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Digital transformation towards sustainability in higher education: state-of-the-art and future research insights

• Published: 05 January 2023
• Volume 26 , pages 2789–2810, ( 2024 )

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• Laís Viera Trevisan   ORCID: orcid.org/0000-0003-3673-6573 1 ,
• João Henrique Paulino Pires Eustachio   ORCID: orcid.org/0000-0002-6782-3904 2 ,
• Bárbara Galleli Dias   ORCID: orcid.org/0000-0001-9650-2619 3 ,
• Walter Leal Filho   ORCID: orcid.org/0000-0002-1241-5225 4 , 5 &
• Eugênio Ávila Pedrozo   ORCID: orcid.org/0000-0002-4751-707X 1  

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The technological revolution has contributed to environmental and social issues around the world. However, in the context of higher education institutions (HEIs) – key stakeholders for sustainable development - there is a theoretical gap regarding systematic reviews on the topic. In order to address this need, this study explores how digital transformation (DT) can contribute to sustainability in HEIs by identifying the general state of the art, the theoretical perspectives in the field, and future research insights. A multi-methods approach was adopted, which consisted of a quantitative bibliometric review and a qualitative content analysis. Consistent with this approach, the Scopus database was used for the bibliometric analysis of 672 publications, which was conducted with the support of VOSviewer software. Subsequently, a content analysis of 72 publications was carried out using the software ATLAS.ti and Zotero. The findings suggest three areas of current research: ensuring sustainability competencies through DT, smart and sustainable campus approaches, and theorisation of sustainability in higher education through DT. The theoretical perspectives of the field were divided and discussed into seven main clusters. Lastly, five research lines for further studies on DT towards sustainability were identified. This study has both theoretical and practical implications since it may be the first literature review on this subject, providing theoretical insights to the academic community, guiding sustainability and digital practices in HEIs - through the identification of tools, approaches, and strategies - and then supporting the implementation of the United Nations Sustainable Development Goals.

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1 Introduction

Given the great tragedies, catastrophes, climate change, pandemics, and wars experienced by humanity, there is an increasing need for a new education that combines the concern with short-term economic gains with the medium and long term, considering the right of future generations to a sustainable planet. Higher Education Institutions (HEIs) have a key responsibility regarding the sustainable development of society (Kräusche & Pilz, 2017 ), particularly in the education of future leaders and in the public awareness of sustainability (Amaral et al., 2015 ).

HEIs also represent a crucial stakeholder in the promotion and implementation of the United Nations (UN) 2030 Agenda for sustainable development (Vallez et al., 2022 ) and the digitalisation of society by producing knowledge for new technologies and social innovation (Carayannis & Morawska‑Jancelewicz, 2022 ). Therefore, HEIs should support sustainable development in their physical infrastructure, decision-making processes, and pedagogical issues (Fuchs et al., 2020 ) to guide actions towards sustainability throughout the entire university system, which includes education, research, campus operations, community outreach, and assessment and reporting (Lozano et al., 2013 ; Kapitulčinová et al., 2018 ).

This implies offering a sustainable experience to students, who will be able to lead different types of organizations in the future and act in ways that promote the Sustainable Development Goals (SDGs) and help to mitigate climate change (Leal Filho et al., 2020 ). After all, HEIs are where leaders are educated. Thus, training and qualifying these individuals with adequate knowledge about sustainability is extremely relevant (Amaral et al., 2015 ). In this respect, digital transformation (DT) is central to supporting the 2030 Agenda, driving its dissemination, and the attainment of the SDGs (Arnold et al., 2021 ). Hence, linking quality education with technology allows students to obtain knowledge, skills, and motivation quickly to understand and address the challenges related to the SDGs (Abad-Segura et al., 2020b ).

However, access to knowledge is no longer restricted to the physical space of HEIs; it is also found in different platforms, applications, encyclopedias, and open-source browsers that support people who wish to learn about different subjects (Valdés et al., 2021 ). From this perspective, HEIs - which have been the centre of knowledge production and dissemination for centuries - are experiencing a set of relevant changes induced by the social and technological trends of DT (Nikou & Aavakare, 2021 ; Nurhas et al., 2021 ). This implies a paradigm shift throughout institutions, a redefinition of business models and an ostensible transformation of their structures (Rodríguez-Abitia & Bribiesca-Correa, 2021 ; Benavides et al., 2020 ).

Although there is already a trend toward convergence of digital imperatives and sustainability in practice (George et al., 2021 ), there is a lack of systematic and rigorous academic research that rethinks management models based on sustainable development using digital technologies, especially in the context of higher education (Pu et al., 2022 ). It calls for more research and perspectives on it (Eltawil et al., 2021 ). Therefore, through a mixed method that involved both a quantitative bibliometric review and qualitative content analysis, this study aims to analyse how DT can contribute to sustainability in higher education by addressing the following research questions (RQ):

What is the general state of research on sustainability and digital transformation in higher education?

What are the theoretical perspectives in this field?

What are the possible directions for future research?

To address these objectives, this study conducted a bibliometric review of publications related to digital transformation to sustainability in higher education. A content analysis of data clustering was conducted to further improve the study’s scope and identify research lines for future studies. The findings of this study have both theoretical and practical contributions by offering a bibliometric mapping of the general state and current trends and a future research agenda. It supports theoretical insights for the academic community and helps to guide sustainability and digital practices in HEIs. In addition, this study provides methodological originality, considering that, to the best of our knowledge, it is the first systematic review on the topic that has used both bibliometric and content analyses.

2 Methodology

This study adopted a multi-methods approach, which consisted of a quantitative bibliometric review and a qualitative content analysis. A bibliometric analysis is based on the citations’ compilation to determine the impact of specific categories, such as the subject, authors, institutions, countries, journals, and keywords (Zupic and Cater, 2015 ). A qualitative content analysis aims to systematise and describe a phenomenon through concepts and categories (Elo & Kyngäs, 2008 ).

Scopus and Web of Science (Terán-Yépez et al., 2021 ) are the two databases most used to carry out bibliometric analyses. This study selected Scopus because it is the largest multidisciplinary database of peer-reviewed literature in social science research (Donthu et al., 2020 ). Therefore, this research started with identifying search terms in the Scopus database. The initial search used the combination of terms related to digital transformation, sustainability, higher education, and the Boolean operators “AND” and “OR”. The best combination of terms was based on previous studies in the field (Colás-Bravo et al., 2021 ; Alonso-García et al., 2019 ; Benavides et al., 2020 ). Hence, the final search was held on April 11, 2022, with the following search strings: (“virtual*” OR “digital*” OR “ICT” OR “information and communication technolog*” OR “emerging technolog*”) AND (“sustainability” OR “sustainable develop*” OR “SDG*” OR “2030 Agenda”) AND (“higher education” OR “HEI*” OR “universit*”).

The process followed in selecting the sample conforms to the flowchart in Fig.  1 , according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) (Moher et al., 2009 ). In phase 1 (Identification), 1971 publications from the Scopus database were identified, considering the option of “article title, abstract, and keywords”, all types of publications, and all data in the range (all years to 11 April 2022). In phase 2 (Screening), the publications were limited to the subject areas of Social Sciences, Environmental Science, and Business, Management, and Accounting, resulting in 1187 publications. Then, to ensure the study’s quality, only articles and reviews were selected as the type of document, resulting in 686 publications. The search language was set at “English, Portuguese or Spanish”, so 14 publications were excluded. Hence, the final sample included 672 publications, both open-access and non-open-access.

For content analysis, 72 publications were selected, which were identified with the support of VOSviewer software and by reading the publications’ titles and abstracts. The process of content analysis is further explained in the sequence. Two-independent researchers were involved in the publications’ selection and followed the guidelines established in the search protocol.

Process of the publications’ selection for bibliometric and content analysis, based on PRISMA.

To address the general state-of-the-art on sustainability and digital transformation in higher education (research question 1), a descriptive analysis of the field was conducted, showing the number of publications by year, most productive journals, institutions, and countries. In addition, other analyses were conducted: a co-authorship analysis based on the authors’ geographic locations provided a countries’ cooperation network (Uddin, 2012 ); through a co-occurrence analysis, the popular keywords on the topic were identified (Arita, 2017 ); then, a bibliographic coupling was conducted to map the research trends (Kessler, 1963 ). These analyses were supported by VOSviewer software (Van Eck & Waltman, 2021 ), version 1.6.17.

The researchers set the software to identify the 50 most important publications for content analysis through the bibliographic coupling technique. The bibliographic coupling uses the number of references shared by two publications as a measure of the similarity between them. The more the bibliographies of two publications overlap, the stronger their connection (Zupic & Cater, 2015 ). The software identified 46 publications with the greatest total link strength. After reading their abstracts, 26 publications were selected for deep content analysis (Elo & Kyngäs, 2008 ). The other 20 publications did not address the topic of sustainability in higher education through DT in a deep way. Subsequently, VOSviewer software clustered the 26 publications into three groups according to their similarity.

To address the second research question of this study - the theoretical perspectives in the field - data clustering through a co-citation analysis was carried out. This analysis is defined as the frequency with which two publications are cited together by other publications (Small, 1973 ). The publications resulting from this analysis are the most important references for the sample of 672 publications selected in the Scopus database. The researchers requested the VOSviewer software to identify the publications with more than two citations. Hence, the software identified 46 publications distributed in 7 clusters, which were all selected for deep content analysis. Considering both content analyses - bibliographic coupling (26 publications) and co-citation analysis (46 publications) - a total of 72 publications were read.

