Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teaching – teaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity, values and sustainability. Chapter features include: • 'Think and do' exercises • Examples, case studies and vignettes • Tables, figures and (...) diagrams to help readers visualise core ideas, theories and themes. It encourages teachers to see all students as developing learners and to consider the complexities and diversity of learning in the 21st century. In doing so, it canvasses topics such as a sustainable approach to inclusion, learning processes, teaching processes, differentiation, assessment to support teaching and learning, and life-long learning. (shrink)

This book builds on established ecological models that can be applied to social systems, particularly the adaptive cycle. It links these ideas to key theoretical stances from across the educational literature to create an epistemological consilience across the divide between structuralist-poststructuralist educational research literatures. It is written with a consideration of the practical moves that can be undertaken within an institution to develop a healthier environment in which sustainable pedagogies can be nurtured. Kinchin argues that the ecological university may (...) be seen as a way to 'mend' the current system so institutions can justify the use of popular terms like sustainability, inclusivity and wellbeing in an ecologically authentic and demonstrable way. (shrink)

This article analyzes learning in context through the prism of a sustainable dairy-farming project. The research was performed within a nutrient management project that involved the participation of farmers and scientists. Differences between heterogeneous forms of farmers’ knowledge and scientific knowledge were discursively constructed during conflict and subsequent alignment over the validity and relevance of knowledge. Both conflict and alignment appeared to be essential for learning in context. Conflict spurred learning when disagreeing groups of actors developed (...) their knowledge in order to strengthen their arguments. Conflict caused self-referentiality when the actors no longer listened to each other. This inhibited self-reflection, thus blocking ongoing learning. Nevertheless, after a period of alignment, scientific models and knowledge of farmers were reevaluated and recontextualized. Through determining how to use scientific models and farmers’ knowledge for further learning, aimed at a shared goal, the participating actors also learned how to learn. (shrink)

Mental health has been declared as the essential component of overall human wellbeing. However, there has been a very steep rate of depression and anxiety in students that exhibit their social and personal burdens. It has been widely accepted that the wellbeing and mental health of individuals are a mix of psychological, genetic, social, lifestyle factors, and environmental exposure. Due to the pandemic, the shift from traditional classroom learning to e-learning has also disturbed the mental health of students, (...) which consequently affects environmental stability. The current study has also measured the effect on the mental health of e-learning behaviors. The population of the study was the undergraduate students enrolled in the colleges of China, and they were chosen via convenient sampling. The findings of the study show that mental health has a significant positive effect on the e-learning behavior of the students and consequently affects environmental sustainability. Educational institutions are improving their e-learning programs by understanding the preferences and challenges of students regarding online learning. Educational institutions should revise their policies on online education and teaching methodologies. Furthermore, the current study has taken undergraduate students as the sample. In future studies, these relationships can be checked in higher education as well. (shrink)

This article analyzes learning in context through the prism of a sustainable dairy-farming project. The research was performed within a nutrient management project that involved the participation of farmers and scientists. Differences between heterogeneous forms of farmers’ knowledge and scientific knowledge were discursively constructed during conflict and subsequent alignment over the validity and relevance of knowledge. Both conflict and alignment appeared to be essential for learning in context. Conflict spurred learning when disagreeing groups of actors developed (...) their knowledge in order to strengthen their arguments. Conflict caused self-referentiality when the actors no longer listened to each other. This inhibited self-reflection, thus blocking ongoing learning. Nevertheless, after a period of alignment, scientific models and knowledge of farmers were reevaluated and recontextualized. Through determining how to use scientific models and farmers’ knowledge for further learning, aimed at a shared goal, the participating actors also learned how to learn. (shrink)

