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Tag: Higher Education

  • Student-led instrument finds gaps in campus sustainability

    What the study found

    The study found that a validated student-led instrument can measure sustainability in higher education institutions using a socio-technical systems approach, which looks at social and technical parts of a campus together. The final instrument has four factors: campus services and facilities, resource policy and usage, sustainable built environment, and sustainability and technology.

    Why the authors say this matters

    The authors say the instrument can help higher education institutions track and align sustainability initiatives with student expectations. They conclude that this may support iterative improvement and participatory governance.

    What the researchers tested

    The researchers developed and validated a measurement instrument through a three-phase mixed-methods study. They refined 40 concept-mapped statements into a 25-item tool using exploratory factor analysis, then used confirmatory composite analysis and a normative-descriptive typology comparison across two Malaysian urban higher education institutions.

    What worked and what didn't

    The 25-item instrument was validated and organized into four factors. The study also found significant discrepancies between student expectations and their observations of campus sustainability efforts, which highlighted gaps in institutional performance and communication.

    What to keep in mind

    The abstract describes a comparison across two Malaysian urban higher education institutions, so the findings are limited to that context. It does not provide further limitations beyond the scope and setting described in the summary.

    • A student-led sustainability instrument was developed and validated for higher education institutions.
    • The final tool contains 25 items grouped into four factors.
    • The study used exploratory factor analysis, confirmatory composite analysis, and a comparison across two Malaysian urban institutions.
    • Student expectations differed significantly from what they observed on campus sustainability efforts.
    • The authors say the instrument can help institutions align sustainability initiatives with student expectations.

  • Framework links green skills education with sustainable supply chains

    What the study found

    The paper proposes the Green Skills-SSCM Integration Framework, or GSSIF, to connect green skills education with sustainable supply chain management. It finds a disconnect between traditional education curricula and the green competencies now needed in supply chains.

    Why the authors say this matters

    The authors conclude that the framework addresses demand for sustainability professionals and supports supply chain transformation. They say it offers a structured way to link education and industry in sustainable supply chain management.

    What the researchers tested

    This was a conceptual paper based on a systematic literature review. The authors searched Scopus, Web of Science, and Google Scholar for peer-reviewed articles from 2020 to 2025 using terms such as "green skills," "sustainable supply chain management," and "industry-education partnerships."

    What worked and what didn't

    From 87 articles identified, 68 sources that directly addressed the research aims were analyzed. The paper reports that GSSIF integrates five dimensions: Green Technical Competencies, Digital Sustainability Literacy, Circular Economy Thinking, Collaborative Stakeholder Engagement, and Adaptive Innovation Capabilities, and it includes partnership-based implementation pathways for SSCM contexts.

    What to keep in mind

    The summary describes a conceptual framework rather than a tested intervention, so the abstract does not report empirical evaluation or measured outcomes. Limitations beyond the scope of the literature review are not described in the available summary.

    • The paper proposes the Green Skills-SSCM Integration Framework (GSSIF).
    • It reports a disconnect between current curricula and green supply chain competency needs.
    • The framework includes five linked dimensions, including digital sustainability literacy and circular economy thinking.
    • The review analyzed 68 sources selected from 87 identified articles.
    • The framework is presented as partnership-based and tailored to sustainable supply chain management.
  • Review maps uneven sustainability integration in higher education

    Review maps uneven sustainability integration in higher education

    What the study found

    The review found that sustainability in higher education is a conceptually active but uneven field. Curriculum and pedagogy receive the most attention, while leadership, policy coherence, transformative learning, and global citizenship are less examined.

    Why the authors say this matters

    The authors conclude that the review identifies critical under-researched areas and offers a keyword framework to guide future inquiry. They also introduce the SHE Institutional Maturity Matrix (SHE-IMM), a conceptual model that categorises institutions as foundational, transitional, or transformative in sustainability integration.

    What the researchers tested

    The researchers conducted a systematic literature review of 406 peer-reviewed studies on sustainability in higher education published between 2014 and 2025. They used the PRISMA 2020 framework and PICo criteria, manually screened the studies, and thematically coded them with a structured extraction template.

    What worked and what didn't

    The review identified curriculum and pedagogy as the most prominent themes. It also found enabling factors such as digital agility, collaborative governance, and community partnerships, alongside barriers including institutional inertia and fragmented policies.

    What to keep in mind

    Resilience and climate change education were described as underexplored, suggesting a gap between institutional strategies and sustainability goals. The review covers studies published from 2014 to 2025 and does not report external funding or competing interests.

    • The review analysed 406 peer-reviewed studies on sustainability in higher education from 2014 to 2025.
    • Curriculum and pedagogy dominated the literature, while leadership and policy coherence were less studied.
    • Institutional inertia and fragmented policies were identified as barriers.
    • Digital agility, collaborative governance, and community partnerships were noted as enabling factors.
    • The authors introduced the SHE-IMM model with foundational, transitional, and transformative stages.

  • SDG 4 framework supports quality higher education curriculum design

    What the study found

    The study found that Sustainable Development Goal 4, which focuses on quality education, provides a framework for universities to rethink curriculum design and assessment. It also found that aligning curriculum content with the SDGs, working with industry, and designing assessments around critical thinking and practical problem-solving are part of quality education curriculum development.

    Why the authors say this matters

    The authors conclude that operationalising SDG 4 can help bridge the gap between higher education curricula and industry needs. They also suggest that curriculum design, assessment, and industry engagement should be aligned with sustainability, inclusivity, and practical problem-solving principles.

    What the researchers tested

    The researchers carried out an in-depth literature review of 20 journal articles published between 2015 and 2025 in the Web of Science. The articles were selected for topic relevance and their ability to answer the research question.

    What worked and what didn't

    The review indicated that explicit alignment of the SDGs with curriculum and course content development can support a quality education curriculum. It also identified working closely with industry, meeting industry needs and international standards, and including critical thinking in assessment as important elements. After the COVID-19 pandemic, staff and students’ work-life balance was described as a core consideration in quality curriculum development.

    What to keep in mind

    This summary is based on a literature review rather than a direct intervention study. The abstract does not describe specific limitations beyond the scope of the 20 reviewed articles.

    • SDG 4 is described as a framework for improving curriculum design and assessment in higher education.
    • The study says curriculum content should be aligned explicitly with the SDGs.
    • Industry involvement is presented as important for developing programs that meet industry needs and international standards.
    • Assessment should support critical thinking and practical problem-solving.
    • Work-life balance for staff and students was noted as a core curriculum consideration after the COVID-19 pandemic.