The Routledge Handbook of Global Sustainability Education and Thinking for the 21st Century

Section 1: Global Sustainability Education and Thinking for the 21st Century – A Noble Education

1.1          A Noble Education

(Michele John – Editor)

1.2          Climate change and mass extinctions

(Kliti Grice, Paul Greenwood, Curtin University, Australia)  

1.3          Climate change understanding as a basis for sustainability education

(Wim Thiery, Vrije Universiteit Brussel, Belgium)

1.4          Are bees and pollinators our most important sustainability indicator?  

(Tristan Campbell and Kingsley Dixon, Curtin University, Australia)

1.5          The role of bees in achieving global sustainable development 

(Vidushi Patel, Natasha Pauli, Eloise Biggs, Liz Barbour and Bryan Boruff
Ambio, 50, 49-59 (2021 https://doi.org/10.1007/s13280-020-01333-9))   

1.6          The important role of pollinators in sustainability education

 (Bronwen Cowie, University of Waikato and Paula Mildenhall, Edith Cowan University, Australia )

1.7          Honey bee leadership

(Gayle Avery and Harry Bergsteiner, Institute for Sustainable Leadership, Australia)  

 

                Section 2: Global sustainability challenges

2.1          Climate change focus in education

(Richard Brown, Queensland University of Technology, Australia )

2.2          Sustainability within a global environmental change context

(Simone Stevenson, Kyle Hilliam, Cal Faubel, Roberto Venegas, Eric Treml, MSEAC Deakin University, Australia)

2.3          Population, environment and welfare: a difficult conversation

(Theodore Lianos, Athens University of Economics and Business, Greece)

2.4          Waste(d) values

(Mathew Rumsa, Michele John, Wahidul Biswas and Richard Brown, Curtin University and Queensland University of Technology, Australia)

2.5          Sustainability challenges in agriculture and food production

(Ross Kingwell, University of Western Australia) 

2.6          Moving beyond Peak oil: the importance of renewable energy in the sustainability transition

(Kelvin Say, Royal Melbourne Institute of Technology, Australia) 

2.7          Lessons from assessing sustainability in the mining and resources sector

(Michael Tost, University of Leoben, Austria)

2.8          Sustainability challenges in water management

(Adam Loch and David Adamson, The University of Adelaide, Australia)

 

Section 3: Introduction to sustainability education and the language of  ‘sustainability’

3.1          Education for the Sustainability Transition

(Michele John – Editor)

3.2          Beyond growth thinking: The promise of regenerative development

(Joseli Macedo, University of Calgary, Canada)

                3.3          Threshold concepts in sustainability education

(Melissa Marinelli and Sally Male, University of Melbourne, Australia)

3.4          Transdisciplinary sustainability courses: design principles and facilitation techniques  to aid remote and hybrid learning environments

(Kateryna Pereverza and Hayley Ho, KTH Royal Institute of Technology, Sweden)

3.5          The important role of environmental impact assessment methodologies in sustainability education

(Wahidul Biswas and Michele John, Curtin University, Australia)

3.6          Futures thinking and regenerative sustainability

(Sebastian Thomas, Curtin University, Australia)

3.7          Beyond Jargon: the language of Sustainability

(Joseli Macedo, University of Calgary, Canada)

3.8          Industry 4.0 approaches to sustainability

(Gijsbert Korevaar, University of Delft, Netherlands)

 

Section 4: Key competencies in sustainability education

                4.1          Engineering systems thinking in education

(Roger Hadgraft, University of Technology Sydney, Australia)

4.2          The value of life cycle thinking in sustainable engineering education

(Wahidul Biswas and Michele John, Curtin University, Australia) 

4.3          The UN SDG learning objectives in higher education

(Jordi Segalas and Gemma Tejedor, Universitat Politecnica de Catalunya, Spain)

4.4          Integrated problem solving and design thinking

(Joseli Macedo, University of Calgary, Canada) 

4.5          (Re)thinking education for sustainable development: A capability approach

(Kyoko Fukukawa, Hitotsubashi University, Japan and Michele John, Curtin University, Australia)

4.6          Interpersonal competencies in sustainability education

(Theres Konrad and Rebecca Freeth, Leuphana University, Germany)

 

