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Mark Mifsud
CEER, University of Malta

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Chapter
Published: 04 May 2021 in World Sustainability Series
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Marine protected areas (MPAs) are now a widely used tool for marine conservation and fisheries management. MPAs are an important management tool that can either help or hurt local livelihoods, depending on how they are developed, designed, and implemented. It is not unusual that fishermen resist the establishment or expansion of MPAs. This is usually done because fishermen may fear a reduction in their livelihood and also a decrease in their ability to access to their fisheries. The establishment of MPAs may therefore result in conflicts between fishers and state agencies. A further issue is that there may be increased conflicts between fishers and the tourism sector. This paper presents a qualitative analysis of stakeholders involved in the fisheries sector and the extent to which marine conservation impacts on their livelihoods. Extended interviews were undertaken with 26 stakeholders including fishermen, divers and dive centres. The study tried to address the issues through a communication and educational campaign drafted through higher education institutions. Research generally points towards the effective importance of incorporating stakeholders in meaningful participation for effective marine conservation planning and management. In actual fact MPAs are more likely to meet their biological and social goals if the human dimensions is integrated into the MPA design and evaluation process. This paper discusses a number of recommendations that increase communication channels between the authorities and the main stakeholders and the possible role of higher education institutions in mediating these channels through applied research.

ACS Style

Mark C. Mifsud. Balancing Sustainable Livelihoods and Conservation in the Marine Environment. World Sustainability Series 2021, 19 -33.

AMA Style

Mark C. Mifsud. Balancing Sustainable Livelihoods and Conservation in the Marine Environment. World Sustainability Series. 2021; ():19-33.

Chicago/Turabian Style

Mark C. Mifsud. 2021. "Balancing Sustainable Livelihoods and Conservation in the Marine Environment." World Sustainability Series , no. : 19-33.

Journal article
Published: 02 April 2021 in Journal of Cleaner Production
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There is a perceived need to develop approaches, methods and tools that may help higher education institutions to systematically introduce the Sustainable Development Goals (SDGs) into research and teaching as an intrinsic part of their programs. However, at present, there is a gap in the literature on the suitable means to do so. This paper addresses this gap by examining the many foci and commitments for and about the SDGs that are currently included in university programs. An overview of the SDGs’ focus at universities was presented using a survey to gather qualitative and quantitative data. . Based on current trends and gaps, this paper identifies the need for a framework which may be of assistance in facilitating the inclusion of the SDGs as a whole, and individually targets in particular in the programs of institutions of higher education. The scientific contribution of this paper value lies in the fact that this is one of the first papers to tackle the need for a framework which caters to a more systematic introduction of the SDGs in university programs. The basis for the framework approach, here introduced, includes institutional, thematic, structural and personal/individual aspects which need to be considered for proper implementation of the SDGs at the university level.

ACS Style

Walter Leal Filho; Fernanda Frankenberger; Amanda Lange Salvia; Ulisses Azeiteiro; Fatima Alves; Paula Castro; Markus Will; Joost Platje; Violeta Orlovic Lovren; Luciana Brandli; Elizabeth Price; Federica Doni; Mark Mifsud; Lucas Veiga Ávila. A framework for the implementation of the Sustainable Development Goals in university programmes. Journal of Cleaner Production 2021, 299, 126915 .

AMA Style

Walter Leal Filho, Fernanda Frankenberger, Amanda Lange Salvia, Ulisses Azeiteiro, Fatima Alves, Paula Castro, Markus Will, Joost Platje, Violeta Orlovic Lovren, Luciana Brandli, Elizabeth Price, Federica Doni, Mark Mifsud, Lucas Veiga Ávila. A framework for the implementation of the Sustainable Development Goals in university programmes. Journal of Cleaner Production. 2021; 299 ():126915.

Chicago/Turabian Style

Walter Leal Filho; Fernanda Frankenberger; Amanda Lange Salvia; Ulisses Azeiteiro; Fatima Alves; Paula Castro; Markus Will; Joost Platje; Violeta Orlovic Lovren; Luciana Brandli; Elizabeth Price; Federica Doni; Mark Mifsud; Lucas Veiga Ávila. 2021. "A framework for the implementation of the Sustainable Development Goals in university programmes." Journal of Cleaner Production 299, no. : 126915.

