There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences.

Circular economy (CE) has become one of the most recent ways to address environmental sustainability. CE activities focus exclusively on one of three levels (macro level, meso level and micro level). The majority of CE research has focused on the macro and meso levels, whereas research on the micro level has been limited. This paper focuses on the latter by analysing how organisations have implemented the four Rs (reduction, repairing, remanufacturing and recycling). A survey was sent to a database of 5,299 contacts from different organisations, from whom 256 complete responses were obtained. The results show that organisations focus on reducing and recycling more than repairing and remanufacturing and in particular on internal CE efforts. Some organisations that engage with the 4Rs do not do it under the CE umbrella, whereas some that claim to apply CE have low levels of engagement with the 4Rs. The results indicate that organisations are using the 4Rs to contribute to CE, but not all of them are aware that they are applying CE principles. The paper highlights that organisations need to improve their 4Rs efforts to contribute more to CE by better linking its theory with practice. CE also has to be implemented outside the organisations, in a more holistic way, for example, through better collaboration with stakeholders on CE efforts and activities. This research stresses that the gap between CE theory and practice needs to be closed to make CE circular.

Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations‐based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence‐based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence‐based teaching: (a) the D‐RAPID framework; and (b) the Disciplinary Multi‐dimensional Sustainability Influence Change for Academia (D‐MuSICA) memework. The adoption of sustainability competence‐base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other's insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable.

The COVID-19 outbreak has affected societies and organisations in an unprecedented way. This has resulted in negative impacts to economic and social issues, but it is a “blessing in disguise” for environmental issues. This paper analyses how the outbreak has affected organisations’ sustainability priorities. Prior to the COVID-19 outbreak, such priorities were on the economic dimension followed by the environmental and social dimensions. A survey was sent to 11,657 organisations to analyse such changes, with a 5.60% response rate. The results show that for organisations, the main priority is now on the social dimension, followed by the economic one; however, the environmental dimension has suffered a negative impact in prioritisation, regardless of organisation type, country where they are based, organisation size, or the time they have been working on sustainability. We are currently facing an environmental conundrum, where air quality has improved and pollution has decreased in societies, but organisations are starting to neglect such environmental issues. The COVID-19 outbreak is an opportunity for organisations to better contribute to sustainability by ensuring that the efforts that have been undertaken in the last three decades are not forgotten, and that societies and organisations are better coupled to face such crises and avert rebound effects.

Collaboration plays a key role in the contribution of organizations (civil society, corporate, and public sector ones) to sustainability; nonetheless, there has been limited research on collaboration elements, benefits, and challenges. A survey was developed for investigating collaboration for organizational sustainability (through elements, benefits, and challenges), to which 253 full responses were obtained. The survey responses were analyzed using Friedman tests, correlations, and multivariate statistical analyses. The results provide insights into the rankings of the elements, benefits, and challenges. The multivariate statistical analyses show that when organizations increase their collaboration on two element factors (business‐oriented and society‐oriented), there will be both benefits and challenges. The optimal solution to collaboration for organizational sustainability is where the factors are balanced in such a way that there are sufficient benefits but fewer challenges. If collaboration is unbridled, then the challenges will outweigh the benefits, thus there are limits to the implementation and growth of collaboration. From the analyses, the research proposes the “Organizational sustainability collaboration” framework dependent on the factors, the benefits, and the challenges obtained from collaborating, which can help organizations understand and better collaborate, so that benefits are maximized, and the challenges curtailed.