Purpose – The purpose of this paper is to present a descriptive literature review and a classification scheme for studies on sustainable development, e-learning and Web 3.0 that contribute toward sustainable e-learning. The aims are to discover and highlight some ideas on developing a sustainable learning in higher education in Malaysia. Design/methodology/approach – The paper examines the elements of e-learning, technology, application, sustainable development and teaching and learning principles that contribute toward (...) a sustainable e-learning through a descriptive literature review approach and a classification scheme. Findings – The findings show that even though sustainable e-learning research is still limited, contributions to sustainable e-learning were recognized and some ideas and perspectives for the development of a sustainable e-learning framework were identified. Furthermore, this paper identified the gaps in the findings; therefore, this paper will try to minimize these gaps through the initial sustainable e-learning framework. Originality/value – The paper is expected to provide further ideas of developing a sustainable e-learning framework, as well as the importance of a sustainable e-learning to provide quality learning through technology, application, sustainable development and teaching and learning principles perspectives. (shrink)

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students (...) studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement. (shrink)

The work of creating the future is being done now ─ and much of it is unsustainable in terms of natural and cultural resources. How will the next generation of leadership for environmental sustainability be raised up? Can we imagine sustainable futures, and can we enable transformative leadership to help us realize them? How can we best ensure that the several generations share their particular knowledge? What are the ethical frameworks, methodologies, curricula, and tools necessary for advancing and strengthening (...) education for intergenerational sustainability learning and leadership? In this book, 82 authors from 26 countries across 6 continents seek answers in 32 essays to the many questions related to the intergenerational collaboration that holds promise for creating sustainable futures. The authors themselves represent a diversity of geography, gender, and generation ─ and include the institutions comprising the emerging International Intergenerational Net-work of Centers. They speak to key principles, perspectives, and praxes at the intersection of intergenerational learning and transformative leadership in the context of education for sustainability. A visionary tour de force, this book explores the challenges and complexities of future learning models beyond the UN Decade of Education for Sustainable Development. It provides a timely discourse encompassing intergenerational and cultural dimensions, including ethics. Contributors articulate a deeper understanding of leadership in the post-Enlightenment era. Chapters in the book offer examples cutting across a diverse range of experiences worldwide, making this volume not only refreshing for practitioners, but also invaluable to policy-makers. ─ Dzulkifli Abdul Razak President, International Association of Universities Former Vice-Chancellor, Universiti Sains Malaysia These are critical times for the global community. Big issues are on the table: security, climate change, environmental destabilization, disease, hunger, and others. Actions we take today must embrace lessons from the past, present realities, and the rights and interests of future generations. Indeed, intergenerational learning is vital to education for sustainable development. This book makes a very timely and urgent call, challenging our traditional learning approaches and inviting us to dig deeper, stretch our minds wider, and see farther. ─ Akpezi Ogbuigwe Former Head of Environmental Education and Training, United Nations Environment Programme Executive Chairperson, Anpez Center for Environment and Development, Port Harcourt, Nigeria Achieving sustainable development requires generations, young and old, to engage with and learn from each other, and for leadership to embrace change. That is one of the key messages of this remarkable book. I wish I had this book when I took up the leadership role of my university two decades ago. I wish I could have given this book to my sons as they started their university education. ─ Goolam Mohamedbhai Former Secretary-General, Association of African Universities Honorary President, International Association of Universities. (shrink)

An Irish Government directive to close colleges amid the Covid-19 pandemic resulted in a switch to emergency remote teaching. Many lecturers unused to practicing online began teaching students who were unfamiliar with online learning. Completion of the semester does not necessarily indicate that it is practicable for a more extended period. This paper queries four aspects of the sustainability of emergency remote teaching: its acceptance by stakeholders; its impact upon student motivation and faculty workload; and its effect upon (...) class='Hi'>learning outputs. Questionnaires administered to undergraduate design students and faculty captured their respective experiences of emergency remote teaching. Acceptance of an extended pivot to online learning is not guaranteed, but will surely form a central facet of academic continuity. Increased working hours associated with online teaching endangers the work-life balance of lecturers, yet the same staff must find ways to support student motivation. Faculty’s reduced expectations of student output places strain upon the sustainability of online education founded upon an unplanned pivot. The experience of emergency remote teaching has created an opportunity for all parties to leverage the affordances of online learning – the challenge will be to ensure that all aspects of any extended switch to online are sustainable. (shrink)

