556
W. Leal Filho
and campus based initiatives (Mohamed et al. 2020). This is particularly helpful,
since universities can indeed be considered to be “small cities” due to the amount of
people and movement occurring within them (Alshuwaikhat and Abubakar 2008).
Therefore, the environmental impact of higher education remains high, unless
sustainable practices are timely implemented (Mohamed et al. 2020).
Traditionally, universities have been able to promote sustainability both internally and externally. Internally, they are able to function as organisations that implement practices and policies compatible with their educational mission. Externally,
universities may act as facilitators in their own regions, thus aiding society in the
implementation of sustainable practices (Dagili¯ ut˙ e and Liobikien˙ e 2015).
Universities also have the power to shape a student’s training and societal identity via the course plans and curricula that they develop. In doing so, universities
may indeed contribute towards transforming the future (Beynaghi et al. 2016). The
adjustment of education courses and operations has ensured that there is a reduction in carbon emissions, and in the carbon footprints of individuals. A systematic
approach enables students to take responsibility for their actions towards the environment, and further motivating them to engage in more sustainable practices (Garcia
et al. 2017).
Furthermore, students make up a large population at any university, and therefore,
play an important role in implementing sustainable practices within the campus.
Moreover, students often express their enthusiasm to engage in more sustainable
practices, and have displayed pro-environmental behaviour which is advantageous
to the implantation of the sustainable development goals (Ting and Cheng 2017;
Dagili¯ ut˙ e et al. 2018).
From a point of view of operations, sustainability at universities has been predominantly pursued in four main areas. This includes green buildings which ensures
that the construction and maintenance of buildings occur in an environmentally
friendly sustainable way that does not use toxic, hazardous materials. The management of waste, which is carried out in a manner that protects the environment and
takes sustainability into account. Additionally, sustainable procurement of goods
and services occurs at certain universities ensuring that green policy guidelines are
met. Lastly, sustainable mobility is also taken into account to ensure that staff and
students travel in more sustainable and cost-effective ways. This can include the use
of non CO 2 emitting vehicles such as bicycles, electric vehicles, or by encouraging
the use of car-sharing services to minimise environmental damages (Leal Filho et al.
2019; Fissi et al. 2020).
2 A SDGs Perspective
The general slogan of the SDGs, “No one shall be left behind”, gives a hint of the
deep societal needs associated with their implementation. This slogan can also be
interpreted as a promise, connected with the goals for sustainable development that
all UN member states want to achieve by 2030. The total of 17 goals and 169 targets
W. Leal Filho
and campus based initiatives (Mohamed et al. 2020). This is particularly helpful,
since universities can indeed be considered to be “small cities” due to the amount of
people and movement occurring within them (Alshuwaikhat and Abubakar 2008).
Therefore, the environmental impact of higher education remains high, unless
sustainable practices are timely implemented (Mohamed et al. 2020).
Traditionally, universities have been able to promote sustainability both internally and externally. Internally, they are able to function as organisations that implement practices and policies compatible with their educational mission. Externally,
universities may act as facilitators in their own regions, thus aiding society in the
implementation of sustainable practices (Dagili¯ ut˙ e and Liobikien˙ e 2015).
Universities also have the power to shape a student’s training and societal identity via the course plans and curricula that they develop. In doing so, universities
may indeed contribute towards transforming the future (Beynaghi et al. 2016). The
adjustment of education courses and operations has ensured that there is a reduction in carbon emissions, and in the carbon footprints of individuals. A systematic
approach enables students to take responsibility for their actions towards the environment, and further motivating them to engage in more sustainable practices (Garcia
et al. 2017).
Furthermore, students make up a large population at any university, and therefore,
play an important role in implementing sustainable practices within the campus.
Moreover, students often express their enthusiasm to engage in more sustainable
practices, and have displayed pro-environmental behaviour which is advantageous
to the implantation of the sustainable development goals (Ting and Cheng 2017;
Dagili¯ ut˙ e et al. 2018).
From a point of view of operations, sustainability at universities has been predominantly pursued in four main areas. This includes green buildings which ensures
that the construction and maintenance of buildings occur in an environmentally
friendly sustainable way that does not use toxic, hazardous materials. The management of waste, which is carried out in a manner that protects the environment and
takes sustainability into account. Additionally, sustainable procurement of goods
and services occurs at certain universities ensuring that green policy guidelines are
met. Lastly, sustainable mobility is also taken into account to ensure that staff and
students travel in more sustainable and cost-effective ways. This can include the use
of non CO 2 emitting vehicles such as bicycles, electric vehicles, or by encouraging
the use of car-sharing services to minimise environmental damages (Leal Filho et al.
2019; Fissi et al. 2020).
2 A SDGs Perspective
The general slogan of the SDGs, “No one shall be left behind”, gives a hint of the
deep societal needs associated with their implementation. This slogan can also be
interpreted as a promise, connected with the goals for sustainable development that
all UN member states want to achieve by 2030. The total of 17 goals and 169 targets