Journal article
Published: 28 February 2021 in Journal of Cleaner Production
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It is widely acknowledged that research and publications in peer reviewed journals offer important metrics in describing the academic outputs of higher education institutions on one hand, and their societal impacts on the other. Peer review is a well-tested method for quality control and has been successfully deployed over many decades in academic journals worldwide. But despite the fact that publications on matters related to sustainable development offer solid evidence of academic activity and excellence, there is a dearth of literature in this field. In order to address this need, the European School of Sustainability Science and Research (ESSSR) and the Inter-University Sustainable Development Research Programme (IUSDRP) have undertaken the World Survey on Sustainability Publishing and Research in Higher Education (WSSSP-HEI). The paper has two main aims. The first is to document and showcase trends in scientific publishing on matters related to sustainable development. The second aim is to contribute to a greater understanding of this rapidly growing field, by describing the latest developments and the role played by some of the journals active in this area. Consistent with these aims, this paper focuses on publications on sustainability in higher education, describes the methods used in the study and some of its results. It can be seen that despite the intrinsic value of research on sustainable development in higher education as a whole, and of publications in this field in particular, such practices are not as widely developed as one could expect. This paper discusses the possible reasons and also outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities that publishing on sustainability offers to them.

ACS Style

Walter Leal Filho; Tony Wall; Amanda Lange Salvia; Fernanda Frankenberger; Ann Hindley; Mark Mifsud; Luciana Brandli; Markus Will. Trends in scientific publishing on sustainability in higher education. Journal of Cleaner Production 2021, 296, 126569 .

AMA Style

Walter Leal Filho, Tony Wall, Amanda Lange Salvia, Fernanda Frankenberger, Ann Hindley, Mark Mifsud, Luciana Brandli, Markus Will. Trends in scientific publishing on sustainability in higher education. Journal of Cleaner Production. 2021; 296 ():126569.

Chicago/Turabian Style

Walter Leal Filho; Tony Wall; Amanda Lange Salvia; Fernanda Frankenberger; Ann Hindley; Mark Mifsud; Luciana Brandli; Markus Will. 2021. "Trends in scientific publishing on sustainability in higher education." Journal of Cleaner Production 296, no. : 126569.

Article
Published: 06 January 2021 in Environment, Development and Sustainability
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The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have—as a whole—adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.

ACS Style

Walter Leal Filho; Elizabeth Price; Tony Wall; Chris Shiel; Ulisses M. Azeiteiro; Mark Mifsud; Luciana Brandli; Carla Sofia Farinha; Sandra Caeiro; Amanda Lange Salvia; Claudio Ruy Vasconcelos; Luiza Olim de Sousa; Paul Pace; Federica Doni; Lucas Veiga Avila; Bárbara Fritzen; Todd Jared LeVasseur. COVID-19: the impact of a global crisis on sustainable development teaching. Environment, Development and Sustainability 2021, 23, 11257 -11278.

AMA Style

Walter Leal Filho, Elizabeth Price, Tony Wall, Chris Shiel, Ulisses M. Azeiteiro, Mark Mifsud, Luciana Brandli, Carla Sofia Farinha, Sandra Caeiro, Amanda Lange Salvia, Claudio Ruy Vasconcelos, Luiza Olim de Sousa, Paul Pace, Federica Doni, Lucas Veiga Avila, Bárbara Fritzen, Todd Jared LeVasseur. COVID-19: the impact of a global crisis on sustainable development teaching. Environment, Development and Sustainability. 2021; 23 (8):11257-11278.

Chicago/Turabian Style

Walter Leal Filho; Elizabeth Price; Tony Wall; Chris Shiel; Ulisses M. Azeiteiro; Mark Mifsud; Luciana Brandli; Carla Sofia Farinha; Sandra Caeiro; Amanda Lange Salvia; Claudio Ruy Vasconcelos; Luiza Olim de Sousa; Paul Pace; Federica Doni; Lucas Veiga Avila; Bárbara Fritzen; Todd Jared LeVasseur. 2021. "COVID-19: the impact of a global crisis on sustainable development teaching." Environment, Development and Sustainability 23, no. 8: 11257-11278.

Original article
Published: 14 October 2020 in Sustainability Science
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Teaching about matters related to sustainable development requires not only a personal motivation from educators, but also a variety of competences. This paper reports on a multi-country study, which aimed at identifying the level of importance given to desired competences on sustainable development by teaching staff at a number of higher education institutions. On the basis of the findings, the paper identifies the gaps and outlines some of the needs which should be addressed, via which competence building may help to foster the educational and societal transformation towards sustainability. The implications of this paper are twofold. First, it emphasises the value of and the need for competences on sustainable development. Second, it illustrates some of the needs which should be met to provide a framework among which competences on sustainable development may be further developed.

ACS Style

Walter Leal Filho; Vanessa R. Levesque; Amanda Lange Salvia; Arminda Paço; Barbara Fritzen; Fernanda Frankenberger; Luana Inês Damke; Luciana L. Brandli; Lucas Veiga Ávila; Mark Mifsud; Markus Will; Paul Pace; Ulisses M. Azeiteiro; Violeta Orlovic Lovren. University teaching staff and sustainable development: an assessment of competences. Sustainability Science 2020, 16, 101 -116.

