The Contribution of Universities Towards Education for Sustainable Development

Intro -- Contents -- Are the UN SDGs Being Implemented in Geography Courses at Spanish Universities? -- 1 Introduction -- 2 Sustainable Development Goals in Geography Higher Education -- 3 Materials and Methods -- 3.1 Data Collection Tool and Participants -- 3.2 Research Variables and Statistical Analysis -- 4 Results -- 5 Discussion -- 6 Conclusions -- Appendix I. Statistical Tests: Significant Difference (*) When p-value < -- 0.05 -- References -- Contributing to Food Security and Sovereignty: Promoting Sustainable Production, Using as an Example the Standardization of the Conditions of a Low Energy Consumption Process for the Dehydration of Strawberry Flakes in México -- 1 Introduction -- 2 Methodology -- 3 Results -- 3.1 Physicochemical Properties -- 3.2 Strawberry Weight Loss During Dehydration -- 3.3 Statistical Analysis -- 4 Conclusions -- References -- Towards Sustainable Mining Operations: Optimizing Thermal and Environmental Conditions for Underground Workers Using CFD Analysis -- 1 Introduction -- 2 Methodology -- 3 Results -- 3.1 Temperature Analysis for the Ventilation Process in the Case Study -- 3.2 Relative Humidity Analysis for the Ventilation Process in the Case Study -- 4 Conclusions -- References -- Education for Sustainable Development in Higher Education Institutions -- 1 Introduction -- 2 Methodology -- 3 Results -- 4 Conclusions -- References -- Fieldwork Resource Pack as a Tool in the Teaching of Chemistry and Education for Sustainability in Secondary Schools -- 1 Introduction -- 2 Research Design and Methodology -- 3 Results and Discussion -- 4 Conclusions and Recommendations -- References -- Sustainability in Higher Education Institutions and the Brazilian Environmental Agenda in Public Administration -- 1 Introduction -- 2 Sustainability in Higher Education Institutions.

3 Environmental and Social Responsibility and University Social Responsibility -- 4 Brazilian Environmental Agenda in Public Administration (A3P) -- 5 Conclusions -- References -- A Guide on Environmental Education: Current Pedagogical Problems and Recommendations for Its Implementation in the University English Classroom -- 1 Introduction -- 2 Pedagogical Analysis -- 2.1 The Nature of Classroom Pedagogy -- 2.2 The Didactic Methods Used -- 2.3 The Contents Targeted -- 2.4 The Perspective from Which Those Contents Are Tackled -- 3 Conclusions -- References -- The Integration of ESD in Geography Syllabi at Higher Education Level in Malta -- 1 Introduction -- 2 The UNECE ESD Competences -- 3 Methodology -- 3.1 The Review of the Syllabi -- 3.2 The Interviews -- 4 Results -- 4.1 The Syllabi Analysis -- 4.2 The Thematic Analysis-Triangulation of Data -- 5 Conclusion -- References -- Ecological Design as Framework of the Sustainable Systems (MS3) Curriculum: A Historical Review of Achievements, Challenges and Community Outreach in Architecture for Sustainability -- 1 Introduction -- 2 The MS3 Curriculum and Its Built-Environment Track -- 3 A Brief History of Robert A. Macoskey Center for Sustainable Systems Education and Research (RAMC)/Harmony House -- 4 Harmony House -- 5 The Barn -- 6 Clivus Multrum Composting Toilet -- 7 Firewood Stove -- 8 Greywater Recycling System -- 9 Alternative Energy: Passive Solar Greenhouse & -- Photovoltaic System -- 10 Conclusion and Final Reflections -- References -- Environmental Sustainability in Traditional University Libraries: Contributions from BIM/BES Integration to the Thermal Performance and Books Conservation -- 1 Introduction -- 2 Recent Developments -- 3 Qualitative Sample: UFU Library, Brazil -- 4 Method -- 4.1 Thermal Performance Requirements -- 4.2 Requirements of Books Conservation.

4.3 Hygrothermal Simulation Based on BIM/BES Workflow -- 5 Results and Discussion -- 6 Conclusion -- References -- Implementing Sustainability Programs in Universities -An Overview of Evolution, Challenges from a Global, Brazilian Perspective -- 1 Introduction -- 2 Implementation of Sustainability Programs in Universities and Cities Around the World -- 3 Cities and Universities with Sustainability Projects and Programs in Brazil -- 4 The Federal University of Viçosa in the Context of Sustainability -- 5 Concluding Remarks -- References -- Energy Consumption Evaluation for an Experimental Supermarket Located on a University Campus -- 1 Introduction -- 2 Methodology -- 2.1 Description of the Case Study -- 2.2 Simulation of the Case Study -- 2.3 Energy Consumption Calibration -- 2.4 Photovoltaic System Simulation -- 3 Results -- 3.1 Results of the Base Case Energy Simulation -- 3.2 Base Case End-Uses -- 3.3 Monitoring of Actual Electricity Consumption -- 3.4 Calibration Process -- 3.5 Validation -- 3.6 End Uses-Calibrated Model -- 3.7 Solar Energy Generation Potential -- 4 Conclusion -- References -- Mapping the Environmental Quality of University Campus Areas for the Needs of Blue-Green Infrastructure Planning -- 1 Introduction -- 2 Blue-Green Infrastructure Planning -- 3 Environmental Indicators of Areas -- 4 Methodology -- 4.1 Model Area-the Campus of the University of West Bohemia -- 4.2 Mapping and Evaluation of the Environmental Quality of Areas -- 5 Results -- 5.1 Evaluation of the Areas of the University Campus -- 5.2 Evaluation of the Campus Within the Territory of the City of Pilsen -- 6 Discussion -- 6.1 Using the Results for Campus Development -- 6.2 Benefits and Limits of Using Environmental Indicators of Areas -- 7 Conclusion -- References -- The Effect of Architectural Parameters on the Risk of Infection by Airborne Diseases in Classrooms.

