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- 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.
- 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.
- Building a resilient world: the contribution of architecture curricula to sustainable developmentPublication . Leal Filho, Walter; Albrecht, Clarissa Ferreira; Lange Salvia, Amanda; Frandoloso, Marcos Antonio Leite; Henrique, João Paulino Pires Eustachio; Haddrell, Carl; Iyer-Raniga, Usha; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Diaz-Sarachaga, Jose Manuel; Emadeldin, YasminPurpose: 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.