References
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2020). Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science, 16(1), 13–29.
Brundiers, K., King, J., Hiser, K., Parnell, R., Wyman, M., & Johnson, R. (2023, February). A GCSE proposal statement on key competencies in sustainability: Guidance on the accreditation of sustainability and sustainability-related programs in higher education. Global Council for Science and the Environment.
Coffey, Y., Bhullar, N., Durkin, J., Islam, M. S., & Usher, K. (2021). Understanding eco-anxiety: A systematic scoping review of current literature and identified knowledge gaps. The Journal of Climate Change and Health, 3.
College Student Educators International [ACPA] & U.S. Partnership for Education for Sustainable Development. (2022). Change agent abilities required to help create a sustainable future.
Concordia Student Union [CSU]. (2021). Results – 2021 CSU ByElections. SimplyVoting.
ECO Canada. (2021). From recession to recovery: Environmental workforce needs, trends and challenges: Updated labour market outlook to 2025.
Elmi, C. (2020). Integrating social emotional learning strategies in higher education. European Journal of Investigation in Health, Psychology and Education, 10(3), 848–858.
Garg, A. (n.d.). Embedding sustainable development goals in teaching and learning. University of Saskatchewan.
Giangrande, N., White, R.M., East, M., Jackson, R., Clarke, T., Saloff Coste, M., & Penha-Lopes, G. (2019). A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge. Sustainability, 11(10), 2832.
Greenleaf Brown, L. G., & Chidume, T. (2023). Don’t forget about role play: An enduring active teaching strategy. Teaching and Learning in Nursing, 18(1), 238–241.
Hawken, P. (2017). Drawdown: The most comprehensive plan ever proposed to reverse global warming. Penguin books.
Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L-A., Mattelmäki, T., & Friman, M. (2022). Becoming self-aware—How do self-awareness and transformative learning fit in the sustainability competency discourse? Frontiers in Education, 7.
Jordan, T., Reams, J.; Stålne, K.; Henriksson, J. A.; Björkman, T., & Dawson, T. (2021). Inner development goals: Background, method and the IDG framework. Report from the First Phase of the IDG Initiative.
Kurth, C., & Pihkala, P. (2022). Eco-anxiety: What it is and why it matters. Frontiers in Psychology, 13.
Mark, S., Holder, S., Hoyer, D., Schoonover, R., & Aldrich, D. P. (2023). Understanding polycrisis: Definitions, applications, and responses. Social Science Research Network (October 5, 2023).
Orr, D. W. (1991). What is education for?, Trumpeter, 8(3), 99-102.
Orr, D. W. (1994). Earth in mind: On education, environment and the human prospect. Island Press.
Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427–436.
Redman, A., & Wiek, A. (2021). Competencies for advancing transformations towards sustainability. Frontiers in Education, 6, 1-11.
Sandenoro, A. C., Popa, A. B., Bletscher, C. G., & Albert, J. (2012). Storytelling as a vehicle for self-awareness: Establishing a foundation for intercultural competency development. Journal of Leadership Studies, 6(2), 102–109.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands, and heart. International Journal of Sustainability in Higher Education, 9(1), 68-86.
Stålne, K., & Greca, S. (2022). Inner development goals phase 2 research report.
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.
