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A critical analysis of sustainability indicators for education and curricula in higher education institutions and their adaptation to the Portuguese context

2025-07-03book part Restricted access
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datacite.subject.fosEngenharia e Tecnologia::Engenharia do Ambiente
dc.contributor.authorRigueiro, Maria Constança Simões
dc.contributor.authorCaeiro, Sandra
dc.contributor.authorCâmara, Patrícia
dc.contributor.authorFonseca, Ana
dc.contributor.authorGodinho, Teresa
dc.contributor.authorMapar, Mahsa
dc.contributor.authorMoreira, Anabela Mendes
dc.contributor.authorDinis, Maria Alzira Pimenta
dc.contributor.authorFarinha, Carla Sá
dc.contributor.authorSimão, João
dc.contributor.authorSilva, Manuela Vieira da
dc.contributor.editorLeal Filho, Walter
dc.contributor.editorTrevisan, Laís Viera
dc.contributor.editorPace, Paul J.
dc.contributor.editorMifsud, Mark
dc.date.accessioned2025-08-26T15:45:17Z
dc.date.available2025-08-26T15:45:17Z
dc.date.issued2025-07-03
dc.descriptionCopyright information: © 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG.
dc.description.abstractThe sustainability assessment within Higher Education Institutions (HEI) serves as a critical learning and capacity-building tool, fostering reflection on sustainability initiatives and advancing alignment with the Sustainable Development Goals (SDG). Current sustainability assessment tools include various indicators across different dimensions of sustainability implementation within HEI. However, there is a significant gap in categorising specific indicators relevant to learning and curricula. In line with a recent initiative by the Sustainable Campus Network (RCS) in Portugal, this study aims to analyse how existing sustainability assessment tools address indicators within the domains of education and curricula. The research aims to identify and categorise indicators relevant to the education and curricula dimension, offering a preliminary list complemented by implementation examples. This analysis draws on a variety of available sustainability assessment tools for HEI. This goal is part of a broader research context in future development of sustainability indicators to systematically assess and monitor sustainability practices within Portuguese HEI. A systematic literature review was done to extract the education and curricula indicators from two key sources (i) existing sustainability assessment tools used globally, and (ii) existing sustainability reports of Portuguese HEI. As a result, 216 “education and curricula” indicators were collected, laying a solid foundation for further analysis and application in the Portuguese HEI context. The indicators were grouped into four different categories, Teaching, Learning, Outreach, and Administrative and Organisational Framework. Within the Portuguese context, only 13 sustainability reports were analysed (out of 97 HEI), in which six institutions addressed the ‘education’ category, primarily focusing on the number of courses, subjects, research initiatives, and projects aligned with the SDG. Although the present analysis was limited to publicly available sustainability reports, which may not fully reflect the breadth of initiatives undertaken by HEI, the findings highlight a significant gap in sustainability reporting among Portuguese HEI. The results of this study are expected to guide HEI towards more effective integration and promotion of a global culture of sustainability within the domains of curricula and education.eng
dc.identifier.citationAPA7th: Rigueiro, M. C. S., Caeiro, S., Câmara, P., Fonseca, A., Godinho, T., Mapar, M., Moreira, A. M., Dinis, M. A. P., Farinha, C. S., Simão, J., & Silva, M. V. d. (2025). A Critical Analysis of Sustainability Indicators for Education and Curricula in Higher Education Institutions and Their Adaptation to the Portuguese Context. In W. L. Filho, L. V. Trevisan, P. J. Pace, & M. Mifsud (Eds.), Education for Sustainable Development: The Contribution of Universities (pp. 465–488). Springer Cham. https://doi.org/10.1007/978-3-031-86985-3_28
dc.identifier.doi10.1007/978-3-031-86985-3_28
dc.identifier.isbn978-3-031-86984-6
dc.identifier.isbn978-3-031-86987-7
dc.identifier.isbn978-3-031-86985-3
dc.identifier.urihttp://hdl.handle.net/10284/14542
dc.language.isoeng
dc.peerreviewedyes
dc.publisherSpringer Cham
dc.relation.hasversionhttps://link.springer.com/chapter/10.1007/978-3-031-86985-3_28
dc.relation.ispartofseriesWorld Sustainability Series
dc.rights.uriN/A
dc.subjectHigher education institutions (HEI)
dc.subjectSustainability indicators
dc.subjectSustainable development goals (SDG)
dc.subjectSDG 4
dc.subjectSustainable campus network (RCS)
dc.subjectPortugal
dc.subjectEducation and curricula
dc.titleA critical analysis of sustainability indicators for education and curricula in higher education institutions and their adaptation to the Portuguese contexteng
dc.typebook part
dspace.entity.typePublication
oaire.citation.endPage488
oaire.citation.startPage465
oaire.citation.titleEducation for Sustainable Development: The Contribution of Universities
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameMoreira
person.familyNameDinis
person.givenNameAnabela Mendes
person.givenNameMaria Alzira Pimenta
person.identifier493603
person.identifier.ciencia-id4710-147D-FDAF
person.identifier.orcid0000-0002-9636-1796
person.identifier.orcid0000-0002-2198-6740
person.identifier.ridF-3309-2011
person.identifier.scopus-author-id55539804000
relation.isAuthorOfPublicationac066978-cdc0-423a-b7ea-a9c3a615f452
relation.isAuthorOfPublication1e85592a-e8e2-4aea-bd8e-1007c94388c0
relation.isAuthorOfPublication.latestForDiscovery1e85592a-e8e2-4aea-bd8e-1007c94388c0

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