Finally, to address the third research question - possible directions for future research in the field - a co-occurrence of the keywords used by publications from 2019 to 2022 was carried out. This process was conducted along with the bibliographic coupling and content analysis of the 26 publications already performed, considering that bibliographic coupling analysis has great potential to identify emerging literature (Zupic & Cater, 2015 ).

3 Results and discussion

3.1 general state of the art on digital transformation towards sustainability in higher education.

As shown in Fig.  2 , the number of publications on the topic had increased over time (1995–2021), reflecting that the research interest in the digital transformation towards sustainability in higher education is growing in general, with a significant volume of publications in 2020 (118 publications) and 2021 (142 publications), in line with the period when COVID-19 started. The implementation of technology in universities has already been increasing in the last decades (Rodríguez-Abitia & Bribiesca-Correa, 2021 ). However, the COVID-19 pandemic led universities to an urgent DT process, requiring changes in their models and activities (Nurhas et al., 2021 ), which also demanded academic research on new practices, strategies, and tools in their context.

Publications on digital transformation towards sustainability in higher education (1995–2021)

The bibliometric analysis shows that publications are distributed in 159 journals. Table  1 lists the top 5 journals, with the number of publications, citations, and impact factor (IF). The most productive journal identified is Sustainability, with 142 publications and 1270 citations. Journal of Cleaner Production ranks 2nd with 16 publications and 337 citations, followed by the International Journal of Sustainability in Higher Education (15 publications), the Journal of Industrial Ecology (9 publications), and the International Journal of Emerging Technologies in Learning (7 publications).

Regarding the most productive institutions on the topic, as shown in Fig.  3 , Universidad de Granada (Spain) is the leader, with 12 publications, followed by Arizona State University (United States), Universiti Teknologi Malaysia (Malaysia), University of South Africa (South Africa), Universitat de València (Spain), Universitat d’Alacant (Spain), The Open University (United Kingdom), University of Florida (United States), and University of Michigan (United States).

Most productive institutions on digital transformation towards sustainability in higher education (1995–2021)

Regarding the countries, Fig.  4 shows that the United States is the most productive country on the topic, with 125 publications, followed by Spain, with 88 publications, the United Kingdom (60), Australia (43), China (35), Germany (32), Italy (30), Malaysia (23), Canada (22), Portugal (19), South Africa (19), Brazil (18), and others.

Publications by countries on digital transformation to sustainability in higher education

To understand the cooperation network between the countries, Fig.  5 shows the co-authorship analysis. It is possible to identify four clusters. The first one (red) comprises Australia, Canada, Colombia, Ecuador, France, Ghana, India, Mexico, the Netherlands, Norway, South Africa, Spain, Sweden, Switzerland, and the USA. The second (green) is composed of Argentina, Austria, Belgium, Brazil, Finland, Greece, Hungary, Italy, Poland, Portugal, Romania, Russian Federation, Serbia, Slovakia, and Ukraine. The third (blue) is composed of Chile, China, Germany, Hong Kong, Japan, Nigeria, Singapore, South Korea, Taiwan, and the United Kingdom. The fourth cluster (yellow) comprises the Czech Republic, Indonesia, Iran, Malaysia, Pakistan, Saudi Arabia, and Turkey.

Countries’ cooperation network on digital transformation to sustainability in higher education based on co-authorship analysis

The popular keywords on the topic were identified through a co-occurrence analysis. The analysis started with a total of 2351 keywords. After excluding keywords with frequencies less than three and others with no meaning, 113 popular keywords emerged, as shown in Fig.  6 .

Keywords network based on co-occurrence

It is possible to observe the evolution of the research area over time. For instance, from 2014 to 2016, the studies involved topics such as industrial ecology, carbon footprint, sustainable consumption, the internet, digital libraries, and green information technology (IT). From 2016 to 2018, research on the topic approached information and communication technology (ICT), sustainable development, e-learning, globalisation, education for sustainable development (ESD), innovation, virtual reality, and technology. From 2018 to 2019, studies focused on virtual education, climate change, digitalisation, digital competence, gamification, social media, online courses, flipped classrooms, teacher training, transdisciplinary, blended learning, smart cities, and social media. From 2020, research has focused on COVID-19, Sustainable Development Goals (SDGs), digital transformation (DT), artificial intelligence (AI), blockchain, online education, digital sustainability, augmented reality (AR), virtual exchange, and industry 4.0. Thus, it seems to be an evolution of research focused on the facilities of the HEIs campuses for educational technologies, digital competence, e-learning, and COVID-19.

To understand how digital transformation has contributed to sustainability in higher education, a content analysis was carried out on 26 publications with the support of the software VOSviewer, ATLAS.ti, and Zotero. The publications were selected based on the greatest total link strength - measured through VOSviewer software. Figure  7 shows the clusters network between the publications, and Table  2 describes the clusters.

Clusters network based on bibliographic coupling analysis

Cluster 1 (red) has the largest number of publications - seventeen between 2013 and 2022. Most of them use quantitative methods based on surveys or experiments, although there are some publications with qualitative approaches based on interviews, action research, and content analysis. In general, this cluster addresses the development of sustainability competencies using digital transformation tools at the professor, student, and institution levels. Then, the cluster was titled “ensuring sustainability competencies through digital transformation”. At the professor level, researchers have focused on analysing the benefits of incorporating augmented reality technology in HEIs (Alahmari et al., 2019 ), as well as the role of technology in improving teaching and learning activities for sustainable development (Daniela et al., 2018 ), the professors’ level of sustainable consciousness (Colás-Bravo et al., 2018 ), and potential changes in values, sense of agency, and consumption practices by using pedagogical technological tools (Merritt et al., 2018 ).

At the student level, some studies have addressed the impact of the COVID-19 pandemic on education for sustainable development in higher education (Leal Filho et al., 2021 ), opportunities to diversify pedagogies via an e-learning environment (Cavicchi, 2021 ; Chen, 2021 ), also using virtual reality technology to stimulate pro-environmental behaviour (Filter et al., 2020 ), and combining virtual transnational collaboration for sustainability (Caniglia et al., 2018 ). Regarding the institution level, the literature has proposed strategies and models to integrate technologies into higher education for increasing sustainable development (Giesenbauer & Müller-Christ, 2020 ), including technology transfer activities (Paniccia & Baiocco, 2018 ) and helping to communicate sustainability actions developed at universities, providing accountability and legitimacy to them (Rodríguez Bolívar et al., 2013 ).

Cluster 2 (green) has six recent publications with different method approaches: quantitative, qualitative, and mixed. The main topic of this cluster addresses HEIs as smart campuses for sustainability. Then, it was titled “smart and sustainable campus approaches”. A smart campus can be defined as “an intelligent infrastructure where smart sensors and actuators collaborate to collect information and interact with the machines, tools, and users of a university campus” (Fraga-Lamas et al., 2019 , p. 1). The literature on cluster 2 provides insights into different technologies deployed across campus facilities to improve sustainability (Bracco et al., 2018 ; Griffiths et al., 2019 ). Furthermore, this cluster addresses the professor’s knowledge of smart city concepts (Olmos-Gómez et al., 2020 ), their attitude toward digitalisation in higher education (Mâță et al., 2020 ), as well as students’ ability to integrate SDGs aspects into robotics projects (Schina et al., 2020 ), and how HEIs can carry out their teaching activities sustainably (Arnold et al., 2021 ).

Lastly, cluster 3 (blue) is composed of literature reviews that conceptualise digital transformation and sustainability in higher education through the analysis of research trends (Abad-Segura et al., 2020a ), academic publications on educational technologies (Abad-Segura et al., 2020b ), and information and communication technologies management for sustainability in higher education (González-Zamar et al., 2020a ). The cluster was titled “theorisation of sustainability in higher education through digital transformation”.

A deep content analysis of the above publications showed that digital transformation for sustainable development at HEIs is an emergent topic in the literature and has contributed to different activities to ensure sustainability in higher education. In the context of education for sustainable development, technologies such as virtual reality, gamification, augmented reality, robotics, and digital approaches such as virtual exchange and blended learning, among others, have been used by the studies previously analysed to enhance teaching and learning activities due to their capacity to foster pro-environmental consciousness and behaviour like in-person approaches. Moreover, engaging pedagogies that involve high levels of thinking and collaboration between students seem to impact this process positively. Regarding the campus infrastructure context, it was identified that HEIs worldwide are concerned with managing their resources. Therefore, smart and sustainable campus approaches are emerging to provide suitable places for learning, health, and well-being for the university’s community, energy and water efficiency, waste management, sustainable mobility, emissions control, governance, and other physical resource-saving. The implementation of these smart practices can have both environmental and economic impacts at universities, helping to reduce, for instance, carbon footprint, global climate warming, and air pollution, as well as consumption and costs.

3.2 Theoretical perspectives on digital transformation towards sustainability in higher education

To understand the theoretical perspectives in the field (research question 2), a content analysis of 46 publications was conducted using co-citation analysis. The publications were selected by the link strength in the VOSviewer software, which means that those with more links are more prominent than others. The 46 publications were divided into 7 clusters and titled as follows: e-learning, behavioural aspects of sustainability education, online education approaches, sustainability performance in education, education for sustainable development proposals and assessments, general topics on digital transformation and corporate social responsibility, and virtual education (Table  3 ). These publications are the main literature to the publications discussed in the previous section. Particularly, they guide the topic of sustainability in higher education through digital transformation.

