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Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education

Author

Listed:
  • Dlzar Al Kez

    (School of Engineering, The University of Manchester, Manchester M13 9PL, UK
    School of Mechanical and Aerospace Engineering, Queen’s University Belfast, Belfast BT7 1NN, UK)

  • Christopher Lowans

    (School of Mechanical and Aerospace Engineering, Queen’s University Belfast, Belfast BT7 1NN, UK)

  • Aoife Foley

    (School of Engineering, The University of Manchester, Manchester M13 9PL, UK)

Abstract

This study probes the notable gap between the theoretical endorsement of the UN Sustainable Development Goals (SDGs), particularly SDGs 7, 12, and 13, and their tangible implementation in higher education curricula. We hypothesize that entrenched unsustainable practices in key academic disciplines, such as engineering and business, persist despite the global shift towards sustainability. The study engages a diverse cohort of participants from academia, public, private, and nonprofit sectors, chosen for their distinct roles and insights in integrating SDGs into educational and industrial frameworks. Our research design integrates an extensive qualitative literature review and critical analyses with quantitative surveys using specially designed instruments. The study was conducted with a sample of 48 participants, representing various sectors, using specially designed survey instruments to gauge expert opinions on the barriers and opportunities in advancing sustainable education. Our findings identify economic and administrative hurdles as primary impediments to academia’s shift towards sustainability. The data underscore the urgent need for targeted strategies in transitioning to a net-zero educational paradigm. The study concludes with a call to reshape academic initiatives, highlighting the critical role of education in preparing future leaders. It emphasizes bridging the gap between theoretical support for SDGs and their practical application in academia, proposing actionable strategies for this alignment.

Suggested Citation

  • Dlzar Al Kez & Christopher Lowans & Aoife Foley, 2024. "Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education," Sustainability, MDPI, vol. 16(5), pages 1-34, February.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:5:p:1998-:d:1348051
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    References listed on IDEAS

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    1. David J. Weerts & Justin M. Ronca, 2006. "Examining Differences in State Support for Higher Education: A Comparative Study of State Appropriations for Research I Universities," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(6), pages 935-967, November.
    2. Alaina Kinol & Elijah Miller & Hannah Axtell & Ilana Hirschfeld & Sophie Leggett & Yutong Si & Jennie C. Stephens, 2023. "Correction to: Climate justice in higher education: a proposed paradigm shift towards a transformative role for colleges and universities," Climatic Change, Springer, vol. 176(4), pages 1-1, April.
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    9. Liziane Araújo da Silva & Ana Regina de Aguiar Dutra & José Baltazar Salgueirinho Osório de Andrade Guerra, 2023. "Decarbonization in Higher Education Institutions as a Way to Achieve a Green Campus: A Literature Review," Sustainability, MDPI, vol. 15(5), pages 1-17, February.
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    Cited by:

    1. Foley, Aoife M. & Heffron, Raphael J. & Al Kez, Dlzar & Furszyfer Del Rio, Dylan D. & McInerney, Celine & Welfle, Andrew, 2024. "Restoring trust in ESG investing through the adoption of just transition ethics," Renewable and Sustainable Energy Reviews, Elsevier, vol. 199(C).

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