Section 5: Educating the educators

                5.1          School teacher education for sustainability: Impetus and obstacles  

(Annette Gough, Royal Melbourne Institute of Technology, Australia)

5.2          Faculty empowerment in the sustainability education transition 

(Jordi Segalas and Gemma Tejedor, Universitat Politecnica de Catalunya. Spain)

5.3          Education for Sustainable Development in online teacher training

(Fermin Sanchez-Carracedo, Marco Gallindo  and Josep Prieto Blazques Universitat Politecnica de Catalunya, Spain)

5.4          Thinking differently: Developing pre-Service teachers  understanding of Sustainability through Inquiry

(Rachel  Sheffield, Curtin University, Australia)

5.5          Moving an elephant - the role of teachers in university sustainability education development

 (Antonio Gomera, Miguel Antunez and Francisco Villamandos, University of Cordoba, Spain)

5.6          Promoting First Nations understanding of sustainability in both teacher professional development  and in undergraduate course learning

(Aleryk Fricker, Deakin University, Grant Cooper, Curtin University, Shannon Kilmartin-Lynch, RMIT University, Rachel Sheffield, Curtin University)

 

 

Section 6: Pedagogies and strategy for teaching sustainability education

6.1          Mapping the SDGs in university education: A responsible management education approach

(Elisabeth Frohlich, Cologne International Business School, Austria)

6.2          Transformative learning in environmental and sustainability education: A transformation to what and how?

(Sally Birdsall, University of Auckland, New Zealand)

6.3          Prototyping in sustainability education 

(Mark Runacres, Vrije Universiteit Brussels, Belgium)

6.4          Living Labs as a concept and place for holistic sustainability education

(Torsten  Masseck, Universitat Politecnica de Catalunya, Spain)

6.5          Learning to collaborate

(Didac Ferrer and Gemma Tejedor, Universitat Politecnica de Catalunya, Spain)

6.6          Trans-disciplinary learning communities

(Nikolay Dentchev and Claudia Alba, Vrije Universiteit Brussels, Belgium)

6.7          Service learning as a strategy for the promotion of sustainability

(Pilar Aramburuzabala, University Autonoma Madrid, Spain)

Section 7: Environmental stewardship and climate change management provide foundational learnings in sustainability education.

7.1          The environmental imperative 2023

(Mary-Ellen Tyler, University of Calgary, Canada)

7.2          The transition from environmental education to sustainability education

(Annette Gough, Royal Melbourne Institute of Technology, Australia) 

7.3          Sustainable human development and the need for climate change governance

(Olga Alcaraz, Barbara Sureda, Universitat Politecnica de Catalunya, Spain )

7.4          Seeing the wood and the trees: Sustainability education lessons from sustainable forest management

(Daniel McDiarmid, Michele John, Curtin University and Sam Wilson, Swinburne University, Australia)

7.5          Climate change: policy, mitigation, adaptation and resilience

(Hiroshi Ohta, Waseda University, Japan)

  7.6        Educating with regenerative values to refocus on living lives that matter

 (Sandra Wooltorton, Notre Dame University, Mindy Blaise, Edith Cowan University, Anne Poelina, Notre Dame University and Laurie Guimond, University of Quebec)

                7.7          Risk and resilience- learnings from the Blue Economy

(Sebastian Thomas, Curtin University, Australia)

 

 

Section 8: Ethics, values and governance

 

8.1          Education for sustainable development and the need for education in ethics

(Ulrika Lundquist, Karl de Fine Licht, Chalmers University, Sweden)

8.2          Teaching ethical decision making to students as 21^st century professionals

(Roland Tormey, Ecole Polytechnique Fédérale de Lausanne (EPFL)

8.3          Leadership and governance for the common good

(Sam Wilson, Swinburne University and Michele John, Curtin University, Australia)

8.4          Corporate social responsibility and responsible management

(Kanji Tanimoto, Waseda University, Japan)

8.5          Democracy deficit or Governance deficit: The dilemma of transnational decision-making

(Jurgen Brohmer, Murdoch University, Australia) 

 

Section 9: Leadership in sustainability education and sustainable development

9.1          University leadership that enables sustainability education and scholarship

 (Teri Balser, University of Calgary, Canada) 

9.2          Educating with sustainability leadership in mind at university: Considerations for curriculum and pedagogy

(Sonja Kuzich, Curtin University, Australia)

9.3          Reviewing university support for sustainability education: An Australian case study

(Annette Gough, Royal Melbourne Institute of Technology, Australia).

