Article metrics

  • citations in SCindeks: 0
  • citations in CrossRef:[1]
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:2
  • full-text downloads in 30 days:2
article: 7 from 45  
Back back to result list
Inovacije u nastavi - časopis za savremenu nastavu
2016, vol. 29, iss. 4, pp. 123-139
article language: Serbian
document type: Original Scientific Paper

University lecturers in transition towards sustainable development: A concept and numerous questions
University of Belgrade, Faculty of Philosophy



Ideas about responsibility of university education and teachers in the transition of society towards sustainability as an ideal incorporated into the future 'after 2015', represent a guideline in conceptualizing strategies for integrating sustainability into the university, with direct implication to teaching approach. The picture of aware and active citizens of future is projected at this stage - the requirements for reflexive and innovative teachers. At the same time, as research and praxis tell, these requirements inspire and puzzle. Teachers face numerous questions, which in many cases mean what and why and this is based on their own comprehension of sustainability and strong requirements for reformulating relations between these actors and elements in teaching. In the paper, we have presented actual trends and strategies of application of the concept of sustainability at University. Relevant literature is analyzed as well as the results of the research, including empirical analyses of authors, with the sample of lecturers of the University of Belgrade. Among the results of the research, taken with the aim to identify university lecturers' personal definitions of sustainable development, there is connectivity between the contents and principles of sustainable development in initial education of teachers and integration of these issues into the subjects they create nowadays. We can also spot the relation between scarce experience of teachers considering sustainable development and narrowness of determination of this concept. Results of this and other stated research clearly point at the need to create and maintain the programme of professional development of teachers at the University of Belgrade for application of the concept of sustainable development.



Brookfield, S.D. (2013) Powerful Techniques for Teaching Adults. San Francisco: Jossey-Bass
Cortese, A. (2003) The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31 (3), 15-22
Dyment, J.E., Hill, A. (2015) You mean I have to teach sustainability too?, Initial teacher education students perspectives on the sustainability cross-curriculum priority. Australian Journal of Teacher Education, 40
Filho, L.W. (2009) Sustainability at Universities - Opportunities, Challenges and Trends. Frankfurt am Main: Peter Lang
Filho, L.W., i dr. (2015) Integrative Approaches to Sustainable Development at University Level. Switzerland: Springer International Publishing
Filho, W.L., Manolas, E., Pace, P. (2015) The future we want. International Journal of Sustainability in Higher Education, 16(1): 112-129
Howard, P. (2012) Who will teach the teachers? Reorienting teacher education for the values of sustainability. in: Battels K.A., Parker K.A. [ed.] Teaching Sustainability: Teaching Sustainably, Sterling, Virginia: Stylus, 150-159
Jensen, J. (2014) Learning outcomes for sustainability in the humanities. in: Boring W.P., Forbes W. [ed.] Teaching Sustainability, Nacogdoches: Stephen Austin State University Press, 23-38
Milutinović, S., Nikolić, V. (2014) Rethinking higher education for sustainable development in Serbia: an assessment of Copernicus charter principles in current higher education practice. Journal of Cleaner Production, 62 (2014); 107-113
Moore, J. (2005) Barriers and pathways to creating sustainability education programs: policy, rhetoric and reality. Environmental Education Research, 11(5): 537-555
Orlović-Lovren, V., Maruna, M., Crnčević, T. (2016) Contributing towards more sustainable cities: Learning through collaboration. in: Filho L.W., Brandli L. [ed.] Engaging Stakeholders in Education for Sustainable Development at University Level, Switzerland: World Sustainability Series: Springer International Publishing, 33-44, DOI 10.1007/978-3-319-26734-0_3
Orlović-Lovren, V. (2017) Promoting sustainability in institutions of higher education: The perspective of university teachers. in: Filho L.W., Azeiteiro U.M., Alves F., Molthan-Hill P. [ed.] Handbook of Theory and Practice of Sustainable Development in Higher Education, Switzerland: Springer International Publishing, 4, (u štampi)
Orr, D. (2004) Earth in Mind. Washington/Covelo/London: Island Press
Pavlović, V. (2011) Univerzitet i održivi razvoj. Beograd: Fakultet političkih nauka
Riccaboni, A., Trovarelli, F. (2015) Transition towards sustainable development: The role of universities. in: Filho L.W., et al. [ed.] Integrative Approaches to Sustainable Development at University Level: Making the Links, Switzerland: Springer International Publishing, 293-306
Santone, S., Saunders, S., Seguin, C. (2013) Education for sustainability: A transformative paradigm for teacher education. Creative change - Educational solutions, Retrieved July 15, 2016 from www: http://www.
Savelyeva, T. (2012) Escaping the structural trap of sustainability in academia through global learning environments. in: Battels K.A., Parker K.A. [ed.] Teaching Sustainability: Teaching Sustainably, Sterling, Virginia: Stylus, 229-237
Thomas, I. (2009) Critical Thinking, Transformative Learning, Sustainable Education, and Problem-Based Learning in Universities. Journal of Transformative Education, 7(3): 245-264
UN (2015) Agenda za održivi razvoj do 2030. Pristupljeno 10. jula 2016. godine na:
UNESCO (2005) Guidelines and recommendations for reorienting teacher education to address sustainability
UNESCO (2009) Learning for a sustainable world: Review of contexts and structures for education for sustainable development. Retrieved June 20, 2016. from www:
UNESCO (2014) Aichi-Nagoya declaration on education for sustainable development
van Poeck, K., vandenabeele Joke (2014) Education as a response to sustainability issues. European Journal for Research on the Education and Learning of Adults, 5(2): 221-236
Vincent, S., i dr. (2015) Interdisciplinary environmental and sustainability education and research: Institutes and centers at U.S. research universities. in: Filho L.W., et al. [ed.] Integrative Approaches to Sustainable Development at University Level, Switzerland: Springer International Publishing, 275-292
White, R.M. (2015) Who am I? The role(s) of an academic at a sustainable university. in: Filho L.W., et al. [ed.] Integrative Approaches to Sustainable Development at University Level: Making the Links, Switzerland: Springer International Publishing, 675-686