Managing Diversity: The Challenges of Inter-University Cooperation in Sustainability Education

Teaching Sustainable Development Goals to University Students: A Cross-Country Case-Based Study

With the purpose of analysing if case-based teaching methodology could improve higher education students’ knowledge about sustainable development, a quasi-experimental study was conducted in an international project (PASSION—Partnership for Sustainable Development and Social Innovation) and in five countries (Greece, Poland, Portugal and Sweden). Cases were interdisciplinary and focused on sustainable development goals aligned with common worldwide dilemmas like, for example, food consumption, organic farm or nature protection. Our sample consisted of 104 university students aged between 18 and 58 years, where 53% were female. Standardized pre- and post-tests were administered, and a significant improvement in sustainable development knowledge was observed considering three main questions in the pooled dataset (t103 = −7.324; p = 0.000). Regarding the four cases applications where results were more significant, an in-depth analysis was conducted, allowing the project team to better understand participants answers to multiple-choice and open questions which are analysed and discussed individually. Our results demonstrate that the case-based teaching improved the knowledge of sustainable development goals, which is expected to induce positive changes in pro-environmental behaviours. We also point out the potential of case-based teaching applied in a cross-country manner. The scheme is particularly valuable in dealing with complex sustainability dilemmas that show better their global perspectives.

The Challenge of Transdisciplinary Research: A Case Study of Learning by Evaluation for Sustainable Transport Infrastructures

While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project’s social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.

Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques

In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.