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This study explores the application of the DREAM methodology for course assessment in three South East Asian universities aiming to embed sustainability and sustainable development goals (SDGs) in multiple academic disciplines enabled by information and communication technologies (ICTs). A mixing of content and thematic analysis was used, which aligns with the underpinning philosophy of the Diagnosing, Reviewing/Reflecting, Explaining, Assessing, Managing (DREAM) methodology. The DREAM methodology integrates five processes, starting from diagnosing, to reviewing/reflecting, explaining, assessing, and, finally, managing. Results show that merging semantic and latent themes has contributed to uncovering what messages students’ narratives convey and provided a space for focusing both on the surface and explicit meanings of the data as well as on theory building and policy making. They also show the effectiveness of the DREAM methodology in constructing new knowledge and generating meaningful interpretations and suggestions to teacher educators and other academic teaching staff, as well as higher education institutions’ policymakers and planners.

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.

A significant trend in education is the increasing recognition of the need to shift from transmissive teaching to incorporating reflexive practices associated with real-life issues in learning, curriculum, and teaching. Merging Information and Communication Technologies (ICTs) and Metaverse learning technologies in Education for Sustainability (ICT/MeEfS) is critical in responding to current sustainability crises such as climate change. This research article focuses on the factorial structure, reliability, and validity of a teachers’ ICT/MeEfS resilience scale. It examines the predictive value of teacher self-efficacy and transformative teaching beliefs in merging ICTs and education for sustainability. The respondents were 1815 in-service teachers in Indonesia, Malaysia, and Vietnam. The principal component analysis showed a two-factor model (factor 1: “personal ICT/MeEfS resilience” and factor 2: “reflexive practice”), with a significant amount of extracted variance (68.26%). The overall Cronbach’s alpha reliability analysis of the teachers’ resilience scale enabled by ICT/MeEfS was 0.90, indicating a high score and excellent internal consistency. Similarly, the stepwise multiple regression analysis revealed that the two hypothesized predictors, teacher self-efficacy and transformative teaching beliefs, significantly contributed to teachers’ ICT/MeEfS resilience, explaining 73% of its variability. The implications of the research results are discussed in terms of research and in developing the capacity of teachers to embed sustainability issues and SDGs in teaching practices, learning environments, and course curricula enabled by ICTs and Metaverse learning technologies.

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.

With the development of science and technology, a basically optimistic ideology of progress has emerged. This deterministic attitude has been challenged in recent decades as a result of harmful side-effects generated by the way technology and science have been approached and used. The study presented here is a part of a larger international and comparative study dealing with global/environmental issues related to political orientation, science and technology. 3 080 pre-service teachers from Finland, Greece, Sweden, Japan and Holland answered a closed-end survey instrument. The results of this study show that none of the sample country respondents identified themselves as optimists concerning the impact of science and technology on society and environment. The no-stance and the pessimistic attitudes towards technology and science seem to derive from the human and environmental costs associated with science and technology development. A strong connection was found between environmental consciousness and attitudes towards the role and impact of science and technology on society. These results indicate that society and education, in particular, should place higher critical concerns about scientific and technological issues and their relation to the development of a sustainable society.

Purpose The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses. Design/methodology/approach A qualitative approach was used to examine perceived professional development. Focus groups have been conducted with the academic staff who participated in the project. Findings The results provided evidence that revising their curricula offered the participants an opportunity to discuss different principles, teaching methods, didactic processes and practices in Education for Sustainable Development (ESD). Several strategies emerged during curricula revision such as a positive attitude towards meta-cognitive strategies and a goal-oriented approach to curriculum planning. Moreover, the project induced the academic staff to reconsider their teaching methods. Research limitations/implications The main limitation is the restricted generalisability of the findings, because of the small number of participants. Further research is needed to confirm the theoretical model that emerged. Implications of the results for professional development and the induction of change in academic staff are also discussed. Originality/value There is little information about training experiences for enhancing professional development in academic staff using ESD principles, and this study provides a starting point. According to the results, the project had an impact on the participants’ attitudes, teaching principles and methods, course design skills and assessment approaches.

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.