AMA Style

Walter Leal Filho, Vanessa R. Levesque, Amanda Lange Salvia, Arminda Paço, Barbara Fritzen, Fernanda Frankenberger, Luana Inês Damke, Luciana L. Brandli, Lucas Veiga Ávila, Mark Mifsud, Markus Will, Paul Pace, Ulisses M. Azeiteiro, Violeta Orlovic Lovren. University teaching staff and sustainable development: an assessment of competences. Sustainability Science. 2020; 16 (1):101-116.

Chicago/Turabian Style

Walter Leal Filho; Vanessa R. Levesque; Amanda Lange Salvia; Arminda Paço; Barbara Fritzen; Fernanda Frankenberger; Luana Inês Damke; Luciana L. Brandli; Lucas Veiga Ávila; Mark Mifsud; Markus Will; Paul Pace; Ulisses M. Azeiteiro; Violeta Orlovic Lovren. 2020. "University teaching staff and sustainable development: an assessment of competences." Sustainability Science 16, no. 1: 101-116.

Journal article
Published: 11 July 2019 in Sustainability
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Innovation is known to be an important and influential factor in fostering sustainable development. Yet, there is a paucity of literature on the extent to which universities are successfully implementing innovation in this field. This paper addresses this gap, by examining the role of innovation in the field of environmental sustainability in universities, and by reporting on the results of an international study, in which examples of successful experiences and good practice were identified. The paper outlines the lessons learned from such examples, with the aim of motivating other universities to engage in this rapidly growing field.

ACS Style

Walter Leal Filho; Kay Emblen-Perry; Petra Molthan-Hill; Mark Mifsud; Leendert Verhoef; Ulisses Miranda Azeiteiro; Paula Bacelar-Nicolau; Luiza Olim De Sousa; Paula Castro; Ali Beynaghi; Jennifer Boddy; Amanda Lange Salvia; Fernanda Frankenberger; Elizabeth Price. Implementing Innovation on Environmental Sustainability at Universities Around the World. Sustainability 2019, 11, 3807 .

AMA Style

Walter Leal Filho, Kay Emblen-Perry, Petra Molthan-Hill, Mark Mifsud, Leendert Verhoef, Ulisses Miranda Azeiteiro, Paula Bacelar-Nicolau, Luiza Olim De Sousa, Paula Castro, Ali Beynaghi, Jennifer Boddy, Amanda Lange Salvia, Fernanda Frankenberger, Elizabeth Price. Implementing Innovation on Environmental Sustainability at Universities Around the World. Sustainability. 2019; 11 (14):3807.

Chicago/Turabian Style

Walter Leal Filho; Kay Emblen-Perry; Petra Molthan-Hill; Mark Mifsud; Leendert Verhoef; Ulisses Miranda Azeiteiro; Paula Bacelar-Nicolau; Luiza Olim De Sousa; Paula Castro; Ali Beynaghi; Jennifer Boddy; Amanda Lange Salvia; Fernanda Frankenberger; Elizabeth Price. 2019. "Implementing Innovation on Environmental Sustainability at Universities Around the World." Sustainability 11, no. 14: 3807.

Journal article
Published: 29 June 2019 in Journal of Cleaner Production
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The implementation of sustainable development in higher education is an important goal, and one which requires much planning. The many recurring problems and barriers that hinder the attainment of sustainable development objectives at universities are either directly or indirectly related to deficiencies in planning which pose a significant barrier to the implementation of sustainable development. There is therefore a perceived need to foster a better understanding of how planning may help higher education institutions to become more successful in implementing sustainable development. Based on this need, this paper describes the role of planning as a tool for improved knowledge and sound decision-making towards a better understanding of sustainability in a science and technology context, and the motivation towards transformation. In particular, it reports on a survey in the context of which some of the major obstacles for planning and implementing sustainable development at universities are outlined. The study identified the fact that many universities are yet to have fully developed plans to take into account matters related to sustainable development, and describes some the elements which could be considered in attempts to give a greater emphasis to sustainability to planning in a higher education context.

ACS Style

Walter Leal Filho; Constantina Skanavis; Aristea Kounani; Luciana Londero Brandli; Chris Shiel; Arminda Do Paço; Paul Pace; Mark Mifsud; Ali Beynaghi; Elizabeth Price; Amanda Lange Salvia; Markus Will; Kalterina Shula. The role of planning in implementing sustainable development in a higher education context. Journal of Cleaner Production 2019, 235, 678 -687.

