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- An assessment of requirements in investments, new technologies, and infrastructures to achieve the SDGsPublication . Filho, Walter Leal; Vidal, Diogo Guedes; Chen, Chen; Petrova, Maria; Dinis, Maria Alzira Pimenta; Yang, Peter; Rogers, Steven; Álvarez-Castañón, Lorena; Djekic, Ilija; Sharifi, Ayyoob; Neiva, SamaraBackground The implementation of the Sustainable Development Goals (SDGs) requires much planning and the provision of resources, especially regarding the necessary investments, technologies and infrastructures needed. Yet, it is presently unclear how available these elements are, what gaps exist, what changes have taken place in terms of their availability since the adoption of the SDGs and what their requirements will be in the future. The knowledge gap has become even more concerning because of the impact of the COVID-19 pandemic. Using a bibliometric analysis, an assessment of the global progress of SDG implementation and requirements, identifying challenges through the development of a matrix, and a set of 11 case studies to triangulate the holistic analysis, an assessment of the global progress of the SDGs implementation and the impact of the COVID-19 pandemic on this process was carried out. Results The findings suggest that the scope and width of resources limitation are currently undermining the implementation of the SDGs. Apart from the fact that the pace of progress has been insufficient, the potential of the SDGs in pursuing sustainability and improving life quality is not fully realised. This trend suggests that a substantial acceleration of the efforts is needed, especially for the five SDGs whose progress since 2015 has not been optimal, namely SDG2, SDG11, SDG13, SDG15, and SDG16, while SDG3, SDG7, SDG9, SDG14, and SDG17 show signs of progress. The case studies showed that different industries have dissimilar effects on achieving the SDGs, with the food sector correlating with 15 SDGs, as opposed to the energy sector correlating with 6 SDGs. Accordingly, the priority level assessment in terms of achieving the SDGs, points to the need to further advance the above-mentioned five SDGs, i.e., 2, 11, 13, 15 and 16. Conclusions This study fills in a knowledge gap in respect of the current need for and availability of investments, new technologies, and infrastructures to allow countries to pursue the SDGs. It is suggested that this availability is rather limited in specific contexts. In respect of the needs to be addressed, these include resource-related constraints, limited technologies and infrastructures, affecting SDG2, SDG11, SDG13, SDG15, and SDG16, whose progress needs to be enhanced. Since the global progress in the process of implementation of the SDGs depends directly and indirectly on addressing the resource gaps, it is suggested that this topic be further investigated, so that the present imbalances in the three dimensions of sustainable development: the economic, social and environmental, be adequately addressed.
- 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.
- 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.