Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

The possible benefits of the ongoing Sustainable Development Goals (SDG) integration into higher education curriculum has been extensively documented in the literature. There is also a scope for smart initiatives, exploring novel angles concerning societal aspects, redefined in creative forms of education design, curriculum planning, and preparing a smarter campus. One predominant issue is the expansion of the term “sustainability transitions”, deepened with respect to the societal theories and behavioural change-related dimensions that permit a higher concentration on sustainability impact for learners. At the same time, of the transition role, this paper highlights some key challenges related to sustainability transformation - some, remain unsolved by other dimensions much more dis-associated from the societal force. From this perspective, common SDG visions are analyzed and then placed into a typology. Some SDG visions acknowledge renewable energy as a harbinger of of social-technological change in terms of ubiquitous environmental efficiency. While, a different angle from the reviewed studies warn of implications of higher educational awareness, especially when adapting to crucial real-world elements - such as culture, the multidimensionality of decarbonization challenge, and the coevolutionary interactions between theory and practice groups invested to accelerate low-carbon transitions.