A carregar...
2 resultados
Resultados da pesquisa
A mostrar 1 - 2 de 2
- 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.
- How can higher education become climate-proof?Publication . Leal Filho, Walter; Raman, Raghu; Lange Salvia, Amanda; Londero, Luciana Brandli; Veiga Ávila, Lucas; Dinis, Maria Alzira Pimenta; Khaled, Nisrin Naiel DibHigher education institutions (HEIs) are increasingly exposed to climate-related risks, including extreme weather events, infrastructure disruptions, and related social and economic impacts. At the same time, they are expected to play a leading role in advancing sustainability and decarbonisation efforts. In this context, this paper aims to assess how HEIs are preparing to become climate-proof and to identify the institutional strategies, barriers, and priorities that shape the transition towards climate-resilient and sustainable higher education. Adopting a mixed-methods approach, the research combines comparative case studies of universities implementing climate adaptation and mitigation measures with a global online survey of 404 respondents from 83 countries, making it one of the largest studies on the topic undertaken to date. The case studies show three main typologies of institutional response, i.e., comprehensive integration, operational emphasis, and social–educational engagement, illustrating varying levels of maturity and coordination. The survey findings reveal that although more than half of assessed institutions have initiated inventories or decarbonisation strategies, implementation remains fragmented. Operational measures concentrate on energy systems and waste management, while systemic integration across curricula, governance, and community engagement is less common. Key barriers include limited financial capacity, fragmented institutional priorities, and insufficient stakeholder participation. The study shows that climate-proofing higher education requires transformative and cross-sectoral governance, aligning decarbonisation, education, governance and equity objectives.