'Sustainability Education’ Practices at Universities:: An Evaluation of and Proposed Framework for a Developing Country Context

Faruk Bhuiyan; Md Hafij Ullah

doi:10.4018/978-1-7998-0062-0.ch001

'Sustainability Education’ Practices at Universities: An Evaluation of and Proposed Framework for a Developing Country Context

Faruk Bhuiyan
, Md Hafij Ullah

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Developing countries have been facing more challenges to sustainability than the developed countries. This chapter evaluates the current sustainable education practices among the universities in Bangladesh and proposes a revised multi-level framework to enhance sustainability education practices among the
universities. Based on the opinion of the staff and students of the top 10 public and private universities (according to the University Grant Commission report 2018) in Bangladesh, the study found evidence of the inclusion of sustainability issues onto the faculty's mission and vision statements, but very few are incorporated into the program curricula. In addition, dearth of sustainability training to the teachers provokes their failure of providing education for sustainable development. Considering the findings, this chapter proposes the importance and role of regulatory authorities teachers, students, professionals, and corporate people enhancing sustainable education practices at the university level.

Original language	English
Title of host publication	Global Approaches to Sustainability Through Learning and Education
Editors	Abdalmuttaleb M.A. Musleh Al-Sartawi, Khaled Hussainey, Azzam Hannoon, Allam Hamdan
Place of Publication	USA
Publisher	IGI Global
Chapter	1
Pages	1-16
Number of pages	16
ISBN (Electronic)	9781799800644
ISBN (Print)	9781799800620
DOIs	https://doi.org/10.4018/978-1-7998-0062-0.ch001
Publication status	Published - 2020
Externally published	Yes

Publication series

Name	Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series
Publisher	IGI Global
ISSN (Print)	2330-3271
ISSN (Electronic)	2330-328X

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 12 Responsible Consumption and Production

Keywords

developing countries
sustainability
sustainable education
universities
Bangladesh

Access to Document

10.4018/978-1-7998-0062-0.ch001Licence: In Copyright

Cite this

Bhuiyan, F., & Ullah, M. H. (2020). 'Sustainability Education’ Practices at Universities: An Evaluation of and Proposed Framework for a Developing Country Context. In A. M. A. M. Al-Sartawi, K. Hussainey, A. Hannoon, & A. Hamdan (Eds.), Global Approaches to Sustainability Through Learning and Education (pp. 1-16). (Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series). IGI Global. https://doi.org/10.4018/978-1-7998-0062-0.ch001

Bhuiyan, Faruk ; Ullah, Md Hafij. / 'Sustainability Education’ Practices at Universities: An Evaluation of and Proposed Framework for a Developing Country Context. Global Approaches to Sustainability Through Learning and Education. editor / Abdalmuttaleb M.A. Musleh Al-Sartawi ; Khaled Hussainey ; Azzam Hannoon ; Allam Hamdan. USA : IGI Global, 2020. pp. 1-16 (Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series).

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abstract = "Developing countries have been facing more challenges to sustainability than the developed countries. This chapter evaluates the current sustainable education practices among the universities in Bangladesh and proposes a revised multi-level framework to enhance sustainability education practices among the universities. Based on the opinion of the staff and students of the top 10 public and private universities (according to the University Grant Commission report 2018) in Bangladesh, the study found evidence of the inclusion of sustainability issues onto the faculty's mission and vision statements, but very few are incorporated into the program curricula. In addition, dearth of sustainability training to the teachers provokes their failure of providing education for sustainable development. Considering the findings, this chapter proposes the importance and role of regulatory authorities teachers, students, professionals, and corporate people enhancing sustainable education practices at the university level. ",

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Bhuiyan, F & Ullah, MH 2020, 'Sustainability Education’ Practices at Universities: An Evaluation of and Proposed Framework for a Developing Country Context. in AMAM Al-Sartawi, K Hussainey, A Hannoon & A Hamdan (eds), Global Approaches to Sustainability Through Learning and Education. Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series, IGI Global, USA, pp. 1-16. https://doi.org/10.4018/978-1-7998-0062-0.ch001

'Sustainability Education’ Practices at Universities: An Evaluation of and Proposed Framework for a Developing Country Context. / Bhuiyan, Faruk; Ullah, Md Hafij.
Global Approaches to Sustainability Through Learning and Education. ed. / Abdalmuttaleb M.A. Musleh Al-Sartawi; Khaled Hussainey; Azzam Hannoon; Allam Hamdan. USA: IGI Global, 2020. p. 1-16 (Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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N2 - Developing countries have been facing more challenges to sustainability than the developed countries. This chapter evaluates the current sustainable education practices among the universities in Bangladesh and proposes a revised multi-level framework to enhance sustainability education practices among the universities. Based on the opinion of the staff and students of the top 10 public and private universities (according to the University Grant Commission report 2018) in Bangladesh, the study found evidence of the inclusion of sustainability issues onto the faculty's mission and vision statements, but very few are incorporated into the program curricula. In addition, dearth of sustainability training to the teachers provokes their failure of providing education for sustainable development. Considering the findings, this chapter proposes the importance and role of regulatory authorities teachers, students, professionals, and corporate people enhancing sustainable education practices at the university level.

AB - Developing countries have been facing more challenges to sustainability than the developed countries. This chapter evaluates the current sustainable education practices among the universities in Bangladesh and proposes a revised multi-level framework to enhance sustainability education practices among the universities. Based on the opinion of the staff and students of the top 10 public and private universities (according to the University Grant Commission report 2018) in Bangladesh, the study found evidence of the inclusion of sustainability issues onto the faculty's mission and vision statements, but very few are incorporated into the program curricula. In addition, dearth of sustainability training to the teachers provokes their failure of providing education for sustainable development. Considering the findings, this chapter proposes the importance and role of regulatory authorities teachers, students, professionals, and corporate people enhancing sustainable education practices at the university level.

KW - developing countries

KW - sustainability

KW - sustainable education

KW - universities

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T3 - Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series

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BT - Global Approaches to Sustainability Through Learning and Education

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Bhuiyan F, Ullah MH. 'Sustainability Education’ Practices at Universities: An Evaluation of and Proposed Framework for a Developing Country Context. In Al-Sartawi AMAM, Hussainey K, Hannoon A, Hamdan A, editors, Global Approaches to Sustainability Through Learning and Education. USA: IGI Global. 2020. p. 1-16. (Practice, Progress, and Proficiency in Sustainability (PPPS) Book Series). doi: 10.4018/978-1-7998-0062-0.ch001