AMA Style

Walter Leal Filho, Constantina Skanavis, Aristea Kounani, Luciana Londero Brandli, Chris Shiel, Arminda Do Paço, Paul Pace, Mark Mifsud, Ali Beynaghi, Elizabeth Price, Amanda Lange Salvia, Markus Will, Kalterina Shula. The role of planning in implementing sustainable development in a higher education context. Journal of Cleaner Production. 2019; 235 ():678-687.

Chicago/Turabian Style

Walter Leal Filho; Constantina Skanavis; Aristea Kounani; Luciana Londero Brandli; Chris Shiel; Arminda Do Paço; Paul Pace; Mark Mifsud; Ali Beynaghi; Elizabeth Price; Amanda Lange Salvia; Markus Will; Kalterina Shula. 2019. "The role of planning in implementing sustainable development in a higher education context." Journal of Cleaner Production 235, no. : 678-687.

Journal article
Published: 28 May 2019 in Journal of Cleaner Production
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The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their “third mission” linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation.

ACS Style

Walter Leal Filho; Chris Shiel; Arminda Paço; Mark Mifsud; Lucas Veiga Ávila; Luciana Londero Brandli; Petra Molthan-Hill; Paul Pace; Ulisses M. Azeiteiro; Valeria Ruiz Vargas; Sandra Caeiro. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production 2019, 232, 285 -294.

AMA Style

Walter Leal Filho, Chris Shiel, Arminda Paço, Mark Mifsud, Lucas Veiga Ávila, Luciana Londero Brandli, Petra Molthan-Hill, Paul Pace, Ulisses M. Azeiteiro, Valeria Ruiz Vargas, Sandra Caeiro. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production. 2019; 232 ():285-294.

Chicago/Turabian Style

Walter Leal Filho; Chris Shiel; Arminda Paço; Mark Mifsud; Lucas Veiga Ávila; Luciana Londero Brandli; Petra Molthan-Hill; Paul Pace; Ulisses M. Azeiteiro; Valeria Ruiz Vargas; Sandra Caeiro. 2019. "Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?" Journal of Cleaner Production 232, no. : 285-294.

Journal article
Published: 25 May 2019 in Sustainability
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Scepticism about climate change is still a popular trend, despite the existence of scientific evidence that this phenomenon is taking place, and that it is influencing the lives of millions of people around the world. The aim of this paper is to assess the extent to which existing scepticism at the university level is found. The methodology consists of a survey undertaken on a sample of universities around the world, in the context of which attitudes and perceptions about climate change are identified. A total of 237 questionnaires were received from 51 countries around the world. The analysis consists basically of descriptive statistics and an investigation regarding trends on scepticism and the geographical location of the universities. The study concludes by outlining some of the presently seen scepticisms and suggests some ways to address them via curricular innovation and initiatives engaging students.

ACS Style

Walter Leal Filho; Mark Mifsud; Petra Molthan-Hill; Gustavo J. Nagy; Lucas Veiga Ávila; Amanda Lange Salvia. Climate Change Scepticism at Universities: A Global Study. Sustainability 2019, 11, 2981 .

AMA Style

Walter Leal Filho, Mark Mifsud, Petra Molthan-Hill, Gustavo J. Nagy, Lucas Veiga Ávila, Amanda Lange Salvia. Climate Change Scepticism at Universities: A Global Study. Sustainability. 2019; 11 (10):2981.

Chicago/Turabian Style

Walter Leal Filho; Mark Mifsud; Petra Molthan-Hill; Gustavo J. Nagy; Lucas Veiga Ávila; Amanda Lange Salvia. 2019. "Climate Change Scepticism at Universities: A Global Study." Sustainability 11, no. 10: 2981.

Chapter
Published: 15 January 2019 in World Sustainability Series
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Marine Protected Areas (MPAs) serve to protect the marine and coastal biodiversity. Education for sustainable development is of utmost importance for a management plan to be effective. Research on MPAs in Gozo is limited. This study aims to shed light on the knowledge, values and attitudes Gozitan people have towards MPAs and the extent to which education can be a vehicle for these aims. Two Gozitan areas with a MPA in their locality (Xagħra and San Lawrenz) and a locality without a MPA (Victoria) were utilised in this study. A mixed method approach was adopted and entailed the collection of data from qualitative and quantitative aspects. This paper focuses on the qualitative part of the research that consisted of fifteen interviews with stakeholders—five interviewees from each locality. The qualitative part included the analysis of the verbatim that was performed through a thematic approach analysis. The study shows that there is lack of knowledge with regards to MPAs and that the value associated with them is mainly ecological. Moreover, results show that there is a general demand for more education and awareness on MPAs. In response to these findings, a number of recommendations and a list of possible activities are drawn up according to the different stakeholders who could contribute towards incorporating ESD principles in marine education and in fostering social responsibility.

