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References
- Adelman, S. (2018). The sustainable development goals, anthropocentrism and neoliberalism. In D. French & L. Kotzé (Eds.), Sustainable development goals (pp. 15–40). Edward Elgar Publishing.
- Adjei, R., Di Biase, R., & McKenzie, M. (2025). Tracking sustainability in higher education policy: A systematic literature review of trends. International Journal of Sustainability in Higher Education. Advance online publication. https://doi.org/10.1108/IJSHE-03-2024-0177
- Arora-Jonsson, S. (2023). The sustainable development goals: A universalist promise for the future. Futures, 146, 103087. https://doi.org/10.1016/j.futures.2022.103087
- Azcona, G., & Bhatt, A. (2020). Inequality, gender, and sustainable development: measuring feminist progress. Gender & Development, 28(2), 337-355. https://doi.org/10.1080/13552074.2020.1753390
- Berkes, F. (2017). Sacred ecology. Routledge.
- Boscardin, L., & Bossert, L. (2015). Sustainable development and nonhuman animals: why anthropocentric concepts of sustainability are outdated and need to be extended. In S. Meisch, J. Ludershausen, L. Bossert, & M. Rockoff (Eds.), Ethics of science in the research for sustainable development (pp. 323-351). Nomos.
- Briant Carant, J. (2017). Unheard voices: A critical discourse analysis of the Millennium Development Goals’ evolution into the Sustainable Development Goals. Third World Quarterly, 38(1), 16–41. https://doi.org/10.1080/01436597.2016.1166944
- Caldana, A. C. F., Eustachio, J. H. P. P., Lespinasse Sampaio, B., Gianotto, M. L., Talarico, A. C., & Batalhão, A. C. D. S. (2023). A hybrid approach to sustainable development competencies: The role of formal, informal and non-formal learning experiences. International Journal of Sustainability in Higher Education, 24(2), 235–258. https://doi.org/10.1108/IJSHE-10-2020-0420
- Cheeseman, A., Wright, T. S. A., Murray, J., & McKenzie, M. (2019). Taking stock of sustainability in higher education: A review of the policy literature. Environmental Education Research, 25(12), 1697–1712. https://doi.org/10.1080/13504622.2019.1616164
- Dlouhá, J., Vintar Mally, K., & Dlouhý, J. (2017). ESD principles in higher education from a perspective of Central and Eastern European countries. International Journal of Sustainability in Higher Education, 18(6), 822–840. https://doi.org/10.1108/IJSHE-03-2016-0045
- Essomba, M. À., Lleonart, P., Alfonso, L., & Bin, H. (2022). Education for sustainable development in educating cities: Towards a transformative approach from informal and non-formal education. Sustainability, 14(7), 4005. https://doi.org/10.3390/su14074005
- Gansmo Jakobsen, T. (2017). Environmental ethics: Anthropocentrism and non-anthropocentrism revised in the light of critical realism. Journal of Critical Realism, 16(2), 184-199. https://doi.org/10.1080/14767430.2016.1265878
- Hickel, J. (2019). The contradiction of the sustainable development goals: Growth versus ecology on a finite planet. Sustainable Development, 27(5), 873-884. https://doi.org/10.1002/sd.1947
- Imran, S., Alam, K., & Beaumont, N. (2014). Reinterpreting the definition of sustainable development for a more ecocentric reorientation. Sustainable development, 22(2), 134-144. https://doi.org/10.1002/sd.537
- Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
- Kopnina, H., & Meijers, F. (2014). Education for sustainable development (ESD): Exploring theoretical and practical challenges. International Journal of Sustainability in Higher Education, 15(2), 188–207. https://doi.org/10.1108/IJSHE-07-2012-0059
- Loomis, T. M. (2000). Indigenous populations and sustainable development: Building on indigenous approaches to holistic, self-determined development. World Development, 28(5), 893-910. https://doi.org/10.1016/S0305-750X(99)00162-X
- Natcher, D., Larocque, B., Mack, L., Sorvali, J., Tuihedur Rahman, H. M., Rutherford, D., & Bellows, B. (2025). A scoping review of the sustainable development goals and indigenous peoples: direction for a post-2030 agenda. Discover Global Society, 3(1), 109. https://doi.org/10.1007/s44282-025-00257-7
- Nizińska, A., & Galimberti, A. (Eds.). (2024). Education for sustainable development in European universities. DSW University of Lower Silesia Press. https://doi.org/10.34862/7t63-5a25-1
- Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in education for sustainable development (pp. 39–59). UNESCO.
- Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Exploring the concept of sustainable development within education for sustainable development: Implications for ESD research and practice. Environment, Development and Sustainability, 21(1), 1–10. https://doi.org/10.1007/s10668-017-0032-8
- Ssossé, Q., Wagner, J., & Hopper, C. (2021). Assessing the impact of ESD: Methods, challenges, results. Sustainability, 13(5), 2854. https://doi.org/10.3390/su13052854
- Stevenson, R. B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3–4), 277–290. https://doi.org/10.1080/13504620600799026
- Struckmann, C. (2018). A postcolonial feminist critique of the 2030 Agenda for Sustainable Development: A South African application. Agenda, 32(1), 12-24. https://doi.org/10.1080/10130950.2018.1433362
- Tilbury, D., & Mulà, I. (2009). Review of education for sustainable development policies from a cultural diversity and intercultural dialogue: Gaps and opportunities for future action. UNESCO.
