II. Literature Review

This review will examine literature pertaining to three major themes emerged from synthesizing the literature: 1) Curriculum and pedagogical approaches taken by HEIs to implement green education; 2) Methods of assessing the effectiveness of sustainability initiatives and green academic programs; and 3) Impacts of green education on student outcomes like awareness, behaviour change and career pathways related to sustainability.

II.1. Curriculum and Pedagogy of Green Initiatives

II.1.1. Interdisciplinary Approach

Several studies have examined approaches to integrating sustainability into university curricula and teaching practices. Howlett et al. (2016), Milutinović and Nikolić (2014), and Menon and Suresh (2022) agree that an interdisciplinary approach is necessary for the curriculum and pedagogy of green education in universities. Howlett et al. (2016) further emphasize the importance of studying various disciplines to build critical and reflective thinking skills in students, enabling them to analyze complex sustainability problems from multiple perspectives. Milutinović and Nikolić (2014) and Menon and Suresh (2022) add that interdisciplinarity is not just about the dissemination of knowledge; it must be conducted within an atmosphere of networking and partnership, ensuring that these learning programs are sustainable and require high commitment from the entire academic community. However, Menon and Suresh (2022) and Tan et al. (2017) stress that the implementation of sustainable curricula and pedagogy can be effectively realized if it involves commitment, policies, and accreditation from the government. Furthermore, Khoshbakht et al. (2018) highlight the importance of having educators and a university environment that understand and embody the concept of sustainable development.

The studies presented provide insights into different approaches adopted by universities to integrate sustainability into their curriculum and pedagogy. A common theme across the studies is the recognition that teaching sustainability requires moving beyond traditional didactic methods to more interactive and transdisciplinary approaches, facilitated through collaborative partnerships. They also found that the effective implementation of such curricula can only be achieved with the support of university leadership and government, along with a commitment to developing educators who genuinely apply green education in their daily lives and professional duties.

II.1.2. Parcipatory Initiatives

Frizon et al. (2024) and Milutinović and Nikolić (2014) highlight the need for active student involvement and participatory approaches in green education curricula. Engaging students in planning green initiatives provides a sense of ownership that enhances motivation and learning (Frizon et al., 2024). Other researchers propose joint projects that involve not only students but also various stakeholders, fostering intergenerational collaboration and developing leadership skills through mentoring (Warr-Pederson et al., 2017). Similarly, Santos-Pastor et al. (2022) examined the impact of an outdoor physical education program that integrated concepts like environmental protection and preservation. Moreover, critically assessing existing practices, as done by Milutinović and Nikolić (2014), is essential to identify gaps and inform curriculum reform.

The researchers found that the program improved students’ knowledge, attitudes, and behaviors related to sustainability, highlighting the effectiveness of experiential and hands-on learning approaches in reinforcing the formal curriculum. The literature suggests that curriculum innovation, particularly through participatory pedagogical approaches, is crucial for fostering deeper learning about sustainability. Studies argue that green campus programs yield better outcomes and that students become more proactive when they are involved in the planning and decision-making process. This involvement gives students ownership of the initiatives and helps them apply concepts learned in the classroom.

Overall, the literature suggests that universities need to innovate by applying transdisciplinary models that move beyond traditional teaching methods to foster holistic and applied learning in sustainability. Interdisciplinary and experiential learning helps develop a comprehensive understanding of complex sustainability challenges. Experiential activities and participatory pedagogies that give students agency are most effective for cultivating change-makers. Periodic evaluation of curriculum content and delivery is important for benchmarking progress and identifying weaknesses. A diverse set of strategies may be required to mainstream sustainability thinking across disciplines. Assessing current practices is also critical to identify gaps and inform policy-level efforts for mainstreaming green education. Gaps such as insufficient coverage of sustainable development topics in curricula and lack of research need to be addressed. Research is needed to bridge these gaps, thereby developing curriculum and pedagogy conducive to cultivating alumni who integrate sustainable development into their professional lives.

II.2. Assessing the effectiveness of green education in higher education

Assessing the effectiveness of green education in higher education requires a nuanced approach that synthesizes various methodologies and frameworks proposed by key studies. Mejía-Manzano et al. (2023) and Caeiro et al. (2020) emphasize comprehensive frameworks that consider the holistic and multidimensional nature of sustainability, identifying impact areas such as governance, research, operations, outreach, and curriculum. These frameworks aim to provide structure for customized institutional assessments but face challenges in generalizing across different higher education systems due to variability in priorities and resources.

