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Special Issue
Advances and Innovations in Sustainability Education: Higher Education as an Avenue for Social Change
Dear Colleagues,

This Special Issue of Sustainability explores the current state and momentum of sustainability education in colleges and universities globally. In response to the state of the world and in recognition that sustainability is fundamentally about social change, we explore promising research, practices, and theory currently shaping the field of sustainability education as an important driver of social change.

Sustainability education is maturing as a field:

The availability of sustainability degrees and certificates offered by colleges and universities is expanding rapidly;
Sustainability competencies are coalescing within the literature and academic programs;
A growing number of graduate studies prepare inter- and transdisciplinary sustainability educators;
A standardized test (the Sulitest) measuring sustainability literacy is currently available and being utilized in colleges and universities, and
The United Nations Decade of Education for Sustainable Development recently came to a close after inspiring and documenting many successes.

At the same time that sustainability education is making significant advances, many pillars of the current socio-ecological order are crumbling. In recognition of this both deeply troubling and opportune moment in educational and social history, this issue explores innovations and advances aimed at further developing and strengthening sustainability education and thereby improving its contributions to the wider project of sustainability-oriented social change. Article authors are asked to consider the contribution their work makes to sustainability education in a time of socio-ecological crisis.

We seek articles on innovative approaches and developments in higher education as well as fresh perspectives on continuing challenges. We encourage theoretical, methodological, and empirical research works on teaching and learning, competencies and assessment, policy, program development and implementation, instructor preparation, community- and project-based learning, institutional collaborations and partnerships, and other relevant subjects. Questions may be directed to the guest editor.

Prof. Dr. Tina Lynn Evans
Guest Editor
Inhaltsverzeichnis :

Nursey-Bray, M.; Palmer, R.; Meyer-Mclean, B.; Wanner, T.; Birzer, C. The Fear of Not Flying: Achieving Sustainable Academic Plane Travel in Higher Education Based on Insights from South Australia. Sustainability 2019, 11(9), 2694;

Greig, A.; Priddle, J. Mapping Students′ Development in Response to Sustainability Education: A Conceptual Model. Sustainability 2019, 11(16), 4324;

LeVasseur, T.; Ciarcia, C. Sustainability Literacy in a Time of Socio-Ecological Crisis: Using Reaccreditation as a Leverage Point for Innovation in Higher Education. Sustainability 2019, 11(18), 5104;

Burns, H.; Schneider, M. Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership. Sustainability 2019, 11(19), 5223;

Evans, T. Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities. Sustainability 2019, 11(19), 5526;

Solís-Espallargas, C.; Ruiz-Morales, J.; Limón-Domínguez, D.; Valderrama-Hernández, R. Sustainability in the University: A Study of Its Presence in Curricula, Teachers and Students of Education. Sustainability 2019, 11(23), 6620;

Vatovec, C.; Ferrer, H. Sustainable Well-Being Challenge: A Student-Centered Pedagogical Tool Linking Human Well-Being to Ecological Flourishing. Sustainability 2019, 11(24), 7178;

Klitgaard, K. Sustainability as an Economic Issue: A BioPhysical Economic Perspective. Sustainability 2020, 12(1), 364;

Clark, C.; Capps, T. Synergy of the (Campus) Commons: Integrating Campus-Based Team Projects in an Introductory Sustainability Course. Sustainability 2020, 12(3), 1224;

Herrera-Limones, R.; Rey-Pérez, J.; Hernández-Valencia, M.; Roa-Fernández, J. Student Competitions as a Learning Method with a Sustainable Focus in Higher Education: The University of Seville ″Aura Projects″ in the ″Solar Decathlon 2019″. Sustainability 2020, 12(4), 1634;

Keniry, L. Equitable Pathways to 2100: Professional Sustainability Credentials. Sustainability 2020, 12(6), 2328;

Peniche Camps, S.; Hall, C.; Klitgaard, K. Biophysical Economics for Policy and Teaching: Mexico as an Example. Sustainability 2020, 12(7), 2580;

Aránguiz, P.; Palau-Salvador, G.; Belda, A.; Peris, J. Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the ″Universitat Politècnica de València″. Sustainability 2020, 12(9), 3553;
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