This paper explores the role of learning in organizational responses to sustainability. Finding meaningful solutions to sustainability challenges requires companies and other actors to broaden their thinking, go beyond organizational boundaries and engage more with their stakeholders. However, broadening organizational perspective and collaborating with diverse stakeholders involves inherent political and process-related tensions. Learning has been identified as a key organizing process for overcoming the challenges that arise through collaborative action for sustainability. In order to understand the role of (...) learning in organizational responses to sustainability, we conduct a cross-disciplinary systematic review of the literature on learning for sustainability and incorporate perspectives from diverse disciplines including business, management, environmental science, sociology, policy, urban planning, and development. The review explores how different disciplines conceptualize and operationalize learning for sustainability and identifies the common themes and challenges. Our findings highlight the different ways that power relations influence learning and decision-making processes, and how entrenched traditional value structures and ‘reflexive complicity’ limit practitioners and researchers alike in finding meaningful sustainability solutions. We conclude that shifting how we motivate business and management research on learning for sustainability, in a way that prioritizes sustainability outcomes over firm performance, could bring us a step closer to more meaningful responses to sustainability. Similarly, breaking patterns of ‘reflexive complicity’ by key actors in business could assist in shifting toward more radical and long-term responses to sustainability in practice. (shrink)

The Dearing Report emphasised the idea of a 'learning society' as the new context of UK higher education, but conceived this on a model of adaptivity to economically- and technologically-driven change. While there are real shifts in their social relations here with which universities have to reckon, they can also be understood on a much richer model of exploratory social intelligence. The growing concern for environmental sustainability is both a recognition of the need for this alternative model, and a (...) major ground of its importance. (shrink)

"This comprehensive volume - containing 27 chapters and contributions from six continents - presents and discusses key principles, perspectives, and practices of social learning in the context of sustainability. Social learning is explored from a range of fields challenged by sustainability including: organizational learning, environmental management and corporate social responsibility; multi-stakeholder governance; education, learning and educational psychology; multiple land-use and integrated rural development; and consumerism and critical consumer education. An entire section of the book is devoted (...) to a number of reflective case studies of people, organizations and communities using forms of social learning in moving towards sustainability. 'This book brings together a range of ideas, stories, and discussions about purposeful learning in communities aimed at creating a world that is more sustainable than the one currently in prospect....The book is designed to expand the network of conversations through which our society can confront various perspectives, discover emerging patterns, and apply learning to a variety of emotional and social contexts.' From the Foreword by Fritjof Capra, co-founder of the Center of Ecoliteracy. 'Joining what is so clear and refreshing in this book with the larger movements toward a critically democratic and activist education that is worthy of its name, is but one step in the struggle for sustainability. But it is an essential step if we are to use the insights that are included in this book.' From the Afterword by Michael Apple, author of 'Educating the ""Right"" Way: Markets, Standards, God, and Inequality'.". (shrink)

It is provocative, but not uncommon, to compare the work of art to a plant. Art is inseparable from the aim to pass on knowledge to future generations, just as plants strive to reproduce. This paper forwards the art-plant hypothesis that views works of art and plants not only as structurally similar, but teleologically united. We look to two models of art to test this hypothesis: earthworks of the land art movement, and the ancient Greek concept of craft or techne. (...) Plant grafting serves as an example artform that is instructive for crafting a more sustainable world. We approach plant grafting as a sustainable technology in an age of genetic monopolization, and as a powerful metaphor for our common roots and responsibility to create a better world. (shrink)

We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In (...) 31 chapters contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning. 'We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.' Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil 'I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.' From the Foreword by Juliet Schor, author of ‘True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy’ 'This book implies a ‘culture of critical commitment’ in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.' From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom. (shrink)

