Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review
Abstract
:1. Introduction
Our mission is to advance solutions to evolving global health and environmental challenges that benefit the common good by translating research into practice and empowering people to be stewards for the future.
The University of Tasmania plays a vital role in leading our place-based and globally-connected communities in understanding and delivering sustainable futures.
2. Materials and Methods
2.1. Search Strategy
- Sustainability (in title) AND COVID-19 OR pandemic OR coronavirus (in title) AND “higher education” (in abstract);
- Sustainability (in abstract) AND COVID-19 OR pandemic OR coronavirus (in abstract) AND “higher education” (in abstract).
Database | Search 1 | Search 2 | Search 3 |
---|---|---|---|
PsycInfo | 0 results | 40 results | |
EBSCOhost—ERIC | 4 results | 226 results | |
EBSCOhost—Academic Search Ultimate | 3 results | 380 results | |
Google Scholar | 1 result | ||
Reference review | 0 results | ||
Total | 654 results |
2.2. Selection Procedure and Quality Assessment
2.3. Thematic Analysis
3. Results
3.1. Goal 4: Quality Education
3.2. Goal 8: Decent Work and Economic Growth, and Goal 9: Industry, Innovation, and Infrastructure
3.3. Goal 12: Responsible Consumption and Production
3.4. SDGs Not Included
4. Conclusions
4.1. Implications
4.2. Strengths and Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Manuscript | Country | Purpose of Study | Design | Key Findings | SDG |
---|---|---|---|---|---|
Almazroa (2021) [29] | Saudi Arabia | Review and analyze ophthalmic teaching practices during the pandemic | A scoping review | Ophthalmic training has diverse global responses with adaptions primarily relating to practice changes over educative changes | Goal 8/9 |
Anholon et al. (2020) [30] | Brazil and Germany | Consider sustainable development requirements for engineering education during the pandemic | Critical reflection on practice | Greater business management education is needed for engineers to support their capability in managing competing economic, environmental, and social demands | Goal 12 |
Faura-Martinez et al. (2021) [31] | Spain | Identify student perceptions and preparedness for online teaching during COVID-19 | Survey (n = 3080) | Household technology investment was necessary to support students, with reduced student preparedness, despite the equity issues this posed for vulnerable populations | Goal 4 |
Hadjeris (2021) [32] | United States of America | Examine Algerian higher education institutions against UN SDG 4 | Structured interviews (n = 7) | COVID-19-driven changes to digital learning created exclusive and inequitable education in Algeria through lack of staff digital preparedness, and technology resourcing and access | Goal 4 |
Leal Filho (2020) [33] | Germany | Outline the impact of COVID-19 on university sustainable development | Practical description | For universities to develop sustainability through COVID-19, they should consider health burdens, socio-economic problems, disrupted routines, trauma, and income reductions | Goal 8/9 |
Munna (2021) [34] | United Kingdom | Consolidate ‘common facts’ relating to COVID-19 and higher education sustainability | Reflective review | COVID-19 has created ‘immense risk’ in the sustainability of pre-pandemic higher education, with government financial intervention argued as a key response | Goal 8/9 |
Petronzi and Petronzi (2021) [35] | United Kingdom | Review blended learning literature to propose a response to COVID-19 education | Critical practice review | The use of a specific blended learning model (OaC) offered a sustainable response to educative changes brought on by the pandemic | Goal 4 |
Sustainable Development Goal | Definition | Manuscripts Included |
---|---|---|
Goal 4. Quality education | Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | Faura-Martinez et al. [31]; Hadjeris [32]; Petronzi and Petronzi [35] |
Goal 8. Decent work and economic growth | Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all | Almazroa [29]; Leal Filho [33]; Munna [34] |
Goal 9. Industry, innovation and infrastructure | Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation | |
Goal 12. Responsible consumption and production | Ensure sustainable consumption and production patterns | Anholon et al. [30] |
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Crawford, J.; Cifuentes-Faura, J. Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability 2022, 14, 1879. https://doi.org/10.3390/su14031879
Crawford J, Cifuentes-Faura J. Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability. 2022; 14(3):1879. https://doi.org/10.3390/su14031879
Chicago/Turabian StyleCrawford, Joseph, and Javier Cifuentes-Faura. 2022. "Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review" Sustainability 14, no. 3: 1879. https://doi.org/10.3390/su14031879
APA StyleCrawford, J., & Cifuentes-Faura, J. (2022). Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability, 14(3), 1879. https://doi.org/10.3390/su14031879