ACS Style

Mark Mifsud; Silvana Sultana. Knowledge, Values and Attitudes Towards Marine Protected Areas in Gozo (Malta). World Sustainability Series 2019, 75 -91.

AMA Style

Mark Mifsud, Silvana Sultana. Knowledge, Values and Attitudes Towards Marine Protected Areas in Gozo (Malta). World Sustainability Series. 2019; ():75-91.

Chicago/Turabian Style

Mark Mifsud; Silvana Sultana. 2019. "Knowledge, Values and Attitudes Towards Marine Protected Areas in Gozo (Malta)." World Sustainability Series , no. : 75-91.

Chapter
Published: 16 September 2017 in World Sustainability Series
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Most attention in Education for Sustainable Development (ESD) in Malta has been afforded to students at the primary and secondary level. There is a visible lack of resources and activities that focus on the involvement of adults, especially whole families, towards sustainable development. Additionally, current local research is indicating that students are getting detached from nature and not engaging in activities related to sustainable development due to their dependence towards digital media and even time constraints. This work attempts to address these lacunae, by promoting outdoor ESD, through a variety of walks for families, in the urban and rural landscape of the Maltese islands, intertwined with the pillars of sustainability. This is done to instil a sense of ownership and belonging towards the local holistic environment of the Maltese islands. The methodological model, which includes various activities, aims to develop sustainability awareness and pro-environmental behaviour through collaboration between members of the various families. In doing so, such activities will help families develop critical thinking and problem-solving abilities, while also providing them with leadership positions during any particular activity or the entire process. Initial research findings indicate that the resources and activities that form part of these walks have increased the sense of environmental and sustainable development awareness in whole families. A number of recommendations are put forward to make the methodology more transferable, and the walks are more effective.

ACS Style

Mark Mifsud; Clinton Cassar; Lyn Cordina; Bernard Grixti; Loraine Spiteri; Amanda Zahra. Engaging Families in Sustainable Development Through Sustainability Walks. World Sustainability Series 2017, 307 -320.

AMA Style

Mark Mifsud, Clinton Cassar, Lyn Cordina, Bernard Grixti, Loraine Spiteri, Amanda Zahra. Engaging Families in Sustainable Development Through Sustainability Walks. World Sustainability Series. 2017; ():307-320.

Chicago/Turabian Style

Mark Mifsud; Clinton Cassar; Lyn Cordina; Bernard Grixti; Loraine Spiteri; Amanda Zahra. 2017. "Engaging Families in Sustainable Development Through Sustainability Walks." World Sustainability Series , no. : 307-320.

Chapter
Published: 16 September 2017 in World Sustainability Series
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Young people are becoming more detached from nature through a number of causes, including their increased use of digital media. This detachment from nature results in a lowering in the sense of ownership of the land and its resources and subsequently results in less motivation to conserve it. In order to reverse such behaviours and attitudes, a new programme termed ‘Lifelong Learning through Nature’ (LLN) was devised. This study is an analysis of the LLN programme and its potential for making links between outdoor learning, fieldwork and education for sustainable development. These results shed light on the effectiveness of the programme in influencing knowledge and attitudes and, in turn, lead to formulate a way forward in the programme’s evolution. Outdoor education is an essential element of Education for Sustainable Development (ESD) which is key to address the current situation for a sustainable future. The data was collected through a number of focus groups with students from a number of different schools from the Maltese islands. Each group of students was researched through a pre-activity focus group and a post-activity focus group. The data was then transcribed and translated and subsequently analysed through a structured thematic analysis. The results revealed a great sense of detachment in the young students and eventually a greater sense of pointlessness in the older students. The post-focus groups indicated excellent improvement in knowledge and a perceptible change towards a more positive attitude across the ages. This study reveals that the LLN programme does have an influential role in the knowledge and attitudes of school children towards nature. This study continues to uphold the vision that outdoor education should be considered as a main activity which involves and results in ESD. In response to these findings, a model illustrating the emerging links between the LLN programme and various factors is presented. This paper directly illustrates how university research in teamwork with non-governmental organisations can impact the local community and the study will be useful to anyone interested in carrying out effective programmes and research into the links between ESD and outdoor education.

ACS Style

Mark Mifsud; Hannah Chisholm. An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme. World Sustainability Series 2017, 165 -182.

AMA Style

Mark Mifsud, Hannah Chisholm. An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme. World Sustainability Series. 2017; ():165-182.

Chicago/Turabian Style

Mark Mifsud; Hannah Chisholm. 2017. "An Analysis on the Effectiveness of the Lifelong Learning Through Nature Programme." World Sustainability Series , no. : 165-182.