3.3 Future research agenda

To understand the possible research lines for future studies on digital transformation toward sustainability in higher education, an analysis of keywords co-occurrence of publications from 2019 to 2022 was carried out, along with the content analysis discussed in the previous subsections. The density visualisation for keywords co-occurrence is shown in Fig.  8 .

The keywords co-occurrence analysis started with a total of 1416 keywords. After excluding keywords with frequencies less than two and others with no meaning, 114 popular keywords came out. The items presented in red in Fig.  8 are hot topics in the literature as they have been significantly addressed by recent studies, such as higher education, sustainability, e-learning, university, COVID-19, digital learning, sustainability reporting, Sustainable Development Goals, sustainable development, artificial intelligence, digital transformation, management, digital technology, innovation, education for sustainable development, student, and blended learning.

Keywords co-occurrence by density visualisation (2019–2022)

Based on this study’s findings and considering the higher education institution’s core elements - education, campus operations, research, community outreach, and assessment and reporting - (Lozano et al., 2013 ; Kapitulčinová et al., 2018 ), five lines for future research were identified: digital education for sustainable development, sustainable campuses through smart technologies, research cooperation for sustainability, innovation and sustainability for the university community, and digital governance in higher education. Table  4 presents the established lines of research and their associated suggestions for future research questions.

The first research line for future studies refers to digital education for sustainable development (ESD). ESD’s effective blended learning and flipped classroom pedagogies are currently being extensively investigated. Then, future research could investigate, through longitudinal studies, whether the long-term use of virtual reality, augmented reality, and artificial intelligence leads to sustainability knowledge gains. Furthermore, the literature suggests that collaborative learning in virtual environments can foster intercultural awareness, improve language proficiency, facilitate virtual student mobility, and empower citizens with digital skills to face global challenges (Laufer et al., 2021 ; Bruhn-Zass, 2021 ; Núñez-Canal et al., 2022 ). Hence, future research could approach new kinds of collaborations and partnerships for education for sustainable development around the world. An example of a recent practice that is worth investigating is a virtual exchange, which is a higher education modality of internationalisation (Garcés & O’Dowd, 2021 ). Future studies may also investigate whether online approaches contribute to increasing students’ engagement in internationalisation activities, reducing social inequality, and reducing humankind’s carbon footprint due to decreased displacement.

As a second research line, future studies may address sustainable campuses through smart technologies. The growing number of publications on the subject shows that digital technologies have been deployed in HEIs worldwide. However, few studies are mapping the type of technologies implemented on campuses to ensure sustainability, as well as their connection to the UN SDGs, the drivers, and barriers to their implementation, and the environmental and social benefits in HEIs, for instance, the impact on carbon and water footprint, energy saving, transport and logistics, waste management, food supply chain, and other campus facilities. Concerning research cooperation for sustainability, future studies may explore how digital transformation can benefit connections among students, professors, and researchers around the world; that is, how artificial intelligence, augmented reality, big data, blockchain, and other types of technologies can support research cooperation for sustainability worldwide, helping to process data, evaluate, and manage sustainability impacts on the planet. In addition, future research can identify researchers’ technological training needs to provide the necessary solutions.

Related to innovation and sustainability for the university community, that is, the interaction of HEIs with internal and external stakeholders, future research can address how digital transformation can support the contribution of HEIs to sustainable regional development, social innovations, entrepreneurship, dissemination of the 2030 Agenda, and the achievement of the Sustainable Development Goals. Lastly, regarding digital governance in higher education, Raji and Hassan ( 2021 ) highlighted that reporting activities mitigate the asymmetries between HEIs and their stakeholders. Then, future research may address technological approaches to support sustainability reporting in higher education, map sustainability actions carried out on campuses, and identify their links with the UN SDGs.

4 Conclusion

The technological revolution has changed society in different ways. In the educational context, the COVID-19 pandemic accelerated the process of digital transformation in universities, as the use of digital technologies supported the continuity of their teaching and learning activities. Moreover, given the sustainability challenges currently faced by humankind, higher education institutions (HEIs) have been considered key stakeholders in the education of responsible citizens and leaders. Therefore, providing students with sustainability skills with the support of technology is both an opportunity and a challenge for these institutions. By linking digital transformation and sustainability activities, it is believed that HEIs can collaborate to face global challenges, such as climate change, social inequality, energy, quality of education, responsible consumption and production, among others, through the education of responsible citizens and the dissemination of a sustainability culture throughout the university system.

In the literature, there is a gap in the theoretical panorama regarding the contribution of digital transformation to sustainability in HEIs, which highlights the innovation of this study. Specifically, it collaborates by identifying the general state of research on the topic, theoretical perspectives in this field, and the possible directions for future studies. To address these questions, a mixed review method was carried out, which involved quantitative bibliometric analysis and qualitative content analysis. This study may be the first literature review on digital transformation to sustainability in higher education that carried out both bibliometric and content analyses, providing theoretical subsidies to the academic community and guiding sustainability and digital practices in HEIs. Specifically, the several studies explored in this study show different types of technologies, approaches, and strategies that can support sustainability actions in HEIs.

A bibliometric analysis was conducted on 672 publications using VOSviewer software. A descriptive analysis was then carried out, along with popular keywords analysis by co-occurrence technique and qualitative content analysis of 26 publications distributed among 3 clusters using the bibliographic coupling technique. The findings suggest three important research areas in this field: ensuring sustainability competencies through DT, smart and sustainable campus approaches, and theorisation of sustainability in higher education through DT. Subsequently, a co-citation analysis was carried out to identify theoretical perspectives in the field. The findings highlighted 46 publications, distributed in 7 clusters and titled as follows: e-learning, behavioural aspects of sustainability education, online education approaches, sustainability performance in education, education for sustainable development proposals and assessments, general topics on DT and corporate social responsibility, and virtual education. Lastly, a co-occurrence of the keywords used by publications from 2019 to 2022 was carried out along with the bibliographic coupling technique and co-citation analysis previously conducted. Then, five research lines for further studies on DT towards sustainability were identified: digital education for sustainable development, sustainable campuses through smart technologies, research cooperation for sustainability, innovation and sustainability for the university community, and digital governance in higher education.

There are limitations of this study that should be mentioned. The Scopus database was the only one considered to collect data. Future studies could use other well-known scientific databases, such as the Web of Science, to provide additional perspectives on the topic.

Data availability

All data generated or analysed during this study are included in this published article.

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Trevisan, L.V., Eustachio, J.H.P.P., Dias, B.G. et al. Digital transformation towards sustainability in higher education: state-of-the-art and future research insights. Environ Dev Sustain 26 , 2789–2810 (2024). https://doi.org/10.1007/s10668-022-02874-7

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Advancing education for sustainable development in the curriculum in Scotland’s colleges: an analysis

Crawford, Elaine Rosemary (2017) Advancing education for sustainable development in the curriculum in Scotland’s colleges: an analysis. PhD thesis, University of Glasgow.

Education is seen to have a central role in the transition towards a sustainable future. Education for sustainable development (ESD) has been heralded by the United Nations Decade of Education for Sustainable Development as a tool for achieving global sustainability. The Scottish Government also advocates ESD as the means to providing society with the knowledge, skills, values and attitudes to live more sustainable lives. Whilst considerable progress has been made in Scotland’s schools, particularly primary schools, and to a lesser degree in university education, there has been limited evidence of the same success in Scotland’s colleges. There has been limited widespread investigation or published work on the advances of ESD in the Scottish college curriculum.

This research aimed to explore if an ESD Practitioner could enhance the ESD landscape in Scotland’s colleges by producing learning and teaching materials for curriculum development that could be used by both staff and students. The research also planned to investigate the ESD backdrop in Scotland’s colleges, against which the intervention of curriculum development was set. To explore this, a survey was issued to all Scottish College Principals to determine their opinions of ESD at a senior management level. The survey also asked about the use of the learning and teaching materials within their college. Three colleges were then utilised as case studies to evaluate the use of the learning and teaching materials, within the curriculum, with staff and students. During the research period, the Scottish college sector underwent a major restructuring of college mergers, making this the most volatile period in Scottish college history. These changes impacted upon the research, frequently restricting the research process. Nonetheless, the research established that ESD development in Scotland’s colleges still requires significant work. Moreover, whilst the learning and teaching materials were found to have a modest impact upon the sustainability ethos of those who engaged with them, (particularly upon the students), it was established that effective ESD requires a multi-faceted approach to be successful. Curriculum development on its own will not achieve the step-change that is required for a future thinking society faced with the environmental challenges that are the result of a growing consumerist population, anthropogenic climate change and increasing social injustice. To meet these challenges in Scotland’s colleges, curriculum development must be linked to effective policy, management and drive, as well as campus management, and the recognition of all interested parties and stakeholders as co-constructors of ESD development. Not only is senior management support vital, there also needs to be a recognised sustainability staff member or group, or an ESD Practitioner, helping to drive the ESD agenda forward. Only then will Scotland’s colleges be effective in producing the sustainability focused society that is required.

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80 sustainability research topics for students to explore green campus issues

You’re planning your thesis, paper or capstone? You want to do a student research project with impact. We have outlined a range of sustainability research topics for you. The list specifically focuses on how to green your campus . Take action to make your university more sustainable!

Our list of sustainability research topics helps students investigate green campus issues.

Sustainability research topics: Education

Some sustainability research topics on education for sustainable development :

• What are the strengths and weaknesses of different definitions of sustainability education? Which definition could your university adopt?
• To what extent is sustainability education already implemented in the curriculum of your university?
• What are the strengths and limitations of advancing sustainability education within your curriculum?
• Where does your university stand with regards to sustainability education compared to other institutions of higher education?
• What is the demand among students for more, different or better sustainability education?
• How can existing sustainability projects on campus be used for educational purposes, e.g. visit solar cells on rooftops as part of engineering classes?

