, and it is the object of this research. The methodology followed a literature review and field visits carried out from March 10 to 12, 2021, intending to describe the trail, its altimetric profile and carrying capacity. As a result, the trail and its potential for the activity of geotourism are presented. The trail is located 51 km away from the state capital, in Boa Vista, with a well-maintained natural structure. It is an alternative to complement the income of local citizens, as well as contributing to environmental educational practices. The municipality's public policies should integrate the voice of citizens who have deep knowledge of the reality in Mucajaí, boosting the social entrepreneurship of the region and safeguarding the natural geoecosystem.

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References

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Acknowledgements

The authors would like to thank to UFP Energy, Environment and Health Research Unit (FP-ENAS), funded by Fundação para a Ciência e a Tecnologia (FCT), in the scope of FCT Project UID/Multi/04546/2019 and to Professor Francisco dos Santos Panero, from the Federal University of Roraima, Brazil, for your valuable inputs to the work. Diogo Guedes Vidal was funded by the Fundação para a Ciência e a Tecnologia (FCT, I.P.) through the Doctoral Grant SFRH/BD/143238/2019.

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Authors and Affiliations

1. Faculty of Science and Technology, University Fernando Pessoa, Praça Nove de Abril, 349, 4249-004, Porto, Portugal

Ana Sibelonia Saldanha Veras

2. UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa, Praça Nove de Abril, 349, 4249-004, Porto, Portugal

Diogo Guedes Vidal, Nelson Azevedo Barros & Maria Alzira Pimenta Dinis

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Correspondence to Diogo Guedes Vidal.

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Veras, A.S.S., Vidal, D.G., Barros, N.A. et al. The davi trail in Mucajaí, Roraima, Brazil: an experience to (re)connect and protect nature. GeoJournal (2021). https://doi.org/10.1007/s10708-021-10484-5
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Keywords

Tourist paths

Hiking

Carrying capacity

Geotourism

Geodiversity

Geoecosystem

# data[].attributes.attachment_link.title
The davi trail in Mucajaí, Roraima, Brazil: an experience to (re)connect and protect nature - GeoJournal

# data[].attributes.attachment_link.description
Considering the massive growth of tourism on a global scale and the threats involved, the trails must be understood as a geoscience phenomenon of tourist attraction offering a unique experience. The trail allows contact with the geoecosystem to understand the natural dynamics around the wear and tear of use and anthropic action, developing awareness about how to support it.

# data[].attributes.headline
Dinis, M. A. P., Rodrigues, C. F., & Lemos de Sousa, M. J. (2015). Increasing Sorption Isotherms Accuracy: Weibull Modelling and Linear Regression. Energy Exploration & Exploitation, 33(4), 515-532. 

# data[].attributes.subject
Dinis, M. A. P., Rodrigues, C. F., & Lemos de Sousa, M. J. (2015). Increasing Sorption Isotherms Accuracy: Weibull Modelling and Linear Regression. Energy Exploration & Exploitation, 33(4), 515-532. 

# data[].attributes.body
https://doi.org/10.1260/0144-5987.33.4.515