Chapter
Published: 16 September 2017 in World Sustainability Series
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This study attempts to analyse the environmental knowledge, attitudes and behaviour of secondary school teachers. Factors affecting environmental knowledge, attitudes and behaviour were also identified. Furthermore, the importance that teachers give to Environmental Education in their lessons was analysed. This research involved the use of both quantitative and qualitative modes of inquiry. Two hundred and thirty eight questionnaire respondents and seven interviewees took part in the research. Statistical and thematic analysis of the data obtained from the questionnaires and interviews was carried out respectively. Triangulation of data was also done. The analysis revealed that secondary school teachers have an overall good level of environmental knowledge, yet lacking some detail; and an overall positive attitude and behaviour towards the environment. A significant relationship between the environmental attitudes and behaviour as well as the environmental knowledge and behaviour was identified. The implementation of EE by secondary school teachers was characterised by a strong influence of the curriculum. In addition, they also incorporate EE through pro-environmental behaviour, particularly concerning waste issues. The main restrictions that limit secondary school teachers from including EE are time constraints and the negative feedback they receive. With regards to the grounding offered to teachers related to EE, secondary school teachers described the teacher training courses as being more theoretical rather than focusing on practical applications. In light of these findings, this research puts forward suggestions for a better structure of teacher training courses.

ACS Style

A. Cini; Mark Mifsud. Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers. World Sustainability Series 2017, 211 -227.

AMA Style

A. Cini, Mark Mifsud. Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers. World Sustainability Series. 2017; ():211-227.

Chicago/Turabian Style

A. Cini; Mark Mifsud. 2017. "Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers." World Sustainability Series , no. : 211-227.

Book chapter
Published: 11 November 2016 in World Sustainability Series
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The study is an in depth analysis of student perceptions on the first Master Course in Education for Sustainable Development in Malta. The course was carried out mainly through the use of lectures, fieldwork sessions and partly through an online virtual learning environment. The main aim of the course was to improve education for sustainable development knowledge, skills and values in educators and it mainly addressed local students from Malta through its contextualization. The study involved the use of mixed methodology, with questionnaires that focused on gathering the general picture and an in depth student evaluation written over a period of two weeks, with all the students to get deeper meaning and understanding. The responses were categorised and a number of themes emerged. The research identifies a number of different areas which were the prime motivators for carrying out the masters course, while it also highlights areas which can be improved, changed or realigned in order to make the course more effective and operative. A 4D MESD model is presented as a means of visualizing the various polarised dimensions of the findings. Considering the focus on student perceptions on an ESD master degree, this paper will be valuable to students and lecturers that are interested in innovative methodologies and in developing or evaluating Education for sustainable development courses.

ACS Style

Mark C. Mifsud. Student Perceptions on the First Masters in Education for Sustainable Development in Malta. World Sustainability Series 2016, 435 -449.

AMA Style

Mark C. Mifsud. Student Perceptions on the First Masters in Education for Sustainable Development in Malta. World Sustainability Series. 2016; ():435-449.

Chicago/Turabian Style

Mark C. Mifsud. 2016. "Student Perceptions on the First Masters in Education for Sustainable Development in Malta." World Sustainability Series , no. : 435-449.

Book chapter
Published: 11 November 2016 in World Sustainability Series
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The study is an evaluation of a new Unit addressed to Tourist Guides entitled—‘The Natural Heritage of the Maltese Islands’. The course was carried out through a face to face teaching environment and in the field with student tour guides. This was the first time such a course entered into the tourist guide curriculum in the local context. The main aim of the course was to improve the environmental knowledge and technical abilities of tour guides and increase their awareness on the local environment and on local environmental issues. The study involved the use of a mixed method approach. The qualitative data was supplied through the use of a number of open ended questions in which the students could write down their feelings and opinions, while an extended questionnaire with a number of close ended questions supplied quantitative data. The research also utilized a number of fieldwork sessions in which the participants had to come up with a thematic project that focuses on producing an eco tour for tourists within the Maltese islands. The students then presented their results which were evaluated by their peers. The research identifies a number of areas in which the course was very effective (such as the field visits) while it also highlights a number of areas which require improvement (such as the lack of relevant literature). Overall, the course was found to be very effective in increasing the knowledge, awareness and attitudes of the students towards the natural environment of the Maltese Islands. The individual project was seen as being highly effective in nurturing the skills required by tour guides when performing tour guiding in the natural environment. The study proposes changes to the curriculum currently being thought, and changes in the pedagogy and methodology so as to increase the effectiveness of the course in developing tourist guides which are not only knowledgeable and aware of the local environment but which are also able of positively influencing the knowledge, attitudes and behaviour of tourists towards the environment. These changes and the existing and resultant new areas are presented as a model that visualizes the important links which were discovered.