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• What definition of sustainability research should your university embrace?
• To what extent is sustainability research already practised at your university?
• What are the strengths and weaknesses of the institution’s sustainability research portfolio compared to other institutions of higher education?
• What are the drivers of and barriers to sustainability research at your university?
• How could sustainability research help students to study sustainability issues on campus and inform practical change projects?
• What are the opportunities and costs associated with promoting sustainability research? What could a plan of action look like to strategically advance it?

Some sustainability research topics on community engagement and awareness:

• What are the perceptions of and attitudes towards sustainability by students and staff?
• What are ways to promote sustainable lifestyles among students?
• To what extent are students and staff aware of the UN Sustainable Development Goals (SDGs) ?
• How aware are students and staff about the institution’s sustainability ambitions?
• What are the benefits and disadvantages of approaches to communicate the university’s sustainability efforts better?
• What are the challenges to involve students and staff in the university’s sustainability efforts?
• Which ways to increase the engagement of the campus community exist, for example by organising sustainability events ?

For inspiration, read our post on 10 projects to engage students on the SDGs .

Explore sustainability topics for research papers on different issues related to greening campus operations:

• What are the opportunities and costs of improving the building insulations to save energy?
• What lighting systems exist on the market that are more energy efficient?
• What would a business case look like to install a new lighting system?
• Where are the main consumers of energy on campus?
• What innovative energy technologies are developed at the institution itself? To what extent could those be directly installed and tested in buildings?
• What lux values are sufficient for work and study places so that places are appropriately lit without wasting too much electricity?
• What are the strengths and weaknesses of different sustainable building standards?
• Which building standards would be most appropriate to inform the institution’s sustainable building policy?
• What are the costs and benefits associated with different types of green roofs?
• On which buildings could green roofs be installed?
• To what extent are catering and food products certified as organic or fair trade food?
• How much and why do students attach importance to organic and fair trade products sold in the cafeteria?
• How can students and employees be made more aware of the multiple benefits – e.g. health, environment, economics – of sustainable (organic, fair trade, local) food ?
• How much are students willing to pay for more organic or fair trade products?
• What types and amounts of waste are produced by whom and where at the institution?
• How did waste streams develop over the last years?
• What are innovative practices in reducing waste going to landfill or incineration? How could those be applied?
• What are the costs and benefits associated with waste recycling ?
• What options exist to switch from paper-based to more digital forms of working and studying to reduce paper consumption?
• What are the environmental, economic, and social benefits and disadvantages of different options to advance more digital working and studying?

More sustainability research topics on campus operations:

Biodiversity

• What species live at different campus locations?
• To what extent do students, faculty and staff value this biodiversity?
• What are ways to enhance biodiversity on campus?

Greenhouse-gase (GHG)

• What are the pros and cons of different GHG accounting standards?
• Which standard should the institution use to develop a GHG emissions inventory ?
• Where are GHG emissions released at the institution?
• How big is the institution’s GHG footprint?

Procurement

• What does sustainable procurement mean in the context of a university?
• How is procurement currently organised? To what extent are sustainability criteria already applied in tenders?
• To what extent could the university implement sustainability criteria that go beyond the legal minimum to advance the environmental, economic and social benefits of tenders?
• What are the largest consumers of water?
• What is the direct and indirect water-footprint of the institution?
• What are opportunities and costs to reduce water usage?

Transportation and mobility

• How do students and staff currently travel to the university and as part of their study or work?
• What is the environmental impact of these travel behaviours? How could the impact be reduced?
• What best practices exist among companies and other institutions of higher education to reduce staff travel or incentivize different travel behaviours?

Behaviour change

• What is the potential to reduce resource consumption through behaviour change?
• What are the best practices of behaviour change interventions at institutions of higher education?
• To what extent could these projects be also applied at your university?

Sustainability research topics on governance, strategy and reporting

Sustainability research topics on governance issues:

• What does sustainability mean for institutions of higher education?
• How does a comprehensive concept of a sustainable institution of higher education look like?
• How could the university’s long-term sustainability vision look like? How could this vision be realized through a roadmap?
• What are innovative ways to develop sustainability strategies for a university through a bottom-up approach?
• What ethical imperatives would demand that institutions of higher education care for their impact on the planet, people and profit?
• What are the responsibilities of institutions of higher education to contribute to global challenges, such as poverty, gender inequality, and climate change?

Monitoring and reporting

• What data is important to monitor the institution’s environmental impact? How can this data be collected and analysed?
• What are the advantages and disadvantages of different sustainability reporting standards?
• Which sustainability reporting standards should the university adhere to?
• What are efficient ways to organize sustainability reporting within the organization?
• What is the best way to communicate results among students, staff and outside actors?
• What are the strengths and weaknesses of different methodologies (e.g. payback or Net Present Value) to calculate the financial costs and benefits of sustainability investments?
• Which methodology should the institution apply?
• To what extent could sustainability projects be financed through a revolving loan fund?
• What are the possibilities to involve outside organizations through energy contracting?
• What subsidies are available at the European, national and city level to develop a green campus?
• How could the university use these financing options to advance its energy transition?
• What are approaches to integrate negative externalities into the accounting schemes of the university?
• What would be the opportunities, benefits and risks associated with establishing an energy company that’s owned by the university?
• What are the best practices to finance energy efficiency and renewable energy projects at public institutions around the world?
• How can incentive schemes be changed so that energy end-users directly benefit from reductions in energy usage?

We hope this list inspired you to find a sustainability topic for research papers.

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Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools

Health Education

ISSN : 0965-4283

Article publication date: 18 March 2020

Issue publication date: 4 June 2020

The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.

Design/methodology/approach

The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.

The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.

Originality/value

The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.

• Health Promoting Schools
• Social change
• Child and adolescent health
• School health promotion

Dadaczynski, K. , Jensen, B.B. , Viig, N.G. , Sormunen, M. , von Seelen, J. , Kuchma, V. and Vilaça, T. (2020), "Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools", Health Education , Vol. 120 No. 1, pp. 11-19. https://doi.org/10.1108/HE-12-2019-0058

Emerald Publishing Limited

Copyright © Kevin Dadaczynski, Bjarne Bruun Jensen, Nina Grieg Viig, Marjorita Sormunen, Jesper von Seelen, Vladislav Kuchma and Teresa Vilaça

Published in Health Education . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at: http://creativecommons.org/licences/by/4.0/legalcode

1. The Health Promoting Schools approach and its development

The Ottawa Charter, adopted in 1986, was a milestone in the development of a holistic and positive understanding of health that requires actions at different levels, from healthy public policy to the development of personal skills, using different strategies, such as enabling and advocacy approaches ( WHO, 1986 ). The charter can also be regarded as marking the birth of whole-school approaches to health that have been established in Europe and internationally under the term Health Promoting Schools ( Stewart Burgher et al. , 1999 ).

A Health Promoting Schools reflects a holistic approach that moves beyond individual behaviour change by also aiming at organisational change through strengthening the physical and social environment, including interpersonal relationships, school management, policy structures and teaching and learning conditions. This approach can be seen as the result of overcoming traditional health education at school, which aimed to influence students' knowledge, attitudes and behaviour ( Clift and Jensen, 2005 ). In accordance with a social-ecological perspective, health is considered to be the result of a complex interplay of individual, social, socio-economic and cultural factors ( Dahlgreen and Whitehead, 1991 ). Since the early 1990, actions on school health promotion have been coordinated in national networks and the European network on Health Promoting Schools as a WHO supported network. The current work on school health promotion on a European level is organised through the Schools for Health in Europe Network Foundation (SHE), with national representatives from 36 countries.

Values of the Health Promoting Schools approach

Health Promoting Schools ensure equal access for all to the full range of educational and health opportunities. This in the long term makes a significant impact in reducing inequalities in health and in improving the quality and availability of lifelong learning.

Sustainability

Health Promoting Schools acknowledge that health, education and development are closely linked. Schools act as places of academic learning. They support and develop a positive view of pupils' future role in society. Health Promoting Schools develop best when efforts and achievements are implemented in a systematic and continuous way. Desirable and sustainable health and educational outcomes occur mostly in the medium or long term.

Health Promoting Schools celebrate diversity and ensure that schools are communities of learning, where all feel trusted and respected. Good relationships among pupils, between pupils and school staff and between school, parents and the school community are important.

Empowerment

Health Promoting Schools enable children and young people, school staff and all members of the school community to be actively involved in setting health-related goals and in taking actions at school and community level to reach the goals.

Health Promoting Schools are based on democratic values and practise the exercising of rights and taking responsibility.

Pillars of the Health Promoting Schools approach

Whole-school approach to health

Taking a participatory and action-oriented approach to health education in the curriculum;

Taking into account the pupil's own concept of health and well-being;

Developing healthy school policies;

Developing the physical and social environment of the school;

Developing life competencies and health literacy;

Making effective links with home and the community; and

Making efficient use of health services.

Participation

A sense of ownership is fostered by pupils, staff and parents through participation and meaningful engagement, which is a prerequisite for the effectiveness of health-promoting activities in schools.

School quality

Health Promoting Schools support better teaching and learning processes. Healthy pupils learn better, and healthy staff work better and have greater job satisfaction. The school's main task is to maximise educational outcomes. Health Promoting Schools support schools in achieving their educational and social goals.

