[ad_1]
GLOBAL
In order to address the ongoing effects of climate change, the 2023 United Nations Conference on Climate Change (COP28) will discuss how to accelerate the reduction of carbon emissions and the transition to renewable resources.
To this end, COP28 will examine how to fast-track the shift away from fossil fuels and how best to boost the protection and restoration of forests and other means of carbon sequestration. These actions are part of a bold vision to build more climate-resilient societies.
What role do universities play in addressing climate change? The role of universities in society has expanded greatly over the past several decades.
Traditionally, universities focused primarily on instruction in order to prepare students for careers in the professions and leadership positions in society. However, post-World War II society created a need for universities to focus more on research and the application of new knowledge to foster political, economic, social and technological development in society.
Since the launch of the United Nations Sustainable Development Goals (SDGs) in 2015, universities have now placed greater emphasis on the service function of higher education, including the environmental development of nations.
Given the expanding role of universities, the remit of universities today is diverse and multifaceted. Politically, universities now serve as institutions that help shape the values and mindsets of students, thereby fostering and strengthening more democratic societies.
Economically, universities equip students with the knowledge and skills needed to succeed within a complex, technologically driven economic system. Socially, as knowledge hubs, universities play a pivotal role in providing both the science and the humanistic values needed to help protect the environment for a more sustainable future.
To that end, the SDGs provide a globally agreed-upon framework for all major stakeholders – governments, industry and civil society – to contribute to the most pressing challenges facing humanity and the planet.
Presently, perhaps the single most important action that universities can undertake to create a more equitable and sustainable world is to adopt the SDGs as part of their vision, mission and values and, more specifically, to integrate education for sustainable development (ESD) across their teaching, research and service functions.
Education for sustainable development goals
The SDGs, by design, speak to a broad range of issues confronting humanity and the planet, such as poverty, equity, education, health, peace and the environment. Climate change is one part of the interrelated and interdependent milieu of challenges facing society.
Since universities are embedded within society and since they function to serve the needs of society, it follows that they must also adapt and respond to changes within society.
For example, research needs to be conducted to protect the land and to create sustainable agricultural practices to end hunger, improve nutrition and promote better health care. Furthermore, research needs to be conducted to protect all air and water systems to ensure biodiversity and sustainable ecosystems. Also, research needs to be conducted to develop clean, renewable and affordable energy for all.
Now that the SDGs are at the forefront of stakeholder agendas, there will be a greater demand for students with the knowledge and values needed to work competently on solving those global challenges. As such, perhaps the single most important thing that universities can do to adopt the SDGs is to integrate ESD into their curricula.
One key goal of ESD is to promote sustainable practices and equip future generations with the knowledge, skills and values needed to serve as good stewards of the planet and its resources.
By making the SDGs, and education for sustainable development in particular, a core part of their vision, mission and values, universities can serve as catalysts, at all levels, to foster a more sustainable future for all.
Furthermore, given their role as knowledge producers, universities are well positioned to take the lead in implementing the SDGs and providing the research needed to address the planet’s most intractable problems. When universities engage in ESD, it builds society’s capacity for climate resiliency.
ESD impacts
Education for sustainable development equips students with the sustainability knowledge, skills and values needed to engage in better decision-making processes by considering the future impacts of those decisions on society and the environment.
ESD also allows students to think in more holistic ways about complex, multilayered problems fraught with complexity, uncertainty and risk. In addition, it provides students with a humanistic value system that allows them to engage in ethical reasoning and judgement-making.
Research has shown that ESD is a major factor in helping to achieve the SDGs.
There are different ways universities can implement ESD. According to a meta-analysis of the academic literature on integrating the SDGs into higher education, the disciplines of the humanities, social sciences, business, economics and engineering have led the way in integrating the SDGs into their curricula.
There are many ways to integrate ESD into the curricula, from sustainability projects on any of the 17 SDGs to building more climate-resilient societies.
An increasing number of universities are implementing ESD. For example, at the University of Warwick in England, students are engaged in interdisciplinary and transdisciplinary learning to better address the problems at the intersection of political, economic, social, technological and environmental development. Their Institute for Advanced Teaching and Learning provides support for faculty and students to engage in ESD learning.
In addition, other universities – like York University in Canada, the International Islamic University Malaysia and the University of Vechta in Germany – have integrated ESD into their curricula.
At the American University in the Emirates (AUE), the Sustainability Integration initiative from the university’s strategic plan fosters environmental consciousness and stipulates key performance indicators for all its units, including the academic programmes. This was especially considered because the nation – the United Arab Emirates – declared 2023 as the Year of Sustainability and is also the host for COP28.
ESD at the American University in the Emirates
The American University in the Emirates instils environmental consciousness and social responsibility in its students through integrating sustainability in the core curriculum to extend theoretical knowledge to practical applications to prepare students to address real-world sustainability challenges. For instance, AUE students participate in national events like the one organised by the Emirates Environmental Group.
In addition, real-world course projects form the backbone of AUE’s sustainability initiatives, where students have successfully implemented sustainability principles.
From community-based initiatives to industry partnerships, these case studies illustrate the impact of AUE’s sustainability-focused education on both academic excellence and positive societal contributions. Success stories and impact indicators underscore the impact of AUE’s initiatives in preparing students not just for the present job market but also for the dynamic challenges of the future.
In conclusion, by integrating sustainability into curricula, universities can educate and raise awareness of the importance of sustainability among students and the broader community.
These findings are consistent with the study by Boarin et al (2020), who analysed the perceptions of university students about the role of their universities in promoting sustainability. The study further asserted that sustainability integration across the universities of three regions – Oceania, Europe and North America – varied and was dependent on their regional focus and goals.
The need for collaboration between universities, businesses and the government to achieve the SDGs was also stressed by Singh and Blessinger (2023) in their research study that examined the role and challenges of SDGs for universities in the United Arab Emirates.
By working together, universities across a nation, region or globe can leverage their resources and expertise to make a greater impact on sustainability initiatives. Hence, the role of universities in conducting research and developing innovative solutions to address environmental challenges and promote sustainability can no longer be ignored.
Patrick Blessinger is an adjunct professor of education at St John’s University in New York City, United States, and chief research scientist for the International Higher Education Teaching and Learning Association or HETL. Abhilasha Singh is professor and vice-president for academic affairs at the American University in the Emirates in Dubai, United Arab Emirates.
References
Boarin P, Martinez-Molina A, and Juan-Ferruses I (2020) Understanding students’ perception of sustainability in architecture education: A comparison among universities in three different continents. J. Clean. Prod. 2020, 248, 119237. (Google Scholar) (CrossRef)
Singh A and Blessinger P (2023) Examining the Role and Challenges of Sustainable Development Goals for the Universities in the United Arab Emirates. Sustainability 2023, 15, 15123.
[ad_2]
Source link