Context: Sustainability is among major societal goals in our days. Education is acknowledged as an essential strategy for attaining sustainability by activating the creative potential within young people to understand sustainability, bring forth changes in their everyday life, and collectively envision a more sustainable future. Problem: However, teaching and learning about sustainability and sustainability-related issues is not an easy task due to the inherent complexity, ambiguity, and context-specificity of the concept. We are in need of innovative pedagogical approaches (...) and tools that will allow us to design learning activities in which learners will be empowered to develop new, alternative interpretations of sustainability in personally and collectively meaningful ways. Method: We argue that a constructionist perspective involving the use of expressive media for digital storytelling offers an appropriate frame for designing learning activities fostering collaborative creativity in thinking and learning about urban sustainability. Our study is based on the design of a learning activity following this rationale. We adopted a qualitative approach in the collection and analysis of different sources of data with the aim to explore collaborative creativity as a learning process based on the students’ collective processes and resulting in the co-construction of new ideas and insights about sustainability, and new tangible artefacts encompassing them. Results: Our analysis of the collaborative creativity exemplified in the three digital stories produced identified important creative elements with regards to the three components of a digital story and how they were embodied in each digital story produced as a result of the students’ joint constructionist activity. Implications: Our study provides some preliminary evidence that collaborative creativity from a constructionist perspective can stand as an appropriate framework for designing learning activities addressing the difficult concept of sustainability. There are several implications for both theory and educational practice in environmental education and education for sustainable development, constructionism, and digital storytelling in education. Moreover, our study opens up new fields for research and theory in creativity. (shrink)

This study employs a holistic and indigenous theoretical model called Whare Tapa Rima to examine the project-based learning experiences of Asian students in a private training establishment, the W institution, at the tertiary level in New Zealand. The analysis shows that Asian students face challenges in their PBL journey in physical, cultural, interconnected emotional and intellectual, social, and spiritual dimensions. Implications from the research analysis may be considered about how to provide better support and international services to Asian students (...) involved in PBL programs worldwide by adopting the responsive, theory-informed framework of the Whare Tapa Rima Model. (shrink)

The Brundtland Report popularized the concept of sustainable development as meeting “the needs of the present without compromising the ability for future generations to meet their own needs.” Twenty years later a United Nations report argued that current development strategies are inadequate for achieving sustainable development beyond 2015. Any approach to sustainability requires the negotiation and reconfiguration of resources, the consideration of the different stakeholder perceptions to uncertainty and its communication and the continuous recognition of potential threats. This (...) paper aims to enhance current frameworks on sustainability and contribute to management decision making by drawing upon the teachings of the Sikh Gurus. The paper begins with a summary of the main challenges in implementing the sustainability agenda; it then discusses a number of common sustainability frameworks and draws out a set of common limitations. The teachings of the Sikh Gurus are then introduced to provide unique insights into how their understanding of the universe might contribute to some general lessons that can support current sustainability frameworks and related decision making. Next, the paper considers System Archetypes, and in particular the “Limits to Growth”, as mechanisms for gaining insight into the patterns of behaviours that underpin the potential for less unsustainable futures. The paper combines the sustainability frameworks and Sikh teachings to suggest an integrated whole systems approach, across time and space that can throw a new light on the nexus of sustainable development. (shrink)

This book illustrates the impact that a focus on environmental and social issues has on both de-risking assets and fostering innovation. Including impact as a new cornerstone of the investment triangle requires investors and clients to align interests and values and understand needs. This alignment process functions as a catalyst for transforming organizational culture within an organization and therefore initiates the external impact of the organization, but also its internal transformation, which in turn escalates the creation of impact. Describing how (...) culture is the social glue permeating all disciplines of an organization, the book demonstrates how organizational alignment can be achieved in order to allow strategic speed, innovation and learning, and provides examples of how impact can be achieved and staff mobilized It particularly focuses on impact investing, impact entrepreneurship, innovation, de-risking asset, green investment solutions and investor movements to counteract climate change and implementing the United Nations Sustainable Development Goals, highlighting culture, communication, and strategy. (shrink)

Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert (...) Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jrgen Habermas. (shrink)

Industrial production imposes geographical, economic and cultural distances between producers and consumers. The concept of constituting 'missing objects' can help shrink these distances by enabling actors to engage in discourses and practices about contexts beyond what is materially present. Since the mid-1990s, food miles have emerged as an example of missing objects, representing the distance that agricultural products travel from the farm to the dining table, and the environmental effects of transportation. I analyse how consumers, farmers, activists, industry and policy-makers (...) in the United States and Europe are building agency in making and using food miles. (shrink)

The COVID-19 pandemic shocked the global economy, with numerous companies suffering losses and shutting down. However, some companies proved to be resilient, being able to sustain their economic performance despite the pandemic. The study aims to explain the sustainable economic performance of companies during the COVID-19 pandemic. The relationships between empowering leadership, innovative work behavior, organizational readiness to change, and sustainable economic performance were assessed. The data were collected via an online questionnaire from January 2021 to March 2021, (...) during the height of the COVID-19 pandemic in Russia. The respondents were Russian companies’ employees holding management positions, competent to objectively assess organizational circumstances during the COVID-19 pandemic. A sample of 337 was used in the analysis. Confirmatory factor analysis (CFA) with maximum likelihood estimation was conducted using SPSS AMOS. The structural model was tested with standardized parameter estimates, standard errors, and p-values calculated. The findings of the study suggest that innovative work behavior and organizational readiness to learn have a direct influence on sustainable economic performance. The findings also suggest that empowering leadership impacts innovative work behavior but not sustainable economic performance. The mediation analysis indicates that innovative work behavior is a mediator between empowering leadership and sustainable economic performance, whereas organizational readiness to learn is not a moderator. The study adds to the leadership and sustainability body of knowledge and contributes to the research on the COVID-19 pandemic in the organizational context. (shrink)

In the context of the knowledge economy, the role of traditional leadership for enterprises is questioned. Based on contingency theory and the resource-based view, this paper proposes the important role of platform leadership, a new leadership type in line with the context of the times, for a sustainable competitive advantage. We conducted an empirical study to examine and confirm the positive effects of platform leadership on sustainable competitive advantage and ambidextrous learning. We also verified the mediation effect (...) of exploratory and exploitative learning on platform leadership and sustainable competitive advantage. Additionally, relevant discussion and research contributions are put forward. (shrink)

This article-as part of a broader evolutionary inquiry toward human fulfillment, societal wellbeing, and environmental sustainability-explores new frontiers for business. In a rapidly changing global environment, corporations can become evolutionary change agents for the creation of a sustainable global civilization by fostering financial, social, and environmental results. The contemporary metaphors used to describe the business world can be limited in times when an emergent paradigm calls for new visions and actions. An evolutionary understanding, grounded in evolutionary systems theory, can (...) open possibilities for leadership and innovation toward sustainability. Complex systems, such as organizations, need to learn to learn in harmony with the dynamics of their milieu in order to co-evolve and create value. The paper concludes with a reflection on the implications of the evolutionary paradigm for business education. (shrink)

Agriculture is defined normatively and, as such, is an area of research and practice where values are an inextricable constituent of research, where facts and values elide, and normative constraints generate new ethical categories. While discussions of normativity are part and parcel within agricultural ethics and play a prominent role in ethical discussions, I suggest that other areas of agricultural philosophy such as agricultural metaphysics or ontologies present valuable case studies for philosophical discussion. A series of case studies focusing on (...) how products are classified, graded, and measured illustrate conceptions of existence, causal relationships, and practice-oriented notions of category-making distinctive of agricultural practice. The first of these case studies shines a light on the process of knowledge integration in agriculture. I show how innovative integration, a process discussed within socially sustainable egg production, is an ineliminably normative process. The second case study, and the main focus of the chapter, concerns the normative role of agricultural standards. I discuss how standards and classes in use within egg production systems and the development and measuring techniques make AA eggs and transformed a highly toxic oilseed rape (used as a machine lubricant) into the non-toxic food-grade agricultural commodity, canola. I contend agricultural products like eggs, peanut butter, and canola oil are constituted by prescribed standards (like AA eggs and double-zero canola) that define not only the product, but also the activities related to its production and the practices that producers perform. Because standards and standardization define the categories of not only agricultural products but also agricultural practices, I suggest standards and standardization are best understood as “ontologizing activities.”. (shrink)