School health promotion in Europe is informed by existing and emerging research and evidence focused on effective approaches and practice in school health promotion, both on health topics (such as mental health, eating and substance use) and on the whole-school approach.

Schools and communities

Health Promoting Schools engage with the wider community. They endorse collaboration between the school and the community and are active agents in strengthening social capital and health literacy.

Since the establishment of the European network of Health Promoting Schools, four European conferences on Health Promoting Schools have been organised. The resolution of the first conference, held in Thessaloniki, Greece, in 1997, stated that every child and young person in Europe had the right to be educated in a Health Promoting Schools and urged governments in all European countries to adopt the Health Promoting Schools approach ( ENHPS, 1997 ). The Egmont Agenda was published in 2002 as a result of the Second European Conference on Health Promoting Schools in The Netherlands and emphasised conditions, programming and evaluation as being essential to developing and sustaining Health Promoting Schools ( ENHPS, 2002 ).

Seven years later, the Third European Conference on Health Promoting Schools was held in Vilnius, Lithuania ( SHE Network, 2009 ). The conference and its resolution marked an important milestone in the development of the Health Promoting Schools approach by highlighting that education and health have shared interests and complement each other. Based on this, joint actions beyond sectoral responsibilities were urged.

The Fourth European Conference was held in Odense, Denmark, in 2013 and resulted in The Odense Statement, which recognised the core values and pillars of school health promotion as a strong contributor to the aims and objectives of the WHO policy framework for health and well-being in Europe, Health 2020 and the EU2020 strategy for inclusive and sustainable growth ( SHE Network, 2013 ).

2. Recent societal challenges

Since the establishment of the Health Promoting School approach in the late 1980s, the world has seen constant societal change, with progressively faster dynamics during recent years. The changes have not only altered substantially the conditions in which people grow up and live, but have also affected behaviours in relation to health, social cohabitation, learning and working. Wars and violence, often rooted in cultural and religious differences or political and economic crisis, and climate change alter significantly the environmental and societal determinants of health ( Mucci et al. , 2016 ; Watts et al. , 2019 ).

Often, it is countries that already are experiencing political and socio-economic instability that feel the effects most ( Reibling et al. , 2017 ). An increase in international migration, commonly in perilous circumstances for migrants and refugees ( Silove et al. , 2017 ), is the consequence, raising social tensions and challenges in many countries, some of which are undergoing political developments characterised by protectionism and isolationism that can partly be seen as a countermovement to the idea, values and principles of Europe ( Harteveld et al. , 2018 ).

In many cases, uncertainty has replaced political, economic, social and individual stability, raising concern and anxiety about the future in young people and adults. This has led to an unprecedented social (grassroots) movement of participation, primarily driven by young people who are demanding social, political, ecological and economic change ( O'Brien, Selboe and Hayward, 2018 ).

These developments should not be seen as being separate from school health promotion, the aim of which is to support young people to develop healthy and self-determined lifestyles and enable them to co-create their social, physical and ecological environments and the determinants of health positively and sustainably ( Clift and Jensen, 2005 ; Simovska and McNamara, 2015 ). As the conditions for growing up and living together change, the question arises of how schools, as places for health-related teaching, learning and development, need to adapt.

Where does the Health Promoting School approach stand today, more than 30 years after the Ottawa Charter on health promotion? Can the Health Promoting School, with its holistic orientation, deliver on its promise of addressing health inequalities and improving children's and young people's health, well-being and academic achievement? To what extent can school health promotion be implemented systematically in schools and be linked to local communities?

These and more questions were raised and discussed during the Fifth European Conference on Health Promoting School, culminating in recommendations for the future development of the Health Promoting School approach.

3. The Fifth European Conference on Health Promoting Schools

The Fifth European Conference on Health Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries.

A range of topics was addressed through more than 160 contributions and nine keynote presentations focusing on conceptual aspects of the Health Promoting School approach, implementation and dissemination and current social change processes, such as digitisation and heterogeneity.

Holistic approaches to school-based health promotion and health education (such as organizational change and environmental approaches to school health promotion and strategies to promote individual and organizational health literacy in schools);

Implementation and dissemination of school-based health promotion and health education (facilitators and barriers to implementing interventions in school-based health promotion and professional development and capacity-building of, for example, teachers, non-teaching school staff, school health services, parents and external professionals);

Networking and intersectoral collaboration in school-based health promotion and health education (schools as part of the wider community, and multisectoral partnerships at local, national and international levels);

Innovative approaches to dealing with heterogeneity, inclusion and special needs (pupils' and teachers' health in inclusive schooling, school-based health promotion and education for refugees, students with special needs and innovative approaches to school-based health services); and

Digital media and information and communications technology (ICT) in school health promotion and health education (practical approaches to ICT use in school-based health promotion and digital devices and media as a target for interventions and a means to promote health and well-being).

4. Recommendations for action

Be based on democratic processes and foster equal access, active involvement and participation;

Take into account the needs and background of all young people regardless of their gender, geographical, cultural and social background or religious beliefs: in that sense, a Health Promoting School can be seen as an inclusive school that celebrates heterogeneity and diversity as an enriching dimension for mutual learning, respect and acceptance;

Reflect a whole-school approach addressing different target groups and combining classroom activities with development of school policies, the physical, social and cultural environment of the school and the necessary capacities needed: we welcome new and established concepts and approaches within school-based health promotion, such as health literacy, salutogenesis, action competence and life skills, which should complement each other and be integrated in the holistic framework of the Health Promoting School approach; and

Be systematically linked with educational goals and school quality as part of a so-called add-in approach: based on rich evidence, a Health Promoting School can be regarded as a school that not only promotes and maintains health, but also strives for successful learning for pupils and working conditions for teaching and non-teaching staff, and involves parents and families in the school's daily life.

Urge all stakeholders in health and climate/sustainability education to work together systematically to support young people to grow up and live healthily and sustainably;

Urge all stakeholders to support and empower young people to raise their voice and make a lasting contribution to shaping a healthy and sustainable future for themselves and their fellow human beings;

Call for actions to link planetary health and the Health Promoting School approach more explicitly by, for instance, integrating the impact of human action on the environment and its health consequences into school curricula and everyday life; and

Call for realignment of health-promotion research agendas to address environmental challenges in, with and through schools.

All actors to move from a single-setting approach to an integrated multi-setting approach that systematically links actions at school level with actions in the local community: these actions should not be implemented in isolation, but in a coordinated fashion to create synergies and avoid discontinuities;

Intersectoral collaboration among different actors and professions, such as teachers, school health services and social and youth-care services: this requires professional development, and that existing local networks and their leadership capacities be strengthened to align sectoral policies and enable the development of a common vision and language; and

All actors to strengthen links with existing national and regional cooperation mechanisms, such as Health Promoting School networks and healthy city or healthy region networks, by pursuing joint objectives and actions.

A resource-oriented intervention approach (as described in the SHE values and pillars) be taken to tackle NCDs rather than a traditional top-down and disease-oriented approach, which normally dominates interventions related to risk factors;

Young people be viewed as part of the solution and not only as part of the problem of NCDs – we need to work with young people as powerful agents of healthy change and not as victims and recipients of risk factors;

A school environment that promotes healthy practices in areas like healthy eating, physical activity, social and emotional well-being and good hygiene be created; and

Commercial determinants are addressed by empowering young people to become critical and responsible citizens who are able to understand and critically reflect on media advertising and market mechanisms through, for instance, consumer education.

Call for evaluation approaches that reflect the complexity of the Health Promoting School by, for example, applying mixed-methods designs and considering graded health and educational outcomes;

Demand that the available scientific evidence be reviewed and evaluated using existing tools and be translated into recommendations for practical action;

Urge that a one-sided focus on outcomes research be augmented by focusing also on implementation to identify the conditions under which interventions can be effective, systematically linking both research perspectives; and

Call for systematic and strong partnerships between researchers and practitioners who develop and implement innovative interventions in school health promotion and those who conduct empirical surveys on child and adolescent health (such as the Health Behaviour in School-aged Children (HBSC) study) and the health of teaching and non-teaching staff. By sharing available social-epidemiological data, previously untried evaluation potential can be exploited.

Call on all actors in school health promotion to use the possibilities of digital media in the context of research, development, implementation and exchange of innovative interventions and good practice;

Urge all actors to use digital media as a supplement to, and not as a substitute for, non-digital (face-to-face) school health-promotion actions;

Call on all actors to ensure that the use of digital media does not lead to a step back to individual and behavioural prevention, but rather is used at organisational level to, for instance, build capacity, communicate with partners outside the school and promote low-threshold participation in change processes within the school; and

Call for actions to empower individuals and whole-school systems to deal effectively with health information complexity, including its critical assessment, selection and use and to take responsibility for providing suitable and reliable health information.

The Health Promoting School approach

Buijs , G.J. ( 2009 ), “ Better schools through health: networking for health promoting schools in Europe ”, European Journal of Education , Vol. 44 No. 4 , pp. 507 - 520 .

Clift , S. and Jensen , B.B. ( 2005 ), The Health Promoting School: International Advances in Theory, Evaluation and Practice , Danish University of Education Press , Copenhagen .

Dahlgren , G. and Whitehead , M. ( 1981 ), Policies and Strategies to Promote Social Equality in Health , Institute of Future Studies , Stockholm .

European Network of Health Promoting Schools (ENHPS) ( 2002 ), The Egmond Agenda. A New Tool to Help Establish and Develop Health Promotion in Schools and Related Sectors across Europe , available at: https://tinyurl.com/y2py8wzr ( accessed 19 November 2019 ).

