SUSTAINABILITY IN HIGHER EDUCATION: A COMPARATIVE STUDY OF BRAZILIAN AND NORTH AMERICAN ACADEMIC PRODUCTIONS
DOI:
https://doi.org/10.56238/arev7n12-231Keywords:
Sustainability, Higher Education, Academic Production, Brazil, United StatesAbstract
This article presents a comparative analysis of Brazilian and North American academic productions on sustainability in higher education, based on a literature review conducted between 2014 and 2024. The research, which adopts a qualitative and exploratory approach, sought to understand how the topic has been discussed and operationalized in both contexts. The analysis was guided by four categories: institutional approaches, sustainability indicators, student engagement, and intersectoral partnerships. The results highlight convergences regarding the centrality of sustainability within the university mission, but also reveal divergences in the implementation and evaluation of sustainable practices. North American publications stand out for their use of standardized systems and institutionalized student leadership, whereas Brazilian studies emphasize adaptation to local realities and the role of public policies. The identified gaps suggest the need for greater methodological integration and international cooperation between the two contexts. The study provides insights for the formulation of more effective strategies tailored to different institutional realities.
Downloads
References
Association for the Advancement of Sustainability in Higher Education. (n.d.). Sustainability Tracking, Assessment & Rating System (STARS). https://www.aashe.org
Barbosa, A. C. F., Silva, J. R., & Almeida, P. C. (2018). Práticas sustentáveis em campi universitários: Uma análise de caso no Sudeste do Brasil. Revista Brasileira de Gestão Ambiental, 12(4), 35–47.
Bardin, L. (2016). Análise de conteúdo. Edições 70.
Barlett, P. F., & Chase, G. W. (Eds.). (2013). Sustainability in higher education: Stories and strategies for transformation. MIT Press. DOI: https://doi.org/10.7551/mitpress/9418.001.0001
Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15–22.
Filho, W. L., & Salvia, A. L. (2020). The role of research in implementing the UN SDGs. Sustainability, 11(3), Article 717.
Gil, A. C. (2017). Métodos e técnicas de pesquisa social (7ª ed.). Atlas.
Lozano, R. (2015). A holistic perspective on corporate sustainability drivers. Corporate Social Responsibility and Environmental Management, 22(1), 32–44. DOI: https://doi.org/10.1002/csr.1325
Lozano, R., Sterling, S., Lambrechts, W., & Lukman, R. (2015). Transformative approaches to sustainable development at universities: Working across disciplines. Sustainability, 7(1), 56–67.
Sachs, I. (2021). Desenvolvimento sustentável: Um futuro comum? Cortez Editora.
Scremin, F., & Van Bellen, H. M. (2024). Indicadores de sustentabilidade em Instituições de Ensino Superior: Análise e adaptação ao contexto brasileiro. Revista de Gestão Sustentável, 10(2), 105–122.
Silva, M. A., & Almeida, R. P. (2019). Indicadores de sustentabilidade para Instituições de Ensino Superior no Brasil: Uma análise exploratória. Revista Gestão e Sustentabilidade, 6(3), 18–34.
Stefani, R. (2024). Revisão sistemática sobre a integração dos ODS nas universidades: Aplicação do método PRISMA. Journal of Sustainable Education, 8(4), 78–95.
Sterling, S. (2011). Higher education, sustainability, and the role of systemic thinking. Journal of Education for Sustainable Development, 5(1), 21–30.
Tenório, F. G. (2015). Sustentabilidade e a gestão universitária no Brasil. Revista Brasileira de Gestão Ambiental, 9(3), 120–135. DOI: https://doi.org/10.5585/geas.v3i3.156
Tilbury, D., & Ryan, A. (2021). Education for sustainable development in higher education: Current trends and future directions. International Journal of Sustainability in Higher Education, 22(4), 112–130.
Triviños, A. N. S. (2009). Introdução à pesquisa em ciências sociais: A pesquisa qualitativa em educação. Atlas.
UNESCO. (2020). Education for sustainable development: A roadmap. UNESCO Publications. DOI: https://doi.org/10.54675/YFRE1448
Wiek, A., Withycombe, L., & Redman, C. L. (2020). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 7(1), 203–218. https://doi.org/10.1007/s11625-011-0132-6 DOI: https://doi.org/10.1007/s11625-011-0132-6
