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SUSTAINABLE DEVELOPMENT IN HIGHER EDUCATION CURRICULA: A LATVIAN CASE STUDY

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Publicado en:International Multidisciplinary Scientific GeoConference : SGEM vol. 5, no. 1 (2025), p. 831-840
Autor principal: Balina, Signe
Otros Autores: Pelsa, Inese
Publicado:
Surveying Geology & Mining Ecology Management (SGEM)
Materias:
Latvia
Higher education
Colleges & universities
Government purchasing
Trends
Curricula
Sustainability
Content analysis
Entrepreneurs
Academic disciplines
Curriculum
Circular economy
Keywords
Sustainable development
Education
Qualitative analysis
Inclusion
Knowledge
Embedding
Digital technology
Graduate students
Social
Economic
Acceso en línea:Citation/Abstract
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Resumen:Integrating sustainable development and circular economy principles into higher education curricula is critical for preparing future professionals to address complex global challenges. This study examines both the theoretical underpinnings and empirical evidence supporting the inclusion of these themes in academic programs in Latvia, emphasizing their role in fostering the competencies required for sustainable transformation. Using a mixed-methods approach, the research combines qualitative content analysis of curricula from five Latvian universities with a quantitative survey of students at the bachelor's, master's, and doctoral levels. The findings reveal that while sustainability is present in course content, key areas such as green public procurement remain significantly underrepresented. Drawing on comparative insights from other European countries, the study identifies emerging trends in entrepreneurship education, particularly those aligned with circular economy principles. Despite the strategic importance of universities in advancing the European Green Deal, many institutions face persistent barriers, including limited resources, insufficient policy support, and weak knowledge transfer to the business sector. The study underscores the need for a more structured and strategic approach to embedding sustainability in higher education - one that is supported by institutional commitment, faculty development, and coherent policy frameworks. These insights contribute to the broader European discourse on the transformative role of universities in achieving the objectives of the European Green Deal and the UN 2030 Agenda for Sustainable Development.
ISSN:1314-2704
DOI:10.5593/sgem2025/5.1/s21.110
Fuente:Engineering Database