مقاله انگلیسی رایگان در مورد پیاده سازی اهداف توسعه پایدار در سطح دانشگاهی – امرالد 2017

The first decade of the twenty-first century has been characterised by major changes making the world a less sustainable, less secure and more violent place. The greatest challenge and responsibility facing higher education today is to contribute to fostering peace, cooperation and sustainability so as to guarantee the safeguarding of human rights. Sustainable development (SD) and education for sustainable development (ESD) are concepts used on a daily basis. However, they are often understood in a reductionist way, as environmental and economic perspectives are considered separately rather than together (Bond Alan and Morrison-Saunders, 2011; Fien and Tilbury, 2002; Pérez et al., 2005). The social aspects of SD or the relation between environmental degradation and social problems (Sachs, 2012; Francis, 2015) are hardly ever taken into account. In the preamble of Transforming our world: the 2030 Agenda for Sustainable Development, the following is said about the goals and targets of SD for the coming years: “They are integrated and indivisible and balance the three dimensions of SD: the economic, social and environmental” (UN, 2015). This holistic vision of sustainability is present in the ESD documents published at the beginning (UNESCO, 2005a; UNESCO, 2005b) and at the end of the DESD 2005-2014 Nagoya Declaration on Higher Education for Sustainable Development (UNESCO, 2014a) and in the final report: Shaping the Future We Want (UNESCO, 2014c). It also appears in the final document of the United Nations conference on SD entitled “The Future We Want” (UN, 2012b) and the Peoples’ Sustainability Treaty on Higher Education. Draft for Rio þ 20 produced by the Copernicus Alliance (Tilbury, 2012). This paper presents research carried out at the Universitat Internacional de Catalunya (UIC) on key concepts linked with the sustainable development goals (SDGs) and the learning and teaching practices related to ESD in all the degree programmes offered. Recent studies show that efforts have been made to implement sustainability at various universities (Albareda Tiana and Alférez Villarreal, 2016; Barrón Ruiz et al., 2010; Calder and Clugston, 2003; Disterheft et al., 2012; Ferrer-Balas et al., 2008; Geli de Ciurana and Leal Filho, 2006; Leal Filho, 2010, 2011, 2015a, 2015b; Lozano, 2009, 2011; Michelsen, 2016; Müller-Christ et al., 2014; O’Byrne et al., 2015; Ramos et al., 2015; Wals, 2014; Wals et al., 2016). However, as sustainability and ESD are novel concepts in the higher education system, criteria related to curriculum content linked to the SDGs and adequate educational methodologies for its implementation have been found wanting