European Network of Health Promoting Schools (ENHPS) ( 1997 ), “ Conference resolution ”, available at: https://tinyurl.com/wcunrec ( accessed 19 November 2019 ).

Harteveld , E. , Schaper , J. , De Lange , S.L. and Van Der Brug , W. ( 2018 ), “ Blaming Brussels? the impact of (news about) the refugee crisis on attitudes towards the EU and national politics ”, JCMS: Journal of Common Market Studies , Vol. 56 No. 1 , pp. 157 - 177 .

Mucci , N. , Giorgi , G. , Roncaioli , M. , Perez , J.F. and Arcangeli , G. ( 2016 ), “ The correlation between stress and economic crisis: a systematic review ”, Neuropsychiatric Disease and Treatment , Vol. 12 , pp. 983 - 993 .

O'Brien , K. , Selboe , E. and Hayward , B. ( 2018 ), “ Exploring youth activism on climate change: dutiful, disruptive, and dangerous dissent ”, Ecology and Society , Vol. 23 No. 3 , p. 42 .

Reibling , N. , Beckfield , J. , Huijts , T. , Schmidt-Catran , A. , Thomson , K.H. and Wendt , C. ( 2017 ), “ Depressed during the depression: has the economic crisis affected mental health inequalities in Europe? findings from the European social survey (2014) special module on the determinants of health ”, The European Journal of Public Health , Vol. 27 Suppl 1 , pp. 47 - 54 .

Schools for Health in Europe (SHE) Network ( 2013 ), “ The Odense Statement. Our ABC for equity, education and health ”, available at: https://tinyurl.com/rk8rh5e ( accessed 19 November 2019 ).

Schools for Health in Europe (SHE) Network ( 2009 ), “ Better schools through health: the Third European Conference on Health Promoting Schools. Vilnius resolution ”, available at: https://tinyurl.com/qskr692 ( accessed 19 November 2019 ).

Silove , D. , Ventevogel , P. and Rees , S. ( 2017 ), “ The contemporary refugee crisis: an overview of mental health challenges ”, World Psychiatry , Vol. 16 No. 2 , pp. 130 - 139 .

Simovska , V. and McNamara , P. (Eds) ( 2015 ), Schools for Health and Sustainability , Springer , Dordrecht .

Stewart Burgher , M. , Barnekow , V. and Rivett , D. ( 1999 ), The European Network of Health Promoting Schools. The Alliance of Education and Health , WHO Regional Office for Europe , Copenhagen .

Watts , N. , Amann , M. , Arnell , N. , Ayeb-Karlsson , S. , Belesova , K. , Boykoff , M. , … and Chambers , J. ( 2019 ), “ The 2019 report of the Lancet Countdown on health and climate change: ensuring that the health of a child born today is not defined by a changing climate ”, The Lancet , Vol. 394 No. 10211 , pp. 1836 - 1878 .

WHO ( 2016 ), Declaration: Partnerships for the Health and Well-Being of Our Young and Future Generations. Working Together for Better Health and Well-Being: Promoting Intersectoral and Interagency Action for Health and Well-Being in the WHO European Region , WHO Regional Office for Europe , Copenhagen .

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Acknowledgements

This publication has received funding under an operating grant from the European Union's Health Programme.

Corresponding author

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Enhancing Higher Education for Sustainable Development in Small Island Developing States

Small Island Developing States (SIDS) face unique challenges in their pursuit of sustainable development due to their geographical, economic, and environmental circumstances. Higher education institutions wield significant influence in shaping the trajectory of SIDS by educating leaders, conducting research, and fostering innovation in sustainability.

The Higher Education Sustainability Initiative (HESI) is a partnership involving various United Nations entities and the higher education community, aimed at integrating sustainability into education, research, and campus practices worldwide. Each year, HESI forms Action Groups to address pertinent issues concerning higher education for sustainable development. These groups leverage the expertise of the higher education community, often comprising multiple organizations and contributors.

Recognizing the crucial role of higher education in sustainable development within SIDS, this side event held alongside the Fourth International Conference on Small Island Developing States (SIDS4) is designed to enhance the contributions of higher education to sustainable development in SIDS over the coming decade.

The event will lay the groundwork for establishing a Higher Education for SIDS action network under HESI, building upon the groundwork by the University Consortium for SIDS. The focus areas of such Network could include:

• Enhancing collaborative research initiatives among higher education institutions in SIDS and international partners to address pressing challenges relevant to sustainable development, resilience, and the unique circumstances of SIDS.
• Fostering partnerships within higher education institutions in SIDS to promote internal collaboration across universities and external collaboration with various societal sectors.
• Strengthening the science-policy interface to support the implementation of the Antigua and Barbuda Agenda for SIDS (ABAS) and facilitating evidence-based policymaking processes in SIDS.
• Promoting teaching and curriculum development for sustainable development within SIDS, by aligning curricula with Sustainable Development Goals (SDGs), facilitating experiential learning, and offering capacity-building opportunities for educators.
• Providing capacity building to higher education institutions in SIDS through professional development opportunities, workshops, and training programs designed to enhance educators' competencies in teaching sustainability-related topics and innovative pedagogical approaches.
• Advocating for increased investments for higher education initiatives in SIDS and mobilizing resources to support sustainability projects in the region.
• Advocating for mobility through staff sharing and student exchanges among member institutions, enabling educators and students to gain international perspectives, develop cultural competencies, and engage in experiential learning related to sustainable development.

The outcome of the SIDS4 interregional meeting, the 'Praia (Cabo Verde) Declaration', called for a revitalization of the University Consortium for SIDS. This revitalization is intended to tackle the distinct challenges and opportunities that SIDS face by consolidating expertise, research capabilities, and resources.

Related Topics

Small island developing states.

2024 Sustainable and Climate-Ready Schools Challenge Winners

Published  May 21 , 2024

The San Mateo County Office of Education announced the 18 standout leaders who received 2023-24  Sustainable and Climate-Ready Schools (SCRS) Challenge awards for their efforts to create sustainable school communities during the 202 3 -24 school year. 

The award recognizes students, administrators, teachers, and community members who have organized projects that address one or more sustainability goals drawn from the United Nations Sustainable Development Goals and One Planet Living Framework . Each project also focuses on increasing the sustainability of campus facilities and operations sustainability, creating curriculum that addresses environmental topics, and/or building community environmental awareness.

Despite a challenging year, participants submitted a wide variety of projects such as district-wide efforts to institutionalize sustainability efforts, living schoolyards, zero waste initiatives, and environmental-based solutionary teaching and learning. These standout leaders are being recognized across 11 of the public school districts, in addition to private schools and community organizations, from across San Mateo County.

Five of these leaders received a financial award, funded by Peninsula Clean Energy , to support the next phase of their projects. Learn more about the submissions below.

Financial Award Winners

Jefferson union high school district.

Adult Education Building LEED Certification

The Jefferson Union High School District Adult Transition Program (ATP) and Adult Education (AE) program are relocating from an inadequate facility to a new campus, supported by community-approved bond funds. Emphasizing student needs, a welcoming environment, and sustainability, the design process involved input from district leaders and program staff. The ATP serves adult students aged 18-22 with learning differences, focusing on independent living and vocational skills. Scheduled to open in July 2024, the new campus aims for LEED Gold status, featuring solar panels, electric vehicle chargers, energy-efficient HVAC systems, and maximized natural lighting through large windows. By prioritizing sustainability and transitioning to an all-electric system, the district is closer to meeting its environmental goals.

Read more about this project .

Ravenswood City School District

Ravenswood Facilities Long-Term Sustainability

Ravenswood City School District is making significant strides in sustainability. Achieving 100% renewable energy with solar panels and Peninsula Clean Energy’s renewable plan, it has reduced energy usage through LED lights and sensors while electrifying campuses and improving air quality. Installing EV chargers and bike racks promotes green transportation, while rain barrels and sustainable landscaping reduce water use. Investing in living schoolyards and green spaces, supported by grants, enhances environmental education. Pursuing LEED certification for renovations and installing stormwater retention basins underscores their commitment to sustainability. With plans for fully electric, LEED-certified campuses, Ravenswood remains dedicated to decarbonization efforts.

Oak Knoll Elementary School

Raising Youth Climate Action Voices at the City Level

Fourth grade teacher Lela Ward got inspired by the  Environmental Solutionary Teacher Fellowship  program at SMCOE to educate her students on climate change, social justice, and persuasive writing. This year, she guided them in becoming environmental advocates, meeting with Menlo Park City Council member Maria Doerr and writing persuasive letters to advocate for the city’s Climate Action plan. Ward integrates environmental literacy at the start of the year by fostering her students’ connection to nature through nature journaling. Throughout the year, she teaches her students about renewable energy and climate solutions, encouraging solutionary thinking. Towards the end of the year, students engage in a design challenge focusing on city streets and bike safety, with the potential to deliver speeches at city council meetings or community events.

Redwood High School

Whole School Sustainability

Redwood High School offers diverse Career and Technical Education pathways such as Culinary Arts, Industrial Arts, and Multimedia Arts, enriching students' learning experiences. With an environmental rating akin to a silver LEED rating, the campus features solar panels, electric charging stations, and bioswales. Its outdoor educational space includes a creek, native plants, an organic garden, and a chicken coop, fostering hands-on learning amidst nature. Through initiatives like Coastal Cleanup Days, students become stewards of the environment, while the school implements waste reduction strategies like composting and waste sorting, demonstrating its commitment to sustainability.

Westborough Middle School

What Would We Do Without Our Planeteers?

