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U. Maruyama et al.
• They form future professionals, gatekeepers (leaders of opinion) and potential
leaders of social institutions.
• They can offer a practical testimony of what is preached in teaching, research and
university extension. University should practice what it teaches, to set an example
even on the challenges of environmental change.
• Students consider that studying at a university whose campus has environmental
responsibility and commitment to sustainability is a positive differential in their
formation (Layrargues 2011, p. 3).
The first statement that referred to sustainability in higher education was the Stockholm Declaration (1972), which established the need to implement environmental
education already in primary school through adulthood, incorporating a sense of
responsibility for improvement of the environment for people, businesses and the
community (Organization des nations unies pour l’education, La science et la culture, 1973 apud Madeira 2008).
In 1992, Agenda 21 chapter entitled “Education, Training and Public Awareness”
highlighted current priorities of higher education on sustainability issues: development of transdisciplinary curricula, scientific research on sustainability and the
formation of a network of organizations and individuals involved in promoting environmental awareness (United Nations Department of economic and social affairs,
Division for sustainable development, 2007 apud Madeira 2008).
Sustainable actions that most appear in Environmental Management System
(EMS) in a teaching institution are water consumption control (and its reuse) and
selective waste collection program, followed by students training and sensitization.
Although several initiatives dedicated to pursue eco-efficiency in energy, waste management, building design and purchasing, perverse subsidies and hidden cost make
sustainability hard to achieve (Calder and Clugston 2003).
However, Ribeiro et al. (2005) argue that the existence of barriers to a possible implementation of environmental policies is very common, among which the
following can be highlighted: (a) lack of information on sustainable development
practices of society; (b) non-valuation of environment by several employees; and (c)
non-perception of university as a potential source of pollution.
Transforming our educational systems to support sustainable development is a
challenge that involves all levels of education—policy, curriculum and pedagogical
practice (Raus and Falkenberg 2014).
More recently, during Rio+20 Conference (UN, 2012), the HEI agreement “Sustainable development and education”, which has signed a commitment to incorporate the premises of Sustainable Development in teaching, research and its own
management and organizational activities. This action inspired the creation of the
“Declaration for Higher Education Institutions”, aiming to guide the “Principles for
Responsible Management Education” (PRME) initiative.
The document discussed the relevance of creating and maintaining a curriculum in which teaches and encourages the incorporation of Sustainable Development
principles, as well as fostering scientific research seeking development, adaptation,
diffusion and transfer of knowledge, emphasis on research based on technologies. In
U. Maruyama et al.
• They form future professionals, gatekeepers (leaders of opinion) and potential
leaders of social institutions.
• They can offer a practical testimony of what is preached in teaching, research and
university extension. University should practice what it teaches, to set an example
even on the challenges of environmental change.
• Students consider that studying at a university whose campus has environmental
responsibility and commitment to sustainability is a positive differential in their
formation (Layrargues 2011, p. 3).
The first statement that referred to sustainability in higher education was the Stockholm Declaration (1972), which established the need to implement environmental
education already in primary school through adulthood, incorporating a sense of
responsibility for improvement of the environment for people, businesses and the
community (Organization des nations unies pour l’education, La science et la culture, 1973 apud Madeira 2008).
In 1992, Agenda 21 chapter entitled “Education, Training and Public Awareness”
highlighted current priorities of higher education on sustainability issues: development of transdisciplinary curricula, scientific research on sustainability and the
formation of a network of organizations and individuals involved in promoting environmental awareness (United Nations Department of economic and social affairs,
Division for sustainable development, 2007 apud Madeira 2008).
Sustainable actions that most appear in Environmental Management System
(EMS) in a teaching institution are water consumption control (and its reuse) and
selective waste collection program, followed by students training and sensitization.
Although several initiatives dedicated to pursue eco-efficiency in energy, waste management, building design and purchasing, perverse subsidies and hidden cost make
sustainability hard to achieve (Calder and Clugston 2003).
However, Ribeiro et al. (2005) argue that the existence of barriers to a possible implementation of environmental policies is very common, among which the
following can be highlighted: (a) lack of information on sustainable development
practices of society; (b) non-valuation of environment by several employees; and (c)
non-perception of university as a potential source of pollution.
Transforming our educational systems to support sustainable development is a
challenge that involves all levels of education—policy, curriculum and pedagogical
practice (Raus and Falkenberg 2014).
More recently, during Rio+20 Conference (UN, 2012), the HEI agreement “Sustainable development and education”, which has signed a commitment to incorporate the premises of Sustainable Development in teaching, research and its own
management and organizational activities. This action inspired the creation of the
“Declaration for Higher Education Institutions”, aiming to guide the “Principles for
Responsible Management Education” (PRME) initiative.
The document discussed the relevance of creating and maintaining a curriculum in which teaches and encourages the incorporation of Sustainable Development
principles, as well as fostering scientific research seeking development, adaptation,
diffusion and transfer of knowledge, emphasis on research based on technologies. In