Standardized metrics, such as those used in sustainability rankings and eco-labels (Mejía-Manzano et al., 2023; Okanović et al., 2021), offer a means for cross-comparison and benchmarking. However, these approaches often rely on quantitative indicators that can oversimplify progress and do not fully capture the complexity of sustainability initiatives. Stough et al. (2018) critique the reliance on such metrics, highlighting validity issues and the need for evaluations that account for an institution’s unique context. Some of the tools used to measure the effectiveness of green initiatives in HEIs include STARS (Sustainability Tracking, Assessment and Rating System) from North America and ECTS (European Credit Transfer and Accumulation System), which is a formal tool for institutions. While these measurement standards still have shortcomings, they meet criteria and are available for free on the internet (Khoshtbakht et al., 2018). Meanwhile, in simple qualitative measurement, some researchers use student reflections and evaluations, as well as instructor self-assessment (Stough et al., 2018).

The literature suggests that hybrid, multi-method models that balance macro-level benchmarking with in-depth contextual evaluations are essential. Customization is crucial to account for institutional diversity, and localized qualitative assessments are necessary to holistically gauge education quality and learning outcomes. Participatory pedagogical approaches and interdisciplinary learning (Frizon et al., 2024; Howlett et al., 2016; Mokski et al., 2023) have been shown to effectively engage students and foster deeper understanding of sustainability concepts.

Moreover, continuous evaluation and refinement of curriculum content and delivery are vital for benchmarking progress and identifying areas of weakness (Parry & Metzger, 2023). Integrating green content in academic programs and adopting eco-labels (Okanović et al., 2021) can enhance university competitiveness and sustainability leadership, although further research is needed to explore the causation between these initiatives and their impact on competitiveness.

While frameworks provide structured approaches to sustainability assessment, their effectiveness depends on validation across different contexts and alignment with national policies. Rankings and eco-labels motivate institutions through recognition and benchmarking but may oversimplify the complexity of sustainability initiatives. A common thread across the studies is the importance of involving stakeholders, including students and faculty, in the evaluation process to enhance relevance and effectiveness.

Future research should explore triangulated, phased assessment designs that combine high-level benchmarking with deeper profiling of initiatives and impacts tailored to institutional missions and local priorities. Ensuring stakeholder involvement can bridge gaps in current practices, such as insufficient coverage of sustainable development topics and lack of research (Milutinović & Nikolić, 2014; Tariq et al., 2021). Addressing these gaps is crucial for developing curricula and pedagogies that cultivate alumni who integrate sustainability into their professional and personal lives.

It can be seen, the effectiveness of green education in higher education institutions can be assessed through a blend of comprehensive frameworks, standardized metrics, and participatory approaches. Customization and contextual evaluations are essential to capture the full scope of sustainability initiatives and their impacts. Continuous refinement and stakeholder involvement will enhance the relevance and effectiveness of green education programs, ultimately fostering a culture of sustainability within higher education.

II.3. The impact of green education on students’ awareness, behaviour, and attitudes

Green education has been recognized as having the potential to positively influence students’ awareness, behavior, and attitudes towards sustainability. Tariq et al. (2021) and Warr-Pedersen et al. (2017) emphasize the role of participatory projects in raising awareness among students, although they rely on qualitative assessments, lacking control groups or quantitative pre-post testing to establish direct causality. In contrast, Mokski et al. (2023) and Parry and Metzger (2023) delve into conceptual discussions on interdisciplinarity and barriers, respectively, without providing direct evidence of impacts on a larger student population.

Analyzing these findings, it becomes evident that while green education initiatives show promise in enhancing students’ awareness, behavior, and attitudes towards sustainability, there is a lack of rigorous empirical evidence to establish their effectiveness conclusively. The qualitative nature of assessments conducted by Tariq et al. (2021) and Warr-Pedersen et al. (2017) limits the ability to draw firm conclusions regarding the causal relationship between specific educational interventions and observed outcomes. Similarly, the conceptual discussions presented by Mokski et al. (2023) and Parry and Metzger (2023) provide valuable insights into potential mechanisms and barriers but fall short of providing empirical evidence of impact on student populations.

Advantages of the studies include their exploration of diverse approaches to green education and their potential impacts on student awareness, behavior, and attitudes. However, limitations such as the lack of quantitative assessments, control groups, and large-scale empirical evidence weaken the ability to draw robust conclusions. Future research should focus on addressing these gaps by employing rigorous research designs, including quantitative measures and control groups, to establish causal relationships between green education initiatives and observed outcomes. Additionally, studies should aim for larger sample sizes and diverse student populations to enhance generalizability and applicability of findings across different contexts. Furthermore, longitudinal studies could provide insights into the long-term effects of green education on students’ awareness, behavior, and attitudes towards sustainability.