Teacher Corinna Low leads the Westborough Middle School Planeteers Club, comprising of environmentally conscious 6-8th grade students dedicated to waste reduction. Past initiatives included managing a school share table, monitoring recycling and compost bins during lunch, and organizing youth climate protests. This year, the Planeteers expanded their focus beyond campus, engaging with the South San Francisco mayor to participate in community programs like Adopt a Storm Drain, local cleanups, and assisting the Westborough preschool with their garden. They maintain 20 storm drains, conduct trash cleanups, plant native species, and engage preschoolers with nature. On campus, they conduct weekly waste inventories, sorting misplaced items and providing feedback to teachers. Through Ms. Low's science classes, students learn to be solutionaries, fostering a stronger community connection to address environmental challenges for a brighter, healthier future.

Standout Winners

• Burlingame Service Commission: Clean Commute Day
• Carlmont High School: Schools Are Not Drive-Thrus
• College Park Elementary School: Greening College Park
• Green Hills Elementary School Reducing Food Waste and Clarissa Louie: Hot Composting System
• Hatch Elementary School: Hatchies Sort it Out
• Jefferson High School: War and its Environmental Impact
• The Nueva School - Student-Led Landscaping Initiatives: Revitalizing Campus Infrastructure for Environmental Resilience
• Pescadero Middle and High School's Environmental Studies Program
• Ralston Middle School Green Team
• Sandpiper Elementary School Green Team
• San Mateo County Youth Commission: Limiting Plastic Foodware Initiative
• The Carey School Sustainability Committee
• Brandon Lin: The ReCap Project

Release type: Joint Media Release

Date: 11 May 2024

Next steps in ensuring the integrity and sustainability of the international education sector

Next week the Albanese Government will introduce legislation to support the integrity and sustainability of the international education sector.  

The legislation will enable the Minister for Education to set an allocation for the maximum number of new international student enrolments education providers can offer.

For vocational education, these allocations will be set based on advice from the Minister for Skills and Training. 

The legislation will also deliver important reforms to strengthen the integrity and quality of international education, including the power to:

• Prevent education providers from owning education agent businesses. 
• Pause applications for registration from new international education providers and of new courses from existing providers for periods of up to 12 months.
• Require new providers seeking registration to demonstrate a track record of quality education delivery to domestic students before they are allowed to recruit international students.
• Cancel dormant provider registrations to prevent them being used as a market entry tool by unscrupulous actors.
• Prevent providers under serious regulatory investigation from recruiting new international students. 
• Improve the sharing of data relating to education agents. 
• In addition, the Government will prohibit agent commissions on student transfers between providers in Australia to remove incentives for unscrupulous agents and providers to ‘poach’ students.

This is the next step in delivering on the objectives of the Government’s Migration Strategy and is informed by engagement with the international education sector. 

The Government is also today releasing the draft International Education and Skills Strategic Framework . The draft Framework will support consultation with the sector on how to implement a system of sustainable, managed growth in international student enrolments. 

The Framework will support the sustainability, quality and integrity of our world-class international education sector.

The Government will work with international education providers to limit the number of international students that can be enrolled over a particular period of time. 

If universities want to enrol international students above that limit, they will be required to establish additional, new supply of purpose-built student accommodation to benefit both international and domestic students and free up pressure on the rental market. 

International students are an incredibly important part of our economy and our communities, and we need to ensure the sector is set up for the future. 

Through the new Framework, the Albanese Government is taking an active role in supporting:

• a sector built on quality and integrity
• a managed system to deliver sustainable growth over time, and
• Australian providers to take our high-quality education and training to the world.

The Framework will provide greater certainty for the sector, particularly Australia’s regional universities, and enable international education to better contribute to Australia’s skills needs.

The Government will consult with the sector on all aspects of the Framework over the coming months and release the final Framework later this year.

The draft Framework can be accessed here .

Quotes attributable to Minister for Education, Jason Clare:

“Our international education sector is incredibly important to our country. 

“International students are back but so are the shonks seeking to take advantage of them. 

“These reforms are designed to ensure the integrity, quality and ongoing sustainability of this vitally important sector.  

“The draft International Education and Skills Strategic Framework will lay the groundwork for an international education sector that is more sustainable and provides the highest quality education and student experience for all students.”

Quotes attributable to Minister for Skills and Training, Brendan O’Connor:

“International education not only enhances Australia’s workforce and economy, but it contributes to our rich cultural diversity.

“We are focused on ensuring our VET sector is safe, welcoming and supportive for international students and this is the next step the Albanese Government is taking to strengthen integrity and sustainability in international education.

“Because there is no place for dodgy operators who undermine the strong reputation of the sector, we are making it tougher for bottom-feeders to take advantage of international students for a quick buck.

“Most providers do the right thing and are in education and training for the right reasons. They will benefit from a high quality and sustainable international education sector, and the Government’s efforts to crack down on non-genuine and unscrupulous actors who undermine integrity and trust in the sector.”

Quotes attributable to Minister for Home Affairs, Clare O’Neil:

“International education is a huge national asset, but only when it’s working for the country.

“Last year, our Government adopted a strategy to deliver a smaller, more strategic migration system, and these announcements today take a big step toward that goal.

“With international student visa grants back to pre-pandemic levels, the focus now shifts to ensuring numbers in the sector are managed more strategically over the long-term.”

Microcertificates

at Harvard Extension School

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Looking to boost your current career, impress a potential employer, or explore a new field of interest? Microcertificates can lower the cost and time barriers to earning a credential — and potentially kickstart a longer academic journey.

By earning a microcredential, you demonstrate proficiency in academic knowledge and in real-world applications, adding immense value to your experience and professional acumen.

Microcertificate Benefits

Accelerated. Earn a Harvard credential in 2 courses.

Stackable. Apply courses toward a graduate certificate — or degree.

Actionable. Gain a new skill set for real-world impact.

2023–24 Microcertificates

This year’s microcertificate offerings offer advanced learning in a range of topics in sustainability, business management, and technology. Each set of curated course offerings seeks to help students deepen their existing knowledge and provide momentum for future growth.

No application is required for our microcertificates — you simply register for your first course.

Business Management Microcertificates

Our business management microcertificates provide the opportunity to build specialized knowledge in financial technology, project management, and workplace wellbeing.

Project Management Methodologies View More

Learn techniques, methodologies, and frameworks to lead a complex project management process from beginning to end. You’ll gain fluency in applying Agile, waterfall, and Scrum methodologies and frameworks to a team-based setting.

Wellbeing at Work (Not offered during the 2024-2025 year) View More

Motivated and engaged employees are more likely to contribute to a positive workplace culture and increase overall effectiveness. In the Wellbeing at Work Microcertificate, you’ll learn how managers can promote balance, engagement, and positivity across professional settings.

Sustainability Microcertificates

Sustainability is all about the long term. Our selection of microcertificates each serve to address a different facet of sustainability, leveraging essential concepts, tools, and skills needed to apply to real-life problems.

Circular Economics View More

Gain insight into the viability of circular economics as a solution to the issues created by natural resource depletion. In this microcertificate, you learn how to incorporate circular systems with increased resiliency for both environmental health and business profits.

Life Cycle Assessment View More

Explore the increasingly important role that life cycle assessment plays in sustainable production and manufacturing. You’ll learn how to evaluate data, make key decisions, and gain proficiency using LCA analysis and software. 

Regenerative Agriculture (Not offered during the 2024-2025 year) View More

Learn about a more sustainable approach to farming and grazing animals that improves soil health, combats climate change, and improves the nutritional quality of food. In this microcertificate, you’ll explore soil science and ecology and consider how to transform supply chains.

Sustainable Finance View More

Delve into how environmental, social, and governance (ESG) factors are increasingly impacting financial decisions and gain the knowledge of key sustainability concepts and the skill to integrate them into financial decision-making.

Technology Microcertificates

Technology is an undeniably integral part of our world. Specialized skills in database management, application development, and data modeling are just a few of the valuable skills that can set you apart in today’s highly competitive job market. Our technology microcertificates offer the opportunity to deepen your knowledge and strengthen your skill sets.

Database Management View More

Interested in advancing or launching a career as a database developer, administrator, analyst, or architect? In this microcertificate, you learn to design, develop, and manage modern database systems, including relational and NoSQL databases.

Web Application Development View More

As the demand for web developers continues to grow, you can gain the foundational skills required to create and maintain modern web applications, programming, and complex web applications.

Data Modeling and Ethics View More

Explore the ethics, governance, and laws relevant to data science and artificial intelligence, including privacy, fairness, accountability, and transparency. This microcertificate is designed to provide you with the foundational knowledge and skills required to build ethical and effective data models.

What is a microcertificate?

A microcertificate offers a set of short, competency-based courses designed to help you build and demonstrate mastery in a given area. At Harvard Extension School, microcertificates offer a path to a credential that is shorter (only 2 courses), affordable, and highly focused on a skill set. Our microcertificates also stack toward related graduate certificates and graduate degrees .

Cost of a Microcertificate

At HES, our tuition is $3,220 a course. The whole microcertificate amounts to $6,440.

Who should enroll in a microcertificate?

Microcertificates are designed for career accelerators who are interested in building a focused skill set in an accelerated timeframe.

Microcertificates are a great way to enhance your professional learning and development. Industries across the board are ever-changing and increasingly competitive. If you are looking to fill a skill gap and build confidence in your current field — or even explore a new one — microcertificates are a good fit.

Completing a Microcertificate

The microcertificate curriculum consists of a small set of 2 to 5 tightly curated courses, from which you select 2. To earn the certificate, you complete the 2 courses at the graduate level, with a grade of B or higher, within 1 year. This short timeline will support momentum and reinforce the learning between the 2 related courses.

