A5045047458- Sustainability in Higher Education
- Environmental Education and Sustainability
- Geography Education and Pedagogy
- Innovative Education and Learning Practices
- Environmental and Social Impact Assessments
- Online and Blended Learning
- Service-Learning and Community Engagement
- Sustainable Development and Environmental Policy
- Adult and Continuing Education Topics
- Interdisciplinary Research and Collaboration
- Legal Issues in South Africa
- Innovation and Socioeconomic Development
- Community Development and Social Impact
- Geography and Education Methods
- Educational Environments and Student Outcomes
- International Development and Aid
- COVID-19 and Mental Health
- Higher Education Practises and Engagement
- E-Learning and Knowledge Management
- Legal Rights and Human Rights
- Conservation, Ecology, Wildlife Education
- Innovative Approaches in Technology and Social Development
- Historical Geography and Geographical Thought
- Hospitality and Tourism Education
- Sustainable Building Design and Assessment
University of South Africa
2014-2024
Pioneer (United States)
2023
Gauteng Department of Agriculture and Rural Development
2006
Purpose There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related sustainability, and an indicator of the extent which they active this field. This paper aims examine evidence currently exists support assumption. It surveys sample Brazil, Germany, Greece, Portugal, South Africa UK USA ascertain field have formal on development, whether such pre-condition successful sustainability efforts....
Artificial intelligence (AI) can significantly contribute to the implementation of United Nations Sustainable Development Goals (SDGs) by offering innovative solutions and enhancing efficiency processes aimed at achieving these goals. There is a perceived need for studies which may look connections. Against this background, paper reports on study that investigated connections between artificial UN higher education institutions. The deployed multi-methods approach. first one was bibliometric...
The COVID-19 pandemic has caused severe disturbances in the work of hundreds millions people around world. One groups affected is academic staff at higher education institutions, whose original business model, i.e., presence teaching, suddenly changed to online learning. This has, turn, exacerbated pre-existing problems such as shortage time, busy schedules, and challenges a work-life balance. Since plays key role respect teaching research, often acting leaders their fields, it important...
Abstract The COVID-19 pandemic severely disrupted the life of millions people around world and brought changes in many contexts. In higher education institutions, teaching staff had to quickly adapt their research practices revisit learning student engagement strategies. this context, paper aimed report on how lockdowns influenced work lives academic at universities. methodology consisted an online survey that collected 201 responses across 39 countries worldwide, results were explored using...
Purpose This study aims to investigate the main areas in which researchers are focusing their efforts terms of sustainability higher education (curriculum, campus greening, research, governance or outreach), format this research is performed (in individual combined efforts) and primary focus local global issues). Design/methodology/approach Trends on were investigated by means an online survey – World Survey Sustainability Publishing Research Higher Education, was disseminated among members...
Purpose – Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so open and distance (ODL perceived as theoretically inclined) regions of need (such the Global South, which Africa forms part). The purpose this paper is to map benefits challenges using inquiry-based (IBL), with reference ODL value added by IBL terms education for (EfS) Africa. Design/methodology/approach Evidence-based reflection used provide a narrative assessment experience...
Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments explores how this shapes conceptualisations of “university” “campus”. Key issues lessons learnt are covered, thus providing pointers implementation the type assessment that presented. Design/methodology/approach Using three undergraduate sustainability-related modules in Department Geography, University South Africa (Unisa), lecturers’...
Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used enhance sustainability learning an open, distance e-learning (ODeL) context Global South. The considers opportunities, issues, alternatives implementation guidelines. Design/methodology/approach School Ecological Human Sustainability (University South Africa) serves as case study, with blended fully online examples pedagogies. assessment these uses activities...
AbstractTeachers in Namibian government schools have to cope with a lack of textbooks and must teach content-rich subjects, specifically geography, limited resources. The literature makes it clear that fieldwork outdoor learning play essential roles understanding conceptualising geography. challenge is such beneficial planned opportunities are neither accessible all learners nor equally distributed within schools. Most do, however, many lived experiences outside school they exposed wide...
The department of geography and environmental studies the University South Africa recently played a pivotal role in implementing an inter‐ multidisciplinary undergraduate programme management. This prepares students for entry‐level occupations, equips them with knowledge, skills values needed to contribute sustainable development. Both BA BSc are catered for, which contributes broadening education. is unique because its inclusion at level it offered through distance teaching approach...
This research reflects on the nature of spatial thinking as featured in undergraduate Geography modules at South African universities and explores ways enhancing its role. The has three objectives: to identify that include their curricula, determine whether lecturers these consider concept when developing new evaluate spatiality outcomes selected by assessing it against taxonomy thinking. Generally, module integration level components into which were considered proved be limited. Not one...