Percorrer por autor "Borsari, Bruno"
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- Assessing the impacts of sustainability teaching at higher education institutionsPublication . Leal Filho, Walter; Trevisan, Laís Viera; Sivapalan, Subarna; Mazhar, Muhammad; Kounani, Aristea; Mbah, Marcellus Forh; Abubakar, Ismaila Rimi; Matandirotya, Newton R.; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Abzug, RikkiThe 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 maximize the impact of sustainability courses in HEIs curricula and, among other things, the overall campus culture toward sustainable development.
- Enhancing the contribution of higher education institutions to sustainable development research: a focus on post‐2015 SDGsPublication . Leal Filho, Walter; Henrique, João Paulino Pires Eustachio; Veiga Ávila, Lucas; Dinis, Maria Alzira Pimenta; Batista, Karina; Borsari, Bruno; Abubakar, Ismaila RimiSustainable development (SD) research is vital in providing a basis for progress in this rapidly growing field of inquiry. In this context, higher education institutions (HEIs) and leading top researchers belonging to them are playing a key role. Despite this being widely acknowledged by the academy, it is largely unclear how individual HEIs, and their researchers contribute to sustainability research efforts. Based on the need to unveil this landscape, our article reports on a study that identified the leading HEIs and researchers involved in sustainability research and how they contribute to moving the field forward. A bibliometric assessment of the literature (performance analysis) was conducted to identify the number of publications of leading authors and institutions. The results reveal some interesting trends. First, the co-occurrence analysis technique revealed what the top 10 authors in SD are exploring. Also, the study identifies diverse thematic clusters, covering areas like technology, sustainability assessment, integrative education, and corporate practices. The paper advances SD theory by illustrating how these themes interconnect and complement each other. The article concludes with suggestions of how universities may engage further in sustainability research. The theoretical and practical implications of the research, as well as its limitations, are also addressed.
- Fostering students’ participation in the implementation of the sustainable development goals at higher education institutionsPublication . Filho, Walter Leal; Trevisan, Laís Viera; Dinis, Maria Alzira Pimenta; Ulmer, Nico; Paço, Arminda; Borsari, Bruno; Sierra, Javier; Salvia, AmandaStudents 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.
- Governance in the implementation of the UN sustainable development goals in higher education: global trendsPublication . Leal Filho, Walter; Abubakar, Ismaila Rimi; mifsud, Mark; Henrique, João Paulino Pires Eustachio; Albrecht, Clarissa Ferreira; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Sharifi, Ayyoob; Levesque, Vanessa; Ribeiro, Priscilla Cristina Cabral; LeVasseur, Todd J.; Pace, Paul; Trevisan, Laís; Dibbern, Thais AparecidaGovernance 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. To bridge this knowledge gap, this study assesses the connections between governance and implementing the SDGs at higher education institutions (HEIs). Specifically, it relies on two main methods. The first is a bibliometric analysis, where the literature on the topic has been analyzed. The second method uses case studies from a sample of universities. The combined dual approach has identified the extent to which governance issues influence how these organizations perceive and handle the SDGs. The study provides valuable recommendations that may assist HEIs in implementing the SDGs with a due emphasis on governance.
- Living labs in the context of the UN sustainable development goals: state of the artPublication . Leal Filho, Walter; Ozuyar, Pinar Gokcin; Dinis, Maria Alzira Pimenta; Azul, Anabela Marisa; Alvarez, María Garcia; da Silva Neiva, Samara; Salvia, Amanda Lange; Borsari, Bruno; Danila, Andreea; Vasconcelos, Claudio RuyThis 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). Second, an empirical study aimed at identifying the use levels of living labs at HEIs. This was accomplished through an analysis of selected case studies that showcased successful approaches to SDGs implementation with living labs, and resulted in a framework for action. There are three main findings from these analyses. The first is that the multidisciplinary character of living labs in the context of sustainable development needs to be considered, to maximize their impacts. Second, most of the studied living labs focus on SDGs 4 and 11, which deal with providing quality education and ensuring the sustainable development of cities and communities. Third, the challenges encountered in the implementation of living labs refer to (1) the complexities in institutional administration, (2) the tensions between different groups of interest that need to be addressed by enhanced communication, and (3) the necessity to pay attention to the demand of using sustainability and innovation as a strategy in the operations of living labs. The paper draws from the experiences and lessons learned and suggests specific measures, which will improve the use of living labs as more systemic tools towards the implementation of the SDGs.