Who teaches courses for the microcertificates at Harvard?

The courses featured in the microcertificates are taught by Harvard Extension School instructors who teach across Harvard and peer institutions and work as expert practitioners in their fields.

Visit our faculty page to meet some of them.

How will a microcertificate help me improve my career or company?

The completion of a microcertificate shows proficiency in specific industry competencies and awards academic credit at the same time. In a semester or 2, you can upskill or reskill to demonstrate initiative and develop new skills in your place of business. You also have the opportunity to explore new industries without a full career change — or jumpstart a longer academic journey.

Who do I contact with questions?

We are here to help. Send us an email at [email protected] .

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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World Economic Situation and Prospects 2024

Global economic growth is projected to slow from an estimated 2.7 per cent in 2023 to 2.4 per cent in 2024, trending below the pre-pandemic growth rate of 3.0 per cent, according to the United Nations World Economic Situation and Prospects (WESP) 2024. This latest forecast comes on the heels of global economic performance exceeding expectations in 2023. However, last year’s stronger-than-expected GDP growth masked short-term risks and structural vulnerabilities. 

The UN’s flagship economic report presents a sombre economic outlook for the near term. Persistently high interest rates, further escalation of conflicts, sluggish international trade, and increasing climate disasters, pose significant challenges to global growth.

The prospects of a prolonged period of tighter credit conditions and higher borrowing costs present strong headwinds for a world economy saddled with debt, while in need of more investments to resuscitate growth, fight climate change and accelerate progress towards the Sustainable Development Goals (SDGs).

“2024 must be the year when we break out of this quagmire. By unlocking big, bold investments we can drive sustainable development and climate action, and put the global economy on a stronger growth path for all,” said António Guterres, United Nations Secretary-General. “We must build on the progress made in the past year towards an SDG Stimulus of at least $500 billion per year in affordable long-term financing for investments in sustainable development and climate action.”

Subdued growth in developed and developing economies Growth in several large, developed economies, especially the United States, is projected to decelerate in 2024 given high interest rates, slowing consumer spending and weaker labour markets. The short-term growth prospects for many developing countries – particularly in East Asia, Western Asia and Latin America and the Caribbean – are also deteriorating because of tighter financial conditions, shrinking fiscal space and sluggish external demand. Low-income and vulnerable economies are facing increasing balance-of-payments pressures and debt sustainability risks. Economic prospects for small island developing States, in particular, will be constrained by heavy debt burdens, high interest rates and increasing climate-related vulnerabilities, which threaten to undermine, and in some cases, even reverse gains made on the SDGs.

Inflation trending down but recovery in labour markets still uneven Global inflation is projected to decline further, from an estimated 5.7 per cent in 2023 to 3.9 per cent in 2024. Price pressures are, however, still elevated in many countries and any further escalation of geopolitical conflicts risks renewed increases in inflation. 

In about a quarter of all developing countries, annual inflation is projected to exceed 10 per cent in 2024, the report highlights. Since January 2021, consumer prices in developing economies have increased by a cumulative 21.1 per cent, significantly eroding the economic gains made following the COVID-19 recovery. Amid supply-side disruptions, conflicts and extreme weather events, local food price inflation remained high in many developing economies, disproportionately affecting the poorest households. 

“Persistently high inflation has further set back progress in poverty eradication, with especially severe impacts in the least developed countries,” said Li Junhua, United Nations Under-Secretary-General for Economic and Social Affairs. “It is absolutely imperative that we strengthen global cooperation and the multilateral trading system, reform development finance, address debt challenges and scale up climate financing to help vulnerable countries accelerate towards a path of sustainable and inclusive growth.”

According to the report, the global labour markets have seen an uneven recovery from the pandemic crisis. In developed economies, labour markets have remained resilient despite a slowdown in growth. However, in many developing countries, particularly in Western Asia and Africa, key employment indicators, including unemployment rates, are yet to return to pre-pandemic levels. The global gender employment gap remains high, and gender pay gaps not only persist but have even widened in some occupations.   

Related Sustainable Development Goals

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Sustainable business practices in the digital era: a multifaceted approach.

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Salvador Ordorica is the CEO of The Spanish Group LLC , a first-class international translation service that translates over 90 languages.

Today, sustainability is more than just a buzzword; it's a strategic imperative in an interconnected world. Innovative approaches that harmonize environmental, social and economic sustainability can keep our planet and communities healthy while bolstering a thriving business.

As the CEO of The Spanish Group, I understand the transformative potential of an ethical and sustainable business philosophy in our digital age. Join me as we explore multifaceted strategies that drive sustainable success in this era. I'll share how companies can lead to a more sustainable future, from energy-efficient technologies to ethical work practices.

Environmental Sustainability

In today’s business landscape, compliance with environmental sustainability is central to being a good corporate citizen. Adding renewable energy sources such as solar, wind or hydroelectric power reduces a business’s dependence on fossil fuels and the impact of its greenhouse gas emissions.

Digitalization also plays a key role in slashing carbon footprints through its ability to optimize resource utilization, streamline operations and reduce waste. Meanwhile, ensuring that materials are responsibly sourced throughout the production process is integral to achieving environmental sustainability.

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By excelling in these areas of environmental sustainability, businesses can reduce their ecological footprint, increase their reputation by appealing to Earth-conscious consumers and play an active part in making the planet a healthier place for everyone.

Social Sustainability

Social sustainability in corporate responsibility builds inclusive, equitable societies. Ethical sourcing and labor practices ensure fair treatment, respect human rights and promote fair wages and working conditions. Diversity and inclusion initiatives foster a culture of belonging, celebrating individual differences and harnessing talent.

Community engagement and philanthropy provide evidence of a deep commitment to local communities, creating partnerships and solving social challenges. A positive work environment is created by prioritizing employee well-being and promoting work-life balance, increasing productivity, retention and overall satisfaction .

By championing these core principles of social sustainability, businesses not only contribute to the well-being of society but also build a strong brand, attract top talent and enhance their relationships with their many stakeholders.

Economic Sustainability

Economic sustainability is fundamental to the long-term success and resilience of businesses in an ever-changing market. Using innovative digital technology to identify and implement cost-saving measures boosts efficiency, productivity and competitiveness and reduces operating expenses.

Investing in sustainability as a long-term strategy delivers high returns , reduces risks and ensures business continuity in the face of evolving environmental and social landscapes. In addition, manufacturers communicate sustainability to produce consumer goods responsive to market preferences and offer competitive advantages.

Sustainability is also good for financial performance and shareholder value. This builds investor confidence and is critical to profitable operations over the long term.

Technological Innovation

Technological innovation is fundamental to driving sustainability. Digitalization and real-time monitoring, data analysis and optimal resource utilization can dramatically decrease waste and inefficiency. Technologies like the Internet of Things (IoT) are helping businesses across all verticals optimize everything from energy use to logistics. Some real-world examples of this include monitoring working conditions, tracking supply chain transparency and remote workforce monitoring.

Blockchain, a technology that brings unprecedented traceability and transparency to supply chains, is critical to help ensure a level of trust never before in sustainable sourcing and production. Additionally, artificial intelligence (AI) enables predictive analytics that can help anticipate environmental risks rather than simply react to them, optimize everything from supply chains to chemical formulations and extract intelligence from all data to remove any obstacles to intelligent growth.

Challenges And Opportunities

Here are some challenges and opportunities that might arise when practicing sustainable business.

Regulatory Compliance And Standards

Staying ahead of swiftly evolving regulations is critical to keeping the business not only compliant but also sustainable. The challenges may be complex, but the upside can be dramatic. Aligning with the most advanced standards can open up opportunities to spur innovation, not to mention gain greater competitive advantage, while others are playing catchup on the compliance front in the years ahead.

Consumer Awareness And Education

Educating consumers is just the beginning, whereas using that awareness to encourage more responsible consumption is the pot at the end of the rainbow. There are many challenges, such as consumer apathy and prior misinformation, to overcome. In my experience, I was able to overcome these challenges through things such as continuously educating consumers and providing them with transparent information about the sourcing, manufacturing and environmental footprints of our products.

The upside and potential lie not only in earning loyalty but also in meeting the growing demand for eco-responsible products, which can influence market behavior, including that of competitors, for years to come, thereby solidifying a company's brand for decades.

Collaboration And Partnerships For Sustainability

Not typically on the top of enterprises' skill sets, collaboration is vital to driving sustainability, especially on a global basis. The primary challenges here revolve around fostering collaboration beyond competitive boundaries and aligning diverse interests toward the common goal of driving sustainability.

Business leaders can foster a culture of collaboration by having open communication and dialogue among their teams, building partnerships and alliances across sectors to build on complementary strengths and offering incentives for collaboration.

Pooling those resources and collective expertise and creating the kind of economies of scale that amplify the impact on your shared goals (which is driving mutual success, one would hope) can pay off big.

Innovation In Business Models And Practices

The more innovative your organization is in sustainability, the more competitive advantage you can gain. However, once again, the challenges can get in the way—as forward-thinking as many multinational corporations have become, there's still entrenched management, resistance to major changes to any process and a lack of resources to implement these revolutionary solutions. Of course, the upside to finding them is the cost savings and even new markets that are arising for sustainable products and services.

Final Thoughts

In the digital era, sustainable business practices require a multifaceted approach. Through innovation, partnerships and regulatory compliance, organizations can pave the way for a brighter, sustainable future for the planet and all its inhabitants.

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