The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов

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hydroponic companies.

      Figure 18.7 Interactive experimental garden.

      Figure 18.8 International cooperation for the purpose of creating an interactive cultivar collection within an innovative project supported by the Visegrad Fund.

      Figure 18.9 Example of the green walls in the interior of the FHLE.

      Figure 18.10 Kokedams in the interior of the FHLE.

      Figure 18.11 Picnic of the FHLE.

      Figure 18.12 Punch of the FHLE.

      Figure 21.1 Cooperation of university bodies with the Office for Students with Disabilities.

      Table 2.1 Distinguishing characteristics between formal, non‐formal, informal, and hidden curricula.

      Table 2.2 Summary of advantages and disadvantages of promoting activist learning through formal, non‐formal, or informal curricula.

      Table 2.3 Recommendations to support activist learning.

      Table 3.1 Assessment and mapping of questions and their responses of tests.

      Table 3.2 Specific SLOs for the recorded version of response to the assignment.

      Table 3.3 Specific SLOs of the recorded version of response to the assignment in CSE 5X08.

      Table 3.4 Research impact in OBE (last five years).

      Table 3.5 OBE versus old education system.

      Table 5.1 Contribution of HEIs via different channels.

      Table 5.2 An overview of university contributions to the SDGs.

      Table 5.3 Energy saving strategies in the faculty of electrical engineering, Universiti Teknologi Malaysia (UTM).

      Table 6.1 Actions of the expansive learning cycle mapped onto the CL research workshops.

      Table 6.2 Summary of Change Laboratory session design.

      Table 6.3 Timeline and key events in the formation and development of the Campus Sustainability Statement.

      Table 6.4 The development of participants’ transformative agency mapped against the session timeline in the development of the Campus Sustainability Statement.

      Table 8.1 Overview of sustainability assessment tools included in this research.

      Table 8.2 A review of 27 sustainability assessment tools at HEIs.

      Table 8.3 Distribution of core elements at HEIs on the 27 studied tools.

      Table 8.4 Scope of the different sustainability tools analysis.

      Table 8.5 The thematic areas applied in the studied sustainability assessment tools at HEIs.

      Table 12.1 Commonly used models of program evaluation in medical education.

      Table 15.1 Students enrolled in governmental universities in 2019/2020.

      Table 15.2 The distribution of public educational expenditure by educational stage in 2019/2020.

      Table 16.1 Details of the project.

      Table 16.2 Community approaches for the youth leaders and communicators of the project.

      Table 18.1 Study programs offered by the FHLE.

      Table 18.2 List of supported education projects related to sustainable development.

      Table 18.3 List of short‐term international CEEPUS excursions organized by SUA.

      Table 19.1 Disability prevalence in East Asian and South Asian countries.

      Table 19.2 Total disability persons by education level.

      Table 20.1 Questionnaire for survey of SNLs and teachers related to the study.

      Table 20.2 CSD course schedule for 04 semesters (a total of 12 months).

      List of Contributors

      Anoma Abhayaratne is a Professor in Economics, at the University of Peradeniya, Sri Lanka. She received her PhD in Economics and MA in Econometrics from the University of Essex, UK, and her MPhil and BA (Hons) from the University of Peradeniya. During her 37 years of teaching career at the university, she served in administrative positions including Head of the Departmen and Dean of the Faculty, and was a member of the Governing Council of the University. She was a Visiting Professor at the University of Essex, UK, Rouen University, France, University of Malaya, Malaysia, and South Asian University, India. Her research interests are in the areas of development‐related issues including poverty, FDI, foreign aid, social welfare, and the empowerment of marginalized persons. She has wide experience in coordinating international projects and is currently the coordinator of two international projects.

      Saira Ahmed works at the Capital University of Science & Technology (CUST) in Pakistan as the Director of the Directorate of Sustainability and Environment. She is also the founding director for the research group on Solutions to Energy & Environmental Problems (STEEP). She is extensively involved in supervising peer‐reviewed research and teaches courses in Microeconomics, Public Finance, and Environmental Impact Assessment. Dr. Ahmed was awarded a PhD in Economics, Markets, and Institutions from the IMT Institute for Advanced Studies, Italy, in 2010. She is the team lead for Pakistan's COVID‐19 fiscal response project for the International Development Research Centre (IDRC), Canada, and the Partnerships for Economic Prosperity (PEP) Network. She is also the lead coordinator for the Pakistan–Italy Network (PIN), an emerging initiative of the Agency for Italian Development Cooperation (AICS) for building international technical, vocational, and research collaborations.

      Hassan Ali is a Telecoms Relationship Manager with four years' experience working alongside the executive team of Pakistan Telecommunications Mobile Ltd – Ufone. He specializes in project management and is responsible for capacity building and training of other employees on the use of progressive machine‐learning systems and applications, including mass communication procedures and organizational applications. He has extensive experience in project coordination and execution. He has served as the Project Associate for the Youth Communicators for Development program of the Luiss Business School, Italy. During the course of the program, he handled multiple teams and field projects across five remote districts of Pakistan. He obtained his MS degree in Project Management from Bahria University, Pakistan, in 2018 and his MSc in Banking and Finance in 2016. He is currently pursuing Project Management Professional (PMP) certification from the Project Management Institute (PMI), in the US.

      Mária

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