The concept of climate justice extends traditional environmentalism by emphasizing the social dimensions of environmental issues. Recently, it has gained much attention due to the growing impacts of climate change, especially on vulnerable communities that contribute minimally to global emissions. Based on the need for research in this field, this paper reports on a study that examined how higher education institutions (HEIs) are integrating climate justice into education, based on a literature review and a set of case studies. These cases highlight actions undertaken by various HEIs to incorporate climate justice into education across the globe. Based on the increasing number of publications, the findings show a growing research interest in the topic and reveal that some countries such as the US, the UK, China, Australia, and Germany have a visible presence in the literature. It also provides a wide range of perspectives on educational practices in climate justice, including real-world examples of courses implemented in HEIs. The findings reveal that HEIs have significant potential to address climate justice in their educational programs, which may help to transform students’ values and actions despite challenges.

Education has been traditionally considered as a means to promote and disseminate sustainable development through the reorientation of the curriculum towards sustainability at all levels of the educational system. Higher Education Institutions take a leading role in this process. However, they face several limitations, including their lack of training in the topic, which is complex and difficult to fit into disciplines to begin with. This paper presents the experience of the Working Group on Curricular Sustainability of the Faculty of Economics and Business of the University of Murcia (Spain), carried out within the framework of a pilot project of teaching innovation whose objective was the incorporation of sustainability in the Degree in Economics. In doing so, a Sustainability Competency Map was drawn up and open educational resources that enable students to acquire these competencies were developed.

Research background: Scientific evidence has shown the impact of environmental degradation on human well-being, demanding that political and economic decision-makers address the challenge of reversing this process. In this context, the economic education provided to future policymakers and business managers is crucial, because it can accelerate or impede the transition towards sustainability. What is taught in university economic courses, particularly introductory ones, shapes the ideas and the worldview of economic agents, influencing the decisions they will take in their professional activities. Purpose of the article: The main objective of this paper is to determine how sustainability is addressed in introductory economics courses, where the foundations of the discipline are laid. Specifically, the goal is to uncover what ideas are conveyed about sustainability in these courses, how they are taught, and whether there have been any changes in the last decades. Methods: Text Mining and Reflexive Thematic Analysis are applied to examine data from university syllabi and the most commonly used economic textbooks through the lens of a deconstruction of the complex concept of sustainability. Findings & value added: The main contribution of this paper is a proposal for a deconstruction of the complex concept of sustainability that guides the empirical analysis. The results reveal that sustainability is practically absent from introductory economics courses; notably, no progress has been made on ethical issues or in addressing the impact of nature and environmental degradation on human well-being. Moreover, certain conceptions and models that work against the understanding of sustainability are conveyed in the most used textbooks. Although the role of economics discipline in understanding sustainability and in designing and implementing policies for an equitable sustainable transition is key, the teaching of economics offers resistance to change, remaining part of the problem of unsustainability. The integration of sustainability into the university economic courses still represents a major challenge with implications for future decision-makers.

El objetivo de este trabajo es identificar, a los denominados turistas rurales. Para ello, se desarrolla un método, que permitirá la identificación de diferentes tipologías de turistas en el entorno rural. En primer lugar, usando una combinación de análisis factorial y cluster se segmenta la demanda en diferentes grupos con motivaciones específicas para la práctica de turismo rural. En segundo lugar, mediante la estimación de un modelo logit multinomial, se crean perfiles específicos para estos tipos de turistas. Tres de estos grupos, conceden mucha importancia al entorno natural, la calidad medioambiental y la posibilidad de descansar. Un cuarto grupo está formado por aquellos individuos que valoran poco la naturaleza y la tranquilidad mientras que el último lo constituyen individuos con valoraciones intermedias para estas motivaciones.