References
Adelman, S. (2018). The sustainable development goals, anthropocentrism and neoliberalism. In D. French & L. Kotzé (Eds.), Sustainable development goals (pp. 15–40). Edward Elgar Publishing.
Adjei, R., Di Biase, R., & McKenzie, M. (2025). Tracking sustainability in higher education policy: A systematic literature review of trends. International Journal of Sustainability in Higher Education. Advance online publication. https://doi.org/10.1108/IJSHE-03-2024-0177
Arora-Jonsson, S. (2023). The sustainable development goals: A universalist promise for the future. Futures, 146, 103087. https://doi.org/10.1016/j.futures.2022.103087
Azcona, G., & Bhatt, A. (2020). Inequality, gender, and sustainable development: measuring feminist progress. Gender & Development, 28(2), 337-355. https://doi.org/10.1080/13552074.2020.1753390
Berkes, F. (2017). Sacred ecology. Routledge.
Boscardin, L., & Bossert, L. (2015). Sustainable development and nonhuman animals: why anthropocentric concepts of sustainability are outdated and need to be extended. In S. Meisch, J. Ludershausen, L. Bossert, & M. Rockoff (Eds.), Ethics of science in the research for sustainable development (pp. 323-351). Nomos.
Briant Carant, J. (2017). Unheard voices: A critical discourse analysis of the Millennium Development Goals’ evolution into the Sustainable Development Goals. Third World Quarterly, 38(1), 16–41. https://doi.org/10.1080/01436597.2016.1166944
Caldana, A. C. F., Eustachio, J. H. P. P., Lespinasse Sampaio, B., Gianotto, M. L., Talarico, A. C., & Batalhão, A. C. D. S. (2023). A hybrid approach to sustainable development competencies: The role of formal, informal and non-formal learning experiences. International Journal of Sustainability in Higher Education, 24(2), 235–258. https://doi.org/10.1108/IJSHE-10-2020-0420
Cheeseman, A., Wright, T. S. A., Murray, J., & McKenzie, M. (2019). Taking stock of sustainability in higher education: A review of the policy literature. Environmental Education Research, 25(12), 1697–1712. https://doi.org/10.1080/13504622.2019.1616164
Dlouhá, J., Vintar Mally, K., & Dlouhý, J. (2017). ESD principles in higher education from a perspective of Central and Eastern European countries. International Journal of Sustainability in Higher Education, 18(6), 822–840. https://doi.org/10.1108/IJSHE-03-2016-0045
Essomba, M. À., Lleonart, P., Alfonso, L., & Bin, H. (2022). Education for sustainable development in educating cities: Towards a transformative approach from informal and non-formal education. Sustainability, 14(7), 4005. https://doi.org/10.3390/su14074005
Gansmo Jakobsen, T. (2017). Environmental ethics: Anthropocentrism and non-anthropocentrism revised in the light of critical realism. Journal of Critical Realism, 16(2), 184-199. https://doi.org/10.1080/14767430.2016.1265878
Hickel, J. (2019). The contradiction of the sustainable development goals: Growth versus ecology on a finite planet. Sustainable Development, 27(5), 873-884. https://doi.org/10.1002/sd.1947
Imran, S., Alam, K., & Beaumont, N. (2014). Reinterpreting the definition of sustainable development for a more ecocentric reorientation. Sustainable development, 22(2), 134-144. https://doi.org/10.1002/sd.537
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
Kopnina, H., & Meijers, F. (2014). Education for sustainable development (ESD): Exploring theoretical and practical challenges. International Journal of Sustainability in Higher Education, 15(2), 188–207. https://doi.org/10.1108/IJSHE-07-2012-0059
Loomis, T. M. (2000). Indigenous populations and sustainable development: Building on indigenous approaches to holistic, self-determined development. World Development, 28(5), 893-910. https://doi.org/10.1016/S0305-750X(99)00162-X
Natcher, D., Larocque, B., Mack, L., Sorvali, J., Tuihedur Rahman, H. M., Rutherford, D., & Bellows, B. (2025). A scoping review of the sustainable development goals and indigenous peoples: direction for a post-2030 agenda. Discover Global Society, 3(1), 109. https://doi.org/10.1007/s44282-025-00257-7
Nizińska, A., & Galimberti, A. (Eds.). (2024). Education for sustainable development in European universities. DSW University of Lower Silesia Press. https://doi.org/10.34862/7t63-5a25-1
Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in education for sustainable development (pp. 39–59). UNESCO.
Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Exploring the concept of sustainable development within education for sustainable development: Implications for ESD research and practice. Environment, Development and Sustainability, 21(1), 1–10. https://doi.org/10.1007/s10668-017-0032-8
Ssossé, Q., Wagner, J., & Hopper, C. (2021). Assessing the impact of ESD: Methods, challenges, results. Sustainability, 13(5), 2854. https://doi.org/10.3390/su13052854
Stevenson, R. B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3–4), 277–290. https://doi.org/10.1080/13504620600799026
Struckmann, C. (2018). A postcolonial feminist critique of the 2030 Agenda for Sustainable Development: A South African application. Agenda, 32(1), 12-24. https://doi.org/10.1080/10130950.2018.1433362
Tilbury, D., & Mulà, I. (2009). Review of education for sustainable development policies from a cultural diversity and intercultural dialogue: Gaps and opportunities for future action. UNESCO.