The Earth is facing pressing societal grand challenges that require urgent managerial action. Responsible management learning has emerged as a discipline to prepare managers to act as responsible leaders that can effectively address such pressing challenges. This article aims to extend current knowledge on RML in the domain of corporate sustainability through the application of threshold concepts, novel ideas which provide a doorway to new knowledge and transform a learner’s mindset. Specifically, after conducting a systematic review of the management (...) literature, we identify 33 CS threshold concepts that are useful for mainstream managers and practitioners in their RML process. We group them into six CS threshold concept themes that can help managers understand the complexities and interconnectedness that characterize CS. Finally, we map CS threshold concepts with key competences for effective RML. Therefore, our contribution relies on translating existing CS theoretical frameworks into transformative, specific, understandable and applicable pieces of knowledge that might help mainstream managers to embed CS principles in their daily management practices. (shrink)

AI is increasingly becoming based upon Internet-dependent systems to handle the massive amounts of data it requires to function effectively regardless of the availability of stable Internet connectivity in every affected community. As such, sustainable development (SD) for rural and mountain communities will require more than just equitable access to broadband Internet connection. It must also include a thorough means whereby to ensure that affected communities gain the education and tools necessary to engage inclusively with new technological advances, whether (...) they be focused on machine learning algorithms or community infrastructure, as they will be increasingly dependent upon the automational capabilities of AI. In this essay, an exploration will be conducted into the means whereby student-engaged learning (SEL) can effectively be utilized to provide targeted, inclusive education to rural and mountain communities regarding the implications of AI for SD. (shrink)

The Earth is facing pressing societal grand challenges that require urgent managerial action. Responsible management learning has emerged as a discipline to prepare managers to act as responsible leaders that can effectively address such pressing challenges. This article aims to extend current knowledge on RML in the domain of corporate sustainability through the application of threshold concepts, novel ideas which provide a doorway to new knowledge and transform a learner’s mindset. Specifically, after conducting a systematic review of the management (...) literature, we identify 33 CS threshold concepts that are useful for mainstream managers and practitioners in their RML process. We group them into six CS threshold concept themes that can help managers understand the complexities and interconnectedness that characterize CS. Finally, we map CS threshold concepts with key competences for effective RML. Therefore, our contribution relies on translating existing CS theoretical frameworks into transformative, specific, understandable and applicable pieces of knowledge that might help mainstream managers to embed CS principles in their daily management practices. (shrink)

Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities (...) and how they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy, perceived usefulness of short videos, perceived ease of use, STEAM learning performance and teacher education students’ sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region, China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants’ STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that teacher education students CS-E had a positive effect on the PU and PEOU of short videos; Teacher’s education students PEOU of short videos had a positive effect on usefulness; Teacher’s education students PU and PEOU of short videos had a positive effect on STEAM learning performance; Teacher’s education students’ STEAM learning performance had a positive effect on sustainable inquiry behavior. (shrink)