9.4          Anchoring sustainability in the Australian education curriculum

(Rachel Sheffield and Sonja Kuzich, Curtin University, Australia)

9.5          Sustainability education in India: a discourse in education development

(Shaji Joseph, Apoorna Kulkarni and Karncharn Patil, Symbiosis International University, India, Michele John, Curtin University, Australia)

9.6          Sustainability education development in Indonesia

(Yun Fatimah, Zainal Hasibuan and Priti Sukmasetya, University of Muhammadiyah Magelang, Indonesia, Michele John, Curtin University)  

9.7          Integrating sustainability education in European universities: Lessons learned

(Marie Weiss, Ingrid Mulla, Anne Mario- Copernicus Alliance, European Network on Higher Education for Sustainable Development)

9.8          Education for Sustainable Development in China: A review of policy and practice

(Zheping Xie, Tsinghua University and Yue Kan, Zhejiang University, China)

Biography

Michele John is Director, Sustainable Engineering Group (SEG), Curtin University, Perth, Western Australia, Australia.

“Sustainability education has come of age - precisely when our troubled age makes sustainability education imperative. The urgency of our times requires agency – to ensure decisively that globally and locally we make and take a pathway of safety and wellbeing, rather than descend into the chaotic scenario that is currently in prospect. 

The difference between these futures pivots on deep and widespread individual and societal learning. This is where higher education must now aspire to a higher purpose, something this timely and comprehensive book calls ‘noble education’.  

Over the past few decades, environmental and sustainability education has been developing, debated, and practised worldwide and now offers a rich, robust, hope-ful and holistic vision for re-thinking and renewing educational paradigm, purpose, policy and practice as a whole. We have no time to lose. This invaluable collection of essays and exemplars is here to make a difference: to challenge, inspire and motivate the flourishing of education for the regenerative transformation that expert opinion underscores - and that the public senses is necessary to build a positive future.”

Stephen Sterling, Emeritus Professor of Sustainability Education, University of Plymouth, Author: ‘Learning and sustainability in dangerous times’ (2023)

“The Routledge Handbook of Global Sustainability Education and Thinking for the 21st Century takes on big topics like climate change, mass extinctions, food production, forests, population, energy, and waste, while speaking the language of higher education: faculty support and training, leadership, governance, pedagogies, competencies. May this handbook be the positive tipping point that transforms colleges and universities everywhere into the Noble endeavors we urgently need them to be.”

Krista Hiser, Ph.D. Professor & Senior Lead and Advisor for Sustainability Education; Global Council for Science and the Environment, Washington D.C.

“Progress toward sustainable development will require the reconceptualization and reorganization of our colleges and universities. Toward an essential transformation of sustainability education, this timely volume provides invaluable insights and practical guidance. The need to link knowledge with action is self-evident, and toward this end, the contributors provide a wide-ranging overview of the prospects for academic culture to contribute to shaping more sustainable futures.”

Michael M. Crow, President, Arizona State University 

“Education is the single most important investment that any society makes—and this timely collection of essays underscores the fact that sustainability education must now be our #1 priority if we are to make sense of the emerging market and political dynamics of the Anthropocene epoch in which we now find ourselves.”

John Elkington, co-founder of Environmental Data Services (ENDS), SustainAbility and Volans, Author: ’Green Swans: The Coming Boom in Regenerative Capitalism.’ (2020)

“The current development trajectory is not sustainable. It is no exaggeration to say that our civilisation can only survive if we are educated about the principles of sustainable futures. This handbook gives educators the tools and examples to fulfill their responsibility to future generations, helping us all to live sustainably.”

 Ian Lowe, Emeritus Professor and Author: Australia on the brink: Avoiding Environmental Ruin (2023)

“A comprehensive international guide to the big issues facing humankind and what educators can do. A vitally important and timely book for teachers at all levels. Highly recommended.”

David W. Orr, Professor of Practice, Arizona State University and Editor: ‘Democracy in a Hotter Time’ (2023)