272
O. Khalaim et al.
UNESCO (2015a) Education 2030. Incheon declaration and framework for action: towards inclusive
and equitable quality education and lifelong learning for all. Paris, 86 p. https://unesdoc.unesco.
org/ark:/48223/pf0000245656. Accessed 25 May 2020
UNESCO (2015b) Rethinking education. Towards a global common good? http://unesdoc.unesco.
org/images/0023/002325/232555e.Pdf. Accessed 10 Mar 2020
Uppsala University (2020) Department of Business Studies. An official web site: https://www.fek.
uu.se/about-us/. Accessed 20 Apr 2020
Urenje S (2019) Confronting the climate change crisis by inspiring teachers to facilitate education
for social transformation; lessons from the ‘Sustainability Starts with Teachers’ initiative. High
Educ Res (in press)
Wals AEJ, Benavot A (2017) Can we meet the sustainability challenges? The role of education and
lifelong learning. Eur J Educ 52:404–413. https://doi.org/10.1111/ejed.12250
Wals AEJ (2007) Learning in a changing world and changing in a learning world: reflexively
fumbling towards sustainability. South Afr J Environ Educ 22:35–45
Wals AEJ (2010) Mirroring, gestaltswitching and transformative learning: stepping stones for
developing sustainability competence. Int J Sustain High Educ 29:380–390
Wenger E, Trayner B, de Laat M (2011) Promoting and assessing value creation in communities
and networks: a conceptual framework. Rapport 18, Ruud de Moor Centrum, Open University
of the Netherlands, 60 p. ISBN: 978-90-358-1808-8
World Commission on Environment and Development (1987) Our common future. Oxford
University Press, New York, p 300
Yin RK (1994) Case study research: design and methods, 2nd edn. Sage, Thousand Oaks, p 171
Oleksandra Khalaim, Ph.D. is graduated in Economics (2006), master’s degree in Economics
(2007), master’s degree in Environmental Sciences (2010), and Ph.D. in Ecology and Environmental Sciences (2017). Post Doctorial Research at Uppsala University (2020). Her current
research interests include education for sustainable development, climate change education and
transformative learning methods in higher education, climate change adaptation and management
of urban green areas.
Tatjana Tambovceva, Dr.oec. Professor at the Riga Technical University (Latvia). She has more
than 25 years’ experience in lecturing both at the undergraduate and graduate levels. Her research
interests focus on sustainable development, circular economy, education for sustainable development, change of consumer behavior; corporate social responsibility; green production and
consumption; project management and use of ICT in many areas. She is a member and an expert
in a number of international Societies, Councils and Foundations. She is also the Managing Editor
of the Scientific Journal “Economics and Business”.
Lovísa Eiríksdóttir has a bachelor degree in Economics (2012) from university of Iceland,
master’s degree in Applied Ethics (2014) from University of Iceland, and a master’s degree in
Sustainable Management (2016) from Uppsala University. Now Lovísa is a Ph.D. student in the
Department of Business Studies at Uppsala University, doing research on Sustainable Development in Business Schools, through the faculty of thought and judgement of business educators. Current research interests is Hannah Arendt’s theorizing around thinking and responsibility,
story-telling, narratives and higher education for sustainable development.
Shepherd Urenje, Ed.D received his doctoral degree in Development Education at the University College of London, Institute of Education (2012) and graduated with a master’s degree in
Environmental Education from Rhodes University (2004). He is an alumnus of the University of
Zimbabwe (1983) where he graduated with a Bachelor in Education. He has worked as a teacher of
environmental science and development education in Zimbabwe, a Regional Programme Manager
O. Khalaim et al.
UNESCO (2015a) Education 2030. Incheon declaration and framework for action: towards inclusive
and equitable quality education and lifelong learning for all. Paris, 86 p. https://unesdoc.unesco.
org/ark:/48223/pf0000245656. Accessed 25 May 2020
UNESCO (2015b) Rethinking education. Towards a global common good? http://unesdoc.unesco.
org/images/0023/002325/232555e.Pdf. Accessed 10 Mar 2020
Uppsala University (2020) Department of Business Studies. An official web site: https://www.fek.
uu.se/about-us/. Accessed 20 Apr 2020
Urenje S (2019) Confronting the climate change crisis by inspiring teachers to facilitate education
for social transformation; lessons from the ‘Sustainability Starts with Teachers’ initiative. High
Educ Res (in press)
Wals AEJ, Benavot A (2017) Can we meet the sustainability challenges? The role of education and
lifelong learning. Eur J Educ 52:404–413. https://doi.org/10.1111/ejed.12250
Wals AEJ (2007) Learning in a changing world and changing in a learning world: reflexively
fumbling towards sustainability. South Afr J Environ Educ 22:35–45
Wals AEJ (2010) Mirroring, gestaltswitching and transformative learning: stepping stones for
developing sustainability competence. Int J Sustain High Educ 29:380–390
Wenger E, Trayner B, de Laat M (2011) Promoting and assessing value creation in communities
and networks: a conceptual framework. Rapport 18, Ruud de Moor Centrum, Open University
of the Netherlands, 60 p. ISBN: 978-90-358-1808-8
World Commission on Environment and Development (1987) Our common future. Oxford
University Press, New York, p 300
Yin RK (1994) Case study research: design and methods, 2nd edn. Sage, Thousand Oaks, p 171
Oleksandra Khalaim, Ph.D. is graduated in Economics (2006), master’s degree in Economics
(2007), master’s degree in Environmental Sciences (2010), and Ph.D. in Ecology and Environmental Sciences (2017). Post Doctorial Research at Uppsala University (2020). Her current
research interests include education for sustainable development, climate change education and
transformative learning methods in higher education, climate change adaptation and management
of urban green areas.
Tatjana Tambovceva, Dr.oec. Professor at the Riga Technical University (Latvia). She has more
than 25 years’ experience in lecturing both at the undergraduate and graduate levels. Her research
interests focus on sustainable development, circular economy, education for sustainable development, change of consumer behavior; corporate social responsibility; green production and
consumption; project management and use of ICT in many areas. She is a member and an expert
in a number of international Societies, Councils and Foundations. She is also the Managing Editor
of the Scientific Journal “Economics and Business”.
Lovísa Eiríksdóttir has a bachelor degree in Economics (2012) from university of Iceland,
master’s degree in Applied Ethics (2014) from University of Iceland, and a master’s degree in
Sustainable Management (2016) from Uppsala University. Now Lovísa is a Ph.D. student in the
Department of Business Studies at Uppsala University, doing research on Sustainable Development in Business Schools, through the faculty of thought and judgement of business educators. Current research interests is Hannah Arendt’s theorizing around thinking and responsibility,
story-telling, narratives and higher education for sustainable development.
Shepherd Urenje, Ed.D received his doctoral degree in Development Education at the University College of London, Institute of Education (2012) and graduated with a master’s degree in
Environmental Education from Rhodes University (2004). He is an alumnus of the University of
Zimbabwe (1983) where he graduated with a Bachelor in Education. He has worked as a teacher of
environmental science and development education in Zimbabwe, a Regional Programme Manager