This book examines sustainability learning with children, art and water in the new material, posthuman turn. A query into how we might sustain (our) childhood natures, the spaces between bodies and places are examined ontologically in daily conversations. Regarding philosophy, art, water and her children, the author asks, how can I sustain waterways if I am not sustaining myself? Theoretically disruptive and playful, the book introduces a new philosophy that combines existing philosophies of the new material and posthuman kind. (...) The ecological sciences, and the arts, are drawn together / apart to help recognize sustainability in its emergent, relational form. All the while this book, as art, engages and flows over the reader - as such, reading it becomes a transformative, meditative experience. Daily rhythms of 'being-with' art, water and children take the reader beyond orientations of environmental education that focus on notions of lack and reduction. New possibilities for sustaining childhood natures - for what is becoming, and unbecoming - emerge here in the making processes of an academic, everyday life in early motherhood. (shrink)

Cognitive frames help companies make sense of the intrinsic tensions of sustainability issues and influence how they respond to calls for sustainability over time. Yet, cognitive frames have been investigated as a static feature and previous studies have overlooked the evolutionary dynamics that can lead an organization to change its own frame. This study observes the evolution of life cycle management implementation through the theory of cognitive frames. We conducted a longitudinal multiple case study of 10 SMEs involved in a (...) European‐funded project. Over a three‐year period we examined how cognitive approaches to sustainability issues changed according to different learning mindsets. A total of three cognitive frames and two learning mindsets were revealed from the analysis, thus providing two important contributions. First, cognitive frames are not static in time, but can change to give more importance to the environmental sustainability of a life cycle. Second, the type of learning mindsets that managers in SMEs share can trigger changes in organizational cognitive frames. (shrink)

The planet seems to be heading into an ecological catastrophe, in which the earth will become uninhabitable for many species, including human beings. At the same time we humans are beset by appalling injustices. The Rio Declaration which addressed both these sets of problems contains conceptual contradictions about ‘development and ‘nature’. This paper addresses the issue of whether it is logically possible to work for both global justice and ecological sustainability. The article proposes a way of responding to the spirit (...) of the Rio Declaration without reinstating its contradictions; considers a posthuman perspective on the issue; and proposes a phenomenological approach to ethics and justice which would include both the human and more-than-human parts of the world. In section the implications for education are drawn out, in terms of ‘learning to mind’. Finally, links are drawn to the Journal theme of translation. (shrink)

This article compares case studies to better understand how third grade teachers, serving low-income (including Title I) schools, adapted their instruction in the midst of a global pandemic to better support their students’ learning about locally-relevant civic issues. Civic perspective-taking components were embedded in the unit design with the aim of building deliberative, inclusive classrooms. The team designed lessons drawing from theories of culturally sustaining pedagogy. Using semi-structured interview data, we examined teachers’ reported thinking and perceptions about students’ needs (...) and their own struggles to deliver purposeful, equitable instruction. Findings indicate that as teachers collaboratively designed the lessons they discussed how to balance relevance and sensitivity in relation to content that mirrored students lived realities. This study advances our understanding of what challenges teachers overcome to integrate culturally-sustaining practices in their social studies instruction. (shrink)

Journal of Philosophy of Education, EarlyView.

Despite the growing public awareness of social sustainability issues, little is known about what drives firms to emphasize social criteria in their supplier management practices and what the precise benefits of such efforts are. This is especially true for relationships with international suppliers from the world's emerging economies in Asia, Latin America, and Eastern Europe. Building on stakeholder theory, we address the issue by examining how pressures from customers, the government, and employees as primary constituencies of the firm determine the (...) extent to which firms consider social aspects in the selection of emerging economy suppliers. Further, we analyze how such socially sustainable supplier selection relates to the capabilities of the firm's suppliers, its market reputation, and the learning in its supply management organization. We test the developed research framework empirically using data from 244 U. S. and German corporations. Our findings, consistent with our hypothesized model, suggest that middle-level supply managers as internal stakeholders play a major driving role for firms' socially sustainable supplier selection, and that strong positive links exist between that selection and the investigated outcomes. (shrink)

