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- Handling climate change education at universities: an overviewPublication . Filho, Walter Leal; Sima, Mihaela; Sharifi, Ayyoob; Luetz, Johannes M.; Lange Salvia, Amanda; Mifsud, Mark; Olooto, Felicia; Djekic, Ilija; Anholon, Rosley; Rampasso, Izabela Simon; Donkor, Felix Kwabena; Dinis, Maria Alzira Pimenta; Klavins, Maris; Finnveden, Göran; Chari, Martin Munashe; Molthan-Hill, Petra; Mifsud, Alexandra; Sen, Salil K; Lokupitiya, ErandathieBackground Climate change is a problem which is global in nature, and whose effects go across a wide range of disciplines. It is therefore important that this theme is taken into account as part of universities´ teaching and research programs. Methods A three-tiered approach was used, consisting of a bibliometric analysis, an online survey and a set of case studies, which allow a profile to be built, as to how a sample of universities from 45 countries handle climate change as part of their teaching programs. Results This paper reports on a study 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 consists of a bibliometric analysis, combined with an online worldwide survey aimed at ascertaining the degree of involvement from universities in reducing their own carbon footprint, and the ways they offer training provisions on the topic. This is complemented by a set of 12 case studies from universities round the world, illustrating current trends on how universities handle climate change. Apart from reporting on the outcomes of the study, the paper highlights what some universities are doing to handle climate issues, and discusses the implications of the research.. Conclusions The paper lists some items via which universities may better educate and train their students on how to handle the many challenges posed by climate change.
- University rankings and sustainable development: the state of the artPublication . Leal Filho, Walter; Trevisan, Laís; WAHAJ, ZUJAJA; Déda Araújo Nunes, Denner; Vasconcelos, Claudio Ruy Portela de; Dibbern, Thais Aparecida; Ruiz Vargas, Valeria; Iyer-Raniga, Usha; Anholon, Rosley; Novikau, Aliaksandr; Abubakar, Ismaila Rimi; Dinis, Maria Alzira PimentaPurpose In light of the growing emphasis on sustainability in higher education, this paper aims to explore the effectiveness of sustainability university rankings, specifically focusing on sustainable development (SD), to understand their impact on advancing universities’ sustainability goals and address gaps in practical implications and limitations. Design/methodology/approach This study examines sustainability rankings in higher education (HE) through document analysis. Chosen for significance, these rankings were evaluated for regional participation, criteria and the top 20 universities. The method involved scrutinising official ranking websites for diverse perspectives on sustainability. The results are classified into three categories: regional participation, assessment criteria and top universities in the latest iterations. Findings The findings show that sustainability rankings are widely spread, and their existence has led to an increased motivation for universities to further engage in efforts in the field of SD. This study offers suggestions for optimising the role of promoting SD principles and practices in HE. Originality/value This comprehensive assessment sheds light on rankings’ operations and success levels. It makes a significant contribution to the literature, providing an unprecedented overview of analysed rankings and on sustainability assessment and their impact. This analysis will be valuable for universities towards the integration of SD principles and practices into the HE environment.