English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

This paper considers the effects of education for sustainable development (ESD) on undergraduates within higher education (HE), through learning outcomes from courses and campus activities. It is high on the agenda of global governments and educational authorities to encourage organisations and economies to become more sustainable, which can be achieved primarily by educating future decision makers, professionals and leaders. Firstly, an overview of secondary data on sustainability and ESD in HE is offered; then, findings and further discussion, contributing to the knowledge and creating opportunities for further explorations in the field. The data was obtained from University of Huddersfield undergraduate students and ‘LinkedInTM’ discussion groups. This paper highlights a lack of sustainability skills and confidence between students, despite strong interest in the subject, and identifies potential issues, leading to a lack of sustainability literate graduates in the UK employment market.

fields

Sustainability Literate Graduates: Linking Education for Sustainable Development within Higher Education with the ‘Skills Gap’ in the Employment Market