Digitalization and advanced technologies are replacing human jobs. Around the world, many people have lost their jobs due to increasing digitalization. Similarly, Chinese expatriates associated with the manufacturing sector in emerging countries such as Vietnam face similar challenges. Therefore, Chinese expatriates need to bring competitiveness in their competencies. This competitiveness brings sustainability to their career. The aim of this study is to investigate the impact of career competencies on career sustainability. Moreover, we test the mediating effect of lifelong learning (...) in the relationship between career competencies and career sustainability. A questionnaire survey approach was used in this study. The target population was the Chinese expatriate managers working at China-invested manufacturing multinational organizations in Vietnam. To estimate the proposed relationships, we use structural equation modeling. The results are confirmed that in the direct relationship career competence has a positive impact on career sustainability. The findings of this study also indicate that career competencies have a positive impact on lifelong learning. Furthermore, outcomes confirmed that lifelong learning has a positive impact on career sustainability. Similarly, results are also confirmed that lifelong learning is positively mediating between career competencies and career sustainability. Therefore, the empirical results of this article identify that lifelong learning has a critical impact on sustainable careers. Specifically, this study is useful for mid-level managers who are associated with multinational organizations. At the end of this article, we also explained the practical implications, limitations, and future research directions. (shrink)

Artificial Intelligence (AI) developments are proliferating at an astonishing rate. Unsurprisingly, the number of meaningful studies addressing the social impacts of AI applications in several fields has been remarkable. More recently, several contributions have started exploring the ecological impacts of AI. Machine learning systems do not have a neutral environmental cost, so it is important to unravel the ecological footprint of these techno-scientific developments. In this chapter, we discuss the sustainability of AI from environmental ethics approaches. We examine the (...) moral trade-offs that AI may cause in different moral dimensions and analyse prominent conflicts that may arise from human and more-than-human-centred concerns. (shrink)

The purpose is to provide researchers with reliable Scientific Research Data from the massive amounts of research data to establish a sustainable Scientific Research environment. Specifically, the present work proposes establishing an Intelligent Recommendation System based on Machine Learning algorithm and SRD. Firstly, the IRS is established over ML technology. Then, based on user Psychology and Collaborative Filtering recommendation algorithm, a hybrid algorithm [namely, Content-Based Recommendation-Collaborative Filtering ] is established to improve the utilization efficiency of SRD and (...) class='Hi'>Sustainable Development of SR. Consequently, the present work designs literature and SRD-targeted IRS using the hybrid recommendation under the background of SD. The proposed system’s feasibility is analyzed through experiments. Additionally, the system performance is analyzed and verified from accuracy, diversity, coverage, novelty, and recommendation efficiency. The results show that the hybrid algorithm can make up for the shortcomings of a single algorithm and improve the recommendation efficiency. Experiments show that the accuracy of the proposed CBR-CF algorithm is the highest. In particular, the recommendation accuracy for the single-user system can reach 82–93%, and the recall of all recommended algorithms falls between 60 and 91%. The recall of the hybrid algorithm is higher than that of a single algorithm, and the highest recall is 91%. Meanwhile, the hybrid algorithm has comprehensive coverage, good applicability, and diversity. Therefore, SD-oriented SRD-targeted IRS is of great significance to improve the SRD utilization and the accuracy of IRS, and expand the achievement value of SR. The research content provides a reference for establishing a sustainable SR environment and improving SR efficiency. (shrink)

The Leuphana Semester at Leuphana University Lüneburg, together with the module “Science bears responsibility” demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to adequately (...) deal with this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation. (shrink)

This paper keeps pace with my personal history as a researcher: starting from the eagerness for knowledge of the nuclear physics PhD student I once was, continuing with my search for social relevance in policy-preparatory research I subsequently performed as a sustainability scholar, it finally leads to the topics of interest for the hybrid philosophy-sociology researcher I am today. Following these traces, I first of all rethink my life as a physicist in terms of science as a necessarily situated and (...) engaged practice before laying bare the baleful scientisation of politics in sustainability discourse. Finally, I sketch the contours of a genuine politics of sustainability by repositioning the enigma of scientific production at the heart of its practice. (shrink)