Promoting education about and for sustainable development
Assessing the incorporation of SDGs in Chinese higher education
Bibliographic Data
| ID | 21720746 |
|---|---|
| Authors | Jason Cong Lin (0000-0001-6971-0375, Education University of Hong Kong, corresponding author) |
| Year | 2024 |
| Volume | 25 |
| Issue | 7 |
| Pages | 1469-1483 |
| Publication date | 2024-10-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-09-2023-0444 |
| OpenAlex | W4401791369 |
| Language | EN |
| References cited | 26 |
Purpose This study aims to examine and assess how sustainable development goal (SDG) Target 4.7 is incorporated in one leading higher education institution (HEI) in China (with a focus on teacher-education programmes) from students’ perspectives. Design/methodology/approach This study uses document analysis and a semi-structured interview to analyse official and accessible documents of the programmes related to SDG Target 4.7 and recorded interviews with seven students across various Postgraduate Diploma in Education programmes in the field of education at the examined university. Findings SDG Target 4.7 is absent in the related documents. Challenges and barriers for students include limited opportunity to be informed about SDG Target 4.7, limited topics covered, ineffective pedagogies and students’ diverse needs being neglected and teachers not giving immediate feedback. Given the opportunities in teaching and learning SDG Target 4.7, such as students are keen to learn and implement SDG Target 4.7, future directions could be reducing teachers’ lecturing and increasing student engagement in multiple ways, providing concrete examples that are relevant to students’ lives and giving immediate feedback and designing more related courses to specifically and systematically teach SDG Target 4.7. Originality/value This study contributes to the field by identifying and deeply analysing an interesting and representative non-western case that remains underexplored in literature. In this sense, it helps international readers to generate a more comprehensive understanding of Chinese approaches to SDGs in its higher education system, develop a more holistic global discourse on incorporating SDGs into HEIs and compare the similarities and differences between different countries’ approaches
Economic growth · Economics · Education for sustainable development · Environmental education · Environmental planning · Higher education · Pedagogy · Political science · Sociology · Sustainability · Sustainable development · Environmental Education and Sustainability · Environmental Science · Sustainability in Higher Education · Ecology
Declarations for sustainability in higher education
A framework for the implementation of the Sustainable Development Goals in university programmes
Cultural nationalism and its effect on Chinese higher education
Active methodologies and curricular sustainability in teacher training
The role of Web of Science publications in China’s tenure system
Higher education and the Sustainable Development Goals
The elite exclusion
The turning tide of the International Baccalaureate in China
Document Analysis as a Qualitative Research Method
The sustainable development goals and education, achievements and opportunities
The Rising China is Not a ‘Sick Man’ Anymore
| Highly cited | No |
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