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This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the political and ethical perspective of teaching and seeing curriculum as a living text that can always be under the process of deconstruction, construction, and reconstruction.

In the face of escalating sustainability challenges globally, such as climate change, poverty, inequality, and injustices, the need for a systematic approach to tackle them through the infusion of Sustainable Development Goals (SDGs) in higher education has become increasingly critical. This article explores the crucial issue of professionalizing academic teaching, emphasizing the readiness of academic teachers to cope with sustainability and SDGs in higher education. Using the Stages of Concern Theory and the Concerns-Based Adoption Model (CBAM) to professionalize academic teaching to address SDGs in teaching, learning, and the curriculum, a sample of 1566 academic teachers in nine Latin American universities responded to the survey. This study aimed to answer two key questions, as follows: (1) How do the years of teaching experience affect academic staff’s stages of concern? (2) How do different academic teaching areas influence the academic staff’s stages of concern? The trend reveals that faculty members with fewer than four years of service scored higher than those with twenty or more years. Similarly, academic teaching staff from the Education Sciences have a significantly higher mean score and effect size than faculty members from the Humanities, Engineering, Social Sciences, Sciences, and Health Sciences across all stages of concern. However, despite these differences, professional development initiatives should be designed to match all teaching staff regardless of years of service and subject area by encouraging teamwork and increasing understanding of the critical importance of transformative teaching and learning.

This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.

In this paper, we look at the University of Crete experience to integrate the concept of sustainable development across all its operations. Through a review of current sustainability practices of universities worldwide, this paper has identified a number of principles for developing a sustainable university. These principles are then used as a framework for analysing the sustainable initiatives being implemented at the University of Crete in the context of the Reorient University Curricula to Address Sustainability (RUCAS) project - an EU-Tempus initiative. This effort has been backed-up by two research studies, which indicate the urgent need for institutionalising sustainability across all university functions.

This study focused on the development of a teacher self-efficacy measurement addressing the contextualization of information and communication technologies (ICTs) with education for sustainability (EfS) using principal component analysis. Furthermore, this study, with the participation of 1815 teachers, examined the predictive value of some hypothesized predictors of the ICTeEfS self-efficacy construct such as gender, school setting, years of teaching, knowledge of education for sustainability, knowledge of ICTs, and experience in using ICTs to support the integration of education for sustainability in teaching and school curricula using multiple regression analysis. The research results revealed that gender did not explain any statistically significant variance of teachers’ ICTeEfS self-efficacy; contrary to this, teachers possessing a high level of knowledge on issues about sustainability and ICT competence explained most of the extracted variance. However, a gap remains in utilizing these skills pedagogically. This study also discusses the varying levels of self-efficacy among teachers based on their workplace location, finding that urban teachers demonstrate higher self-efficacy compared to their rural counterparts. This could be attributed to the disparities in resources and support systems, thereby affecting their capacity to employ ICT in EfS effectively. It was also found that novice teachers exhibited higher predictive power to ICTeEfS self-efficacy, possibly due to their recent exposure to ICT training. This study assumes that a profound understanding of EfS, coupled with ICT tools, bolsters the creation of contextualized curricula and enriches the teaching and learning experience towards sustainability.

This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.

There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.

This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities

In this paper, we look at the University of Crete experience to integrate the concept of sustainable development across all its operations. Through a review of current sustainability practices of universities worldwide, this paper has identified a number of principles for developing a sustainable university. These principles are then used as a framework for analysing the sustainable initiatives being implemented at the University of Crete in the context of the Reorient University Curricula to Address Sustainability (RUCAS) project - an EU-Tempus initiative. This effort has been backed-up by two research studies, which indicate the urgent need for institutionalising sustainability across all university functions.