ACS Style

Mark C. Mifsud. The Development and Evaluation of an Environmental Awareness Course Addressed to Student Tourist Guides in the Maltese Islands. World Sustainability Series 2016, 333 -347.

AMA Style

Mark C. Mifsud. The Development and Evaluation of an Environmental Awareness Course Addressed to Student Tourist Guides in the Maltese Islands. World Sustainability Series. 2016; ():333-347.

Chicago/Turabian Style

Mark C. Mifsud. 2016. "The Development and Evaluation of an Environmental Awareness Course Addressed to Student Tourist Guides in the Maltese Islands." World Sustainability Series , no. : 333-347.

Book chapter
Published: 01 June 2016 in World Sustainability Series
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The study is an evaluation of a module addressed to student hotel managers entitled—‘Sustainable Tourism’. The module was carried out through a face to face teaching environment and in the field with student hotel managers. The main aim of the module was to improve the environmental knowledge and technical abilities of hotel managers and increase their awareness on sustainable development and its application in the tourism industry. The study involved the use of a mixed method approach. The qualitative data was supplied through the use of a number of open ended questions in which the students could write down their feelings and opinions, while a questionnaire with a number of close ended questions supplied quantitative data. The research also utilized a number of sessions in which the participants had to come up with a thematic project that focused on evaluating the current sustainability of a hotel and formulating a strategic plan to move the hotel towards improved sustainability. The research identifies a number of areas in which the module was very effective (such as in the fieldwork) while it also highlights a number of areas which require improvement (less scientific verbiage). Overall, the module was found to be very effective in increasing the knowledge, awareness and attitudes of the students towards sustainable hotel management in the Maltese Islands. The individual project was seen as being highly effective in nurturing the skills required by student managers in order to properly guide the industry towards sustainability. The study proposes changes to the curriculum, in the pedagogy and methodology so as to increase the effectiveness of the module in developing tourism managers which are not only knowledgeable and aware of sustainability and its application in the industry, but which are also able of positively influencing the knowledge, attitudes and behavior of tourists and staff towards the environment.

ACS Style

Mark C. Mifsud. The Development and Evaluation of a Sustainable Tourism Module Addressed to Student Hotel Managers. World Sustainability Series 2016, 327 -339.

AMA Style

Mark C. Mifsud. The Development and Evaluation of a Sustainable Tourism Module Addressed to Student Hotel Managers. World Sustainability Series. 2016; ():327-339.

Chicago/Turabian Style

Mark C. Mifsud. 2016. "The Development and Evaluation of a Sustainable Tourism Module Addressed to Student Hotel Managers." World Sustainability Series , no. : 327-339.

Journal article
Published: 01 June 2015 in Journal of Teacher Education for Sustainability
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The marine environment represents a central component of Maltaís local environment, and its ecosystem services play a vital role in supporting the economy as well as human well-being. Plans have been made to protect the unique ecology found within Maltese waters through the institution of five marine protected areas (MPAs). This quantitative study assessed the environmental knowledge and attitudes of the Maltese public towards the local marine environment, MPAs and education for sustainable development (ESD). A questionnaire was administered to members of the public (n = 200) at three different locations. The study found that although the Maltese public strongly appreciates the beauty of Maltaís marine environment, the level of knowledge surrounding the marine environment is low. Furthermore, the research indicates that while the public agrees that the marine environment should be protected, there is a notable lack of awareness of the five local MPAs. Based on the research findings, a model linking ESD to MPAs and aiming to foster a sense of ownership among the public by encouraging their involvement in the management of local MPAs is proposed.

ACS Style

Mark Mifsud; Marielle Verret. Perceptions of the Maltese Public towards Local Marine Protected Areas. Journal of Teacher Education for Sustainability 2015, 17, 48 -57.

AMA Style

Mark Mifsud, Marielle Verret. Perceptions of the Maltese Public towards Local Marine Protected Areas. Journal of Teacher Education for Sustainability. 2015; 17 (1):48-57.

Chicago/Turabian Style

Mark Mifsud; Marielle Verret. 2015. "Perceptions of the Maltese Public towards Local Marine Protected Areas." Journal of Teacher Education for Sustainability 17, no. 1: 48-57.

