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Smart and Sustainable Universities

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 April 2025) | Viewed by 2426

Special Issue Editors


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Guest Editor
Department of Economy Management and Territory, University of Foggia, 71122 Foggia, Italy
Interests: sustainability in higher education; lifecycle assessment; sustainable mobility; agro-food; energy; water; waste; accessibility in protected natural areas
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
Department of Economics, Management and Territory, University of Foggia, Via A. da Zara, 11 71022 Foggia, Italy
Interests: lifecycle assessment; sustainability; agro-food; sustainable mobility; energy; water; waste
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The role of universities is not limited to teaching and research; it extends to the whole of society through the dissemination of research results and an awareness of public opinion on specific issues, to which the university can make its own scientific and cultural contributions.

One of the most pertinent current issues is the environmental sustainability of any university that fulfills important roles in society, taking into account their role towards students and the community. This occurs, for example, in teaching activities, such as providing degree programs, masters, etc., on sustainability; in research activity, by encouraging projects in the environmental sector, preferably following a multidisciplinary approach; and in the dissemination of research and awareness, organizing conferences, congresses, etc., on specific environmental issues. Universities also have an impact as consumers of natural resouces (energy, water, paper, etc.) and as waste producers, and they should endeavour to reduce their environmental impact. In the latter case, in order to carry out their activities, universities occupy spaces, are consumers of water and energy, are important consumers of paper and office equipment, manage catering activities, generate waste, waste water, and produce air emissions. Universities and their structures can be examples of practicing sustainability if they implement sustainability policies during the course of these listed activities. In recent decades, universities have organized a series of initiatives and declarations on this topic. Some national and international institutions have also presented papers on the role of environmental education in higher education.

The purpose of this Special Issue is to collect information on initiatives, scientific studies, and the dissemination of culture and good practices of sustainability, both inside and outside universities, in addition to the positive impacts of universities in environmental, ethical, social, and economic terms following the implementation of such actions. The studies published in this Special Issue will be a valuable guide for those who study these topics, but also for universities that want to collect useful information to implement actions spreading a culture of sustainability and to improve their social and environmental performance.

Prof. Dr. Giulio Mario Cappelletti
Prof. Dr. Giuseppe Ioppolo
Dr. Carlo Russo
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • sustainability
  • the sustainable development goals (SDGs) and universities
  • university rankings
  • environmental and social reporting
  • environmental education
  • sustainable mobility

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Published Papers (2 papers)

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Research

15 pages, 290 KiB  
Article
Contributions of University Students’ Cognitions Towards the University to the Creation of a Sustainable University
by Fulya Almaz, Yasin Özkara, Begümhan Yüksel, Güçlü Şekercioğlu, Fatih Serdar Yıldırım and Ayşegül Yıldırım
Sustainability 2025, 17(13), 5934; https://doi.org/10.3390/su17135934 - 27 Jun 2025
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Abstract
In almost all institutional discourses about universities, students are mentioned. Universities are defined as dynamic areas that pave the way for students to acquire and develop scientifically based professional skills. Students are also given importance in explanations about creating a sustainable university. However, [...] Read more.
In almost all institutional discourses about universities, students are mentioned. Universities are defined as dynamic areas that pave the way for students to acquire and develop scientifically based professional skills. Students are also given importance in explanations about creating a sustainable university. However, their contributions have been neglected in the development of this idea. Based on this inspiration, this study aims to examine the kind of expansions the university reality constructed by university students with their cognitive patterns can provide to the idea of creating a sustainable university. To achieve this aim, firstly, the university reality constructed by students enrolled in an associate degree program at a university, with their cognitive patterns, is explained through metaphors. Accordingly, open-ended questions were asked to 200 university students who were in the process of experiencing university life and volunteered to participate in the study. The answers received were evaluated through descriptive analysis and content analysis. As a result of the research, it was seen that 119 metaphors were produced, and these metaphors could be divided into seven categories with the titles of university as a structure that expresses, develops, and enlightens university reality; university as a structure that reaches goals; university as a social life area that accommodates differences and offers diversity; university as a structure that limits; university as a structure that challenges; university as a structure that liberates; and university as a structure that provides security and peace. Then, it was discussed how university students’ explanations about university reality would benefit the establishment of a sustainable university. While this study provides insights into university students’ perspectives on the university, it also contributes to strengthening and expanding the existing idea of a sustainable university. Full article
(This article belongs to the Special Issue Smart and Sustainable Universities)
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33 pages, 3042 KiB  
Article
Teaching Green Chemistry in Higher Education: Contributions of a Problem-Based Learning Proposal for Understanding the Principles of Green Chemistry
by Carlos Renato Strombeck Vaz, Carla Morais, Julio Cezar Pastre and Gildo Girotto Júnior
Sustainability 2025, 17(5), 2004; https://doi.org/10.3390/su17052004 - 26 Feb 2025
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Abstract
This paper investigates a proposal for teaching Green Chemistry concepts through the implementation of a Problem-Based Learning (PBL) approach in a specific and optional course on the subject in higher education. The main objective was to analyze the effect of implementing Problem-Based Learning [...] Read more.
This paper investigates a proposal for teaching Green Chemistry concepts through the implementation of a Problem-Based Learning (PBL) approach in a specific and optional course on the subject in higher education. The main objective was to analyze the effect of implementing Problem-Based Learning (PBL) didactics on understanding Green Chemistry principles within a course with 8 university students. Through this methodology, students analyzed case studies involving the identification of GC principles in industrial redesign processes and the problematization of controversial situations related to the importance of discussions on chemical processes. Two specific cases, bio-based butylene glycol and enzymatic treatment of paper, were used to test students’ ability to recognize and justify the relevance of these principles. Additionally, another activity about the synthesis of acetanilide allowed students to identify which of four methodologies could be considered the greenest, considering different aspects. The research revealed that although the PBL approach effectively engaged students and deepened their understanding of GC principles, some concepts presented challenges. Certain principles of Green Chemistry, such as atom economy and catalysis, proved complex for some students, leading to confusion and challenges in assessing the “greenness” of processes. Nonetheless, students demonstrated improved knowledge and practical application of GC principles, linking them to industrial processes like bio-based material production and analyzing the benefits and drawbacks of different methods for producing the same substance. This study highlighted the value of a dedicated PBL approach with adequate resources to foster discussions and understanding. However, elective courses often attract only those already familiar with the subject, limiting broader engagement and field expansion. Disparities in case material quality, particularly for bio-based butylene glycol and acetanilide production, underscored the need for well-structured resources. Future research should include larger sample sizes for statistical validation and more class time for discussions and supplemental activities. This study contributes to the literature on active learning strategies, showcasing PBL’s potential to enhance sustainable chemical education. Full article
(This article belongs to the Special Issue Smart and Sustainable Universities)
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