The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов

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      List of Figures and Tables

      Figure 5.1 Green roof at Warsaw University Library.

      Figure 8.1 The methodology of analyzing the sustainability assessment tools in HEIs.

      Figure 8.2 The proportion of core elements of sustainability implementation at HEIs within the tools.

      Figure 8.3 The profile of the sustainability dimensions within the assessment tools.

      Figure 8.4 The top core thematic areas based on subcriteria in the studied sustainability assessment tools.

      Figure 13.1 Simplified process flowchart for hydrogen life cycle. Depending on the LCA scope, it can be appropriate to include, for example, the hydrogen‐fueled vehicle, as well.

      Figure 13.2 A simple representation of energy systems analysis and design from (a) an exaggerated conventional approach and (b) a sustainability‐oriented approach. Develop’t = Development.

      Figure 13.3 Learning outcomes and energy systems engineering education.

      Figure 13.4 Main themes of an energy systems engineering program.

      Figure 13.5 Proposed sustainability stream within an engineering program, leading to the achievement of the requisite learning outcomes.

      Figure 14.1 Significant landmarks on policies and education in the context of sustainability.

      Figure 14.2 Most valued skills in Spain according to OECD Skills for Job Report, where skills related to environmental management are missing (OECD 2021).

      Figure 14.3 Research publications about sustainability and environment education in Spain. Data from Scopus(2021).

      Figure 14.4 Main barriers for sustainability education implementation.

      Figure 14.5 Transversality for sustainability education.

      Figure 14.6 Main actions taken by universities concerning sustainability.

      Figure 15.1 Students enrolled in private universities in 2019/2020.

      Figure 16.1 Circular steps for curriculum development by NCRC, HEC.

      Figure 18.1 Students taking water quality measurements.

      Figure 18.2 Waste analysis in a small municipality.

      Figure 18.3 Measurement of water velocity in a stream during the practical course of hydropedology.

      Figure 18.4 Presentation of Biotope City, Vienna, as a contribution to sustainable, climate‐sensitive urban open spaces.

Figure 18.5 Practical training in fruit tree pruning.

      Figure 18.6 An excursion of Horticulture study program students to the most modern hydroponic companies.

      Figure 18.7 Interactive experimental garden.

      Figure 18.8 International cooperation for the purpose of creating an interactive cultivar collection within an innovative project supported by the Visegrad Fund.

      Figure 18.9 Example of the green walls in the interior of the FHLE.

      Figure 18.10 Kokedams in the interior of the FHLE.

      Figure 18.11 Picnic of the FHLE.

      Figure 18.12 Punch of the FHLE.

      Figure 21.1 Cooperation of university bodies with the Office for Students with Disabilities.

      Table 2.1 Distinguishing characteristics between formal, non‐formal, informal, and hidden curricula.

      Table 2.2 Summary of advantages and disadvantages of promoting activist learning through formal, non‐formal, or informal curricula.

      Table 2.3 Recommendations to support activist learning.

      Table 3.1 Assessment and mapping of questions and their responses of tests.

      Table 3.2 Specific SLOs for the recorded version of response to the assignment.

      Table 3.3 Specific SLOs of the recorded version of response to the assignment in CSE 5X08.

      Table 3.4 Research impact in OBE (last five years).

      Table 3.5 OBE versus old education system.

      Table 5.1 Contribution of HEIs via different channels.

      Table 5.2 An overview of university contributions to the SDGs.

      Table 5.3 Energy saving strategies in the faculty of electrical engineering, Universiti Teknologi Malaysia (UTM).

      Table 6.1 Actions of the expansive learning cycle mapped onto the CL research workshops.

      Table 6.2 Summary of Change Laboratory session design.

      Table 6.3 Timeline and key events in the formation and development of the Campus Sustainability Statement.

      Table 6.4 The development of participants’ transformative agency mapped against the session timeline in the development of the Campus Sustainability Statement.

      Table 8.1 Overview of sustainability assessment tools included in this research.

      Table 8.2 A review of 27 sustainability assessment tools at HEIs.

      Table 8.3 Distribution of core elements at HEIs on the 27 studied tools.

      Table 8.4 Scope of the different sustainability tools analysis.

      Table 8.5 The thematic areas applied in the studied sustainability assessment tools at HEIs.

      Table 12.1 Commonly used models of program evaluation in medical education.

      Table 15.1 Students enrolled in governmental universities in 2019/2020.

      Table 15.2 The distribution of public educational expenditure by educational stage in 2019/2020.

      Table 16.1 Details of the project.

      Table 16.2 Community approaches for the youth leaders and communicators of the project.

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