Book chapter
Published: 10 October 2014 in World Sustainability Series
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Various important historical documents have emerged which have left an impact on the world. One of these is Agenda 21, which is an important tool for policy-makers and environmental managers for bringing about Sustainable Development. For a long time it has been widely established that education plays a highly significant role in Sustainable Development, and inevitably this noteworthy discussion leads to school contexts. In this scenario, the validity of using Agenda 21 is highlighted and presented as a tool that can be used by environmental managers within the school whereby students from a very young age can start acting and promulgating Sustainable Development. With this in mind, Sustainable Development is expressed as four-pillared and intercultural management is viewed as an important field for social cohesion and justice, particularly within the school environment. The study also provides a strategic intercultural and environmental management plan tailor-made for a particular school in Malta. Both quantitative and qualitative research techniques were carried out to establish the context and to increase the success rate for this, long-term plan inculcating intercultural and environmental management practices. To reinforce Sustainable Development in schools, this study recommends among others, to enhance links between schools and the community, to form a database as reference and inclusion of interculture in the National Strategy for Sustainable Development in Malta. Considering the focus on innovative pedagogies and applied sustainable development, this paper will be useful for lecturers and teachers that intend to develop strategic sustainable development plans in their communities or institutions.

ACS Style

Cynthia Caruana; Mark Mifsud. Reinforcing Sustainable Development in Schools in Malta: A Potential Approach by the University of Malta to Meet the Country’s Sustainable Development Challenges. World Sustainability Series 2014, 211 -224.

AMA Style

Cynthia Caruana, Mark Mifsud. Reinforcing Sustainable Development in Schools in Malta: A Potential Approach by the University of Malta to Meet the Country’s Sustainable Development Challenges. World Sustainability Series. 2014; ():211-224.

Chicago/Turabian Style

Cynthia Caruana; Mark Mifsud. 2014. "Reinforcing Sustainable Development in Schools in Malta: A Potential Approach by the University of Malta to Meet the Country’s Sustainable Development Challenges." World Sustainability Series , no. : 211-224.

Book chapter
Published: 07 October 2014 in World Sustainability Series
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The study is an in depth analysis of student perceptions on the first Master Course in Education for Sustainable Development in Malta. The course was carried out mainly through the use of lectures, fieldwork sessions and partly through an online virtual learning environment. The main aim of the course was to improve education for sustainable development knowledge, skills and values in educators and it mainly addressed local students from Malta through its contextualization. The study involved the use of mixed methodology, with questionnaires that focused on gathering the general picture and an in depth student evaluation written over a period of 2 weeks, with all the students to get deeper meaning and understanding. The reponses were categorised and a number of themes emerged. The research identifies a number of different areas which were the prime motivators for carrying out the masters course, while it also highlights areas which can be improved, changed or realigned in order to make the course more effective and operative. A 4D MESD model is presented as a means of visualizing the various polarised dimensions of the findings. Considering the focus on student perceptions on an ESD master degree, this paper will be valuable to students and lecturers that are interested in innovative methodologies and in developing or evaluating Education for sustainable development courses.

ACS Style

Mark C. Mifsud. Student Perceptions on the First Masters in Education for Sustainable Development in Malta. World Sustainability Series 2014, 271 -287.

AMA Style

Mark C. Mifsud. Student Perceptions on the First Masters in Education for Sustainable Development in Malta. World Sustainability Series. 2014; ():271-287.

Chicago/Turabian Style

Mark C. Mifsud. 2014. "Student Perceptions on the First Masters in Education for Sustainable Development in Malta." World Sustainability Series , no. : 271-287.

Journal article
Published: 01 January 2010 in Journal of Teacher Education for Sustainability
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Maltese Youth and the Environment: A Qualitative StudyThe present study attempted to highlight the main processes of the acquisition and development of various environmental perspectives and puts forward suggestions on how youth can be better addressed in the light of the research findings. The present paper involved the use of a number of focus groups and a contextual study that examined the development of environmental education on the Maltese islands, considered the main local environmental issues and subsequently analysed the main causes and mechanisms that have shaped the development of the local environment and the Maltese people. The present research identifies a number of geographic and socio economic trends which have a strong impact on young people's knowledge. The results indicate relatively low positive behaviour towards the environment, and the main issue appears to be what is seen as the ‘costs’ involved in performing such pro-environmental actions. A pervasive sense of futility in environmental actions emerged with issues relating to the Maltese government and politics being the main reasons for this feeling. An environmental perspectives model was designed employing the technique of graphical display. The model illustrates how young people perceive the future of the Maltese environment through three Cartesian axes.

ACS Style

Mark Mifsud. Maltese Youth and the Environment: A Qualitative Study. Journal of Teacher Education for Sustainability 2010, 12, 110 -129.

AMA Style

Mark Mifsud. Maltese Youth and the Environment: A Qualitative Study. Journal of Teacher Education for Sustainability. 2010; 12 (2):110-129.

Chicago/Turabian Style

Mark Mifsud. 2010. "Maltese Youth and the Environment: A Qualitative Study." Journal of Teacher Education for Sustainability 12, no. 2: 110-129.