Vasiliki Kioupi
Biographic Data
| ID | 6569319 |
|---|---|
| NAME | Vasiliki Kioupi |
| GIVEN NAMES | Vasiliki |
| FAMILY NAME | Kioupi |
| SIGNATURE | KIOUPI V |
| AFFILIATIONS | Imperial College London |
| ORCID | 0000-0002-6174-5546 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Higher education learning for sustainability in the Anthropocene; a matter of a transforming self-identity
Purpose This paper aims to explore a new direction for higher education (HE) in the Anthropocene era. HE is envisioned as the steward of the safe and just space for the transformation of learner self-identity. Transformative learning for sustainability (LfS) is seen as the main enabler for more ecological self-identities to emerge and the conditions for its successful implementation are discussed. The transformation strategies of the authors own …
Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution
This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of div…
Globalism, localism and blue food systems – How can cross-scale tensions be reduced? A production perspective from UK seafood stakeholders
‘Blue foods’ are derived from aquatic species that are caught or cultivated and are amongst the most globally traded commodities. Growing emphasis is being placed on blue foods in future transitions to sustainable food systems. However, recent international events such as the Covid-19 pandemic, UK-EU ‘Brexit’, and Russia-Ukraine war have caused renewed interest in ideological debates between globalism and localism and associated cross-scale tensi…
The Contribution of Higher Education to Sustainability
Universities can make a significant contribution to sustainability, and the development of sustainability competences in their graduates should be a key outcome of their courses. We propose an assessment framework for enabling and evaluating the attainment of sustainability competences in University students. We outline its six steps, offering tools on how to assess the alignment of University programs’ Learning Outcomes (LOs) to sustainability a…
Systems thinking as a paradigm shift for sustainability transformation
The Sustainable Development Goals (SDGs), adopted as reference and universal guidepost for transitioning to Sustainable Development by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development, are intended to be used as a set of interconnected goals and global targets for ‘Transforming our world’, as the 2030 Agenda is titled. This is a far more challenging task than business as usual; it requires systems thinking for und…
Education for Sustainable Development
The UN 2030 agenda of Sustainable Development Goals (SDGs) envisions a future of inclusive equity, justice and prosperity within environmental limits, and places an important emphasis on education as stated in Goal 4. Education is acknowledged as a means for achieving the remaining Goals, with sustainability as a goal for education in target 4.7. However, the interconnectedness of the SDGs and the complexity of sustainability as a concept make it…
Systems thinking as a paradigm shift for sustainability transformation
The Sustainable Development Goals (SDGs), adopted as reference and universal guidepost for transitioning to Sustainable Development by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development, are intended to be used as a set of interconnected goals and global targets for ‘Transforming our world’, as the 2030 Agenda is titled. This is a far more challenging task than business as usual; it requires systems thinking for und…
Education for Sustainable Development
The UN 2030 agenda of Sustainable Development Goals (SDGs) envisions a future of inclusive equity, justice and prosperity within environmental limits, and places an important emphasis on education as stated in Goal 4. Education is acknowledged as a means for achieving the remaining Goals, with sustainability as a goal for education in target 4.7. However, the interconnectedness of the SDGs and the complexity of sustainability as a concept make it…
The Contribution of Higher Education to Sustainability
Universities can make a significant contribution to sustainability, and the development of sustainability competences in their graduates should be a key outcome of their courses. We propose an assessment framework for enabling and evaluating the attainment of sustainability competences in University students. We outline its six steps, offering tools on how to assess the alignment of University programs’ Learning Outcomes (LOs) to sustainability a…
Systems thinking as a paradigm shift for sustainability transformation
The Sustainable Development Goals (SDGs), adopted as reference and universal guidepost for transitioning to Sustainable Development by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development, are intended to be used as a set of interconnected goals and global targets for ‘Transforming our world’, as the 2030 Agenda is titled. This is a far more challenging task than business as usual; it requires systems thinking for und…
Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution
This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of div…
Globalism, localism and blue food systems – How can cross-scale tensions be reduced? A production perspective from UK seafood stakeholders
‘Blue foods’ are derived from aquatic species that are caught or cultivated and are amongst the most globally traded commodities. Growing emphasis is being placed on blue foods in future transitions to sustainable food systems. However, recent international events such as the Covid-19 pandemic, UK-EU ‘Brexit’, and Russia-Ukraine war have caused renewed interest in ideological debates between globalism and localism and associated cross-scale tensi…
Higher education learning for sustainability in the Anthropocene; a matter of a transforming self-identity
Purpose This paper aims to explore a new direction for higher education (HE) in the Anthropocene era. HE is envisioned as the steward of the safe and just space for the transformation of learner self-identity. Transformative learning for sustainability (LfS) is seen as the main enabler for more ecological self-identities to emerge and the conditions for its successful implementation are discussed. The transformation strategies of the authors own …
Computer Science (5 works) · Political science (5 works) · Sustainability (4 works) · Business (3 works) · Engineering (3 works) · Engineering ethics (3 works) · Environmental Education and Sustainability (3 works) · Process management (3 works) · Psychology (3 works) · Sociology (3 works)