1 Introduction -- 2 Education for Sustainable Development -- 3 Mechanics of Infection -- 4 Methodology -- 4.1 Data Collection -- 4.2 Simulation Model -- 4.3 Simulation -- 5 Results -- 5.1 Sustainable Development -- 6 Conclusions -- References -- Implementation of a Transversal and Multidisciplinary Sustainability Project for the Development of Student's Final Projects at the Engineering School of Bilbao, UPV/EHU (Spain) -- 1 Introduction -- 2 The CARBIOTICS Project -- 3 Scientific and Educational Results -- 3.1 Experimental Results -- 3.2 Learning Competences Acquired During the Development of the Project -- 3.3 Training Students in Sustainability -- 3.4 Knowledge Acquired by Teaching and Research Staff -- 3.5 Knowledge Acquired by Administration and Services Staff -- 3.6 Dissemination -- 4 Conclusions -- References -- European Universities' Discourse on SDGs in Social Networks -- 1 Introduction -- 2 SDGs in Universities -- 3 SDG Communication in Universities -- 4 SDG-Related Communication on Twitter -- 5 Methodology -- 5.1 Data Collection -- 5.2 Data Processing, Sentiment Extraction and Topic Identification -- 6 Results -- 7 Conclusions -- References -- Transformative Marketing Services to Fight Poverty at the Bottom of the Pyramid -- 1 Introduction -- 2 Poverty at the Bottom of the Pyramid: Consumption Patterns -- 2.1 Poverty: Concept Evolution -- 2.2 Consumption at the Bottom of the Pyramid -- 3 Transformative Marketing Services -- 3.1 The Role of Marketing in Alleviating Poverty -- 3.2 Transformative Marketing Services: A Step Further -- 4 Conclusions -- References -- Energy-Efficient Renovation of University Buildings and Their Use as Living Labs-The Technical Sciences Building at the University of Innsbruck as a Best Practice Example -- 1 Introduction -- 2 The "Technical Sciences" Building at the University of Innsbruck.

3 The Modernization Project -- 3.1 Windows and Façade -- 3.2 Ventilation -- 3.3 Cooling -- 3.4 Lighting -- 4 Building Modernization Using a Living Lab Approach -- 5 Conclusions -- References -- An Exploration of Early Childhood and Primary School Pre-service Teachers' Knowledge of the SDGs: Proposals for Its Implementation in Initial Teacher Training -- 1 Introduction -- 2 Knowledge of the SDGs Among Pre-service Teachers. Results and Implications -- 2.1 Methodology -- 2.2 Results -- 3 Proposals for Addressing the SDGs Within the Framework of ESD -- 3.1 Methodology -- 3.2 Proposal for the Subject: Science Teaching: Matter, Energy and Machines -- 3.3 Proposal for the Subject: Multidisciplinary Workshop on the Physical, Natural, Social and Cultural Environment -- 3.4 Results -- 4 Conclusions -- References -- Carbon Balance in Educational Institutions: Greenhouse Gases Emission and Carbon Removal Inventory -- 1 Introduction -- 2 The Role of Educational Institutions -- 3 The GHG Emission and Carbon Removal Inventory -- 3.1 Definition of the Base year and Reference Period -- 3.2 Definition of Organizational and Operational Boundaries -- 3.3 Biogenic Emissions -- 3.4 Avoided Emissions -- 3.5 Methodologies for Calculating GHG Emissions and Carbon Removals -- 3.6 Carbon Balance -- 4 GHG Emissions Neutralization -- 5 Current Scenario of Educational Institutions (EIs) in the Face of Climate Change -- 6 Conclusion -- References -- Sustainable Futures in UK Higher Education Through Multi-disciplinary Innovation and Advanced Practice: A Northumbria University Case Study -- 1 Introduction -- 2 Relevant Pedagogical Theories -- 3 Sustainable Development Goals and (UK-Based) Higher Education -- 4 Programme Framework for Northumbria Awards and Continuous Programme Performance Review.

5 Multi-disciplinary Approaches to Human-Centred Design (Thinking, Student-Centred and Research-Informed Practice) Across Academic Subjects.