Titlebook: Engagement with Sustainable Development in Higher Education; Universities as Tran Mustafa Öztürk Book 2022 The Editor(s) (if applicable) an

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Teacher Competencies and Readiness for Education for Sustainable Development: A Case from Teacher Ethe city where the participants lived influenced their perceptions. In this regard, the chapter discusses the need for integrating ESD into teacher education programs with more focus on knowledge, skills, values, and attitudes. It also suggests taking the development level into consideration whilst

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,A Proposal to Assess Civic Capacities in Higher Education: A Case from the Western Balkans – North e also describe an assessment approach involving a whole-of-the-university approach (students, faculty, management) to foster collective commitments to democratic values and actions. While this project is situated in North Macedonia, it has been designed to be elaborated more broadly to other countr

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2523-3084 different higher education institutions’ engagement with sustainable development through political, managerial, curricular and practical steps..978-3-031-07193-5978-3-031-07191-1Series ISSN 2523-3084 Series E-ISSN 2523-3092

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Engagement with Sustainable Development in Higher EducationUniversities as Tran

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Cereals Under Abiotic Stress: An Overview teachers. This evaluative case study suggests that despite the sociopolitical changes and the transition from a communist country to a democratic state in the 1990s, the ESD perspective has not been adequately prioritised to facilitate the preparation of teachers in higher education programmes in P

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The Business Case for Green Retail,al sustainability demands a complete societal transformation towards “degrowth”. The degrowth framework emphasizes the need to reduce production and consumption of resources (as well as the need for non-coercive, voluntary population reduction). These objectives need to be balanced with maintaining

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https://doi.org/10.1007/978-1-349-26211-3ed school activities in two contexts: science clubs and school neighbourhoods, which facilitated the expansion of traditional school practices. As the outcomes of this collaboration, three competencies for teaching SDGs have been identified: (a) teaching science through socio-environmental conflict