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Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme

Author

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  • Antonio Gomera

    (Environmental Protection Office (SEPA), Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain
    Sustainability Office, Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain)

  • Ana de Toro

    (Environmental Protection Office (SEPA), Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain)

  • José Emilio Aguilar

    (Environmental Protection Office (SEPA), Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain)

  • Clara Guijarro

    (Environmental Protection Office (SEPA), Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain)

  • Miguel Antúnez

    (Sustainability Office, Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain)

  • Manuel Vaquero-Abellán

    (Environmental Protection Office (SEPA), Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain
    Sustainability Office, Campus Rabanales, University of Córdoba, 14014 Córdoba, Spain)

Abstract

This article presents the design and development of the ‘Trébol (Clover) Programme’, a tool which allows us to improve environmental sustainability in the university environment by reinforcing the education, awareness, and training of its members. The system for certifying ‘good practice’ is divided into four progressive levels, and a certificate is awarded in order to demonstrate the environmental commitment acquired to third parties. The aim of the whole process is to create a practical forum for participation, communication, motivation and competence, which is necessary to foster effective pro-environmental behaviour. The study took place at the University of Córdoba (Spain), and, since it began in the 2013/2014 academic year, over 50 groups a wide range of areas have taken part, making a total of nearly 600 participants. The results show that the Trébol Programme enables environmental commitment to be put into practice, through continuous, systematised, participative and well-organised improvements in environmental performance. Its potential as an educational resource for environmental improvement should also be noted, by boosting environmental awareness and establishing new norms. It fits in well with the principles and areas of action of Education for Sustainable Development, and can be applied to universities and other settings to bring about a shift towards sustainability in the fields of teaching, research and management.

Suggested Citation

  • Antonio Gomera & Ana de Toro & José Emilio Aguilar & Clara Guijarro & Miguel Antúnez & Manuel Vaquero-Abellán, 2021. "Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme," Sustainability, MDPI, vol. 13(11), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:5959-:d:561838
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    References listed on IDEAS

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    2. Antonio Gomera & Miguel Antúnez & Francisco Villamandos, 2020. "Universities That Learn to Tackle the Challenges of Sustainability: Case Study of the University of Córdoba (Spain)," Sustainability, MDPI, vol. 12(16), pages 1-20, August.
    3. Vasiliki Kioupi & Nikolaos Voulvoulis, 2020. "Sustainable Development Goals (SDGs): Assessing the Contribution of Higher Education Programmes," Sustainability, MDPI, vol. 12(17), pages 1-17, August.
    4. Niccolucci, Valentina & Pulselli, Federico M. & Tiezzi, Enzo, 2007. "Strengthening the threshold hypothesis: Economic and biophysical limits to growth," Ecological Economics, Elsevier, vol. 60(4), pages 667-672, February.
    5. 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 & Jen, 2019. "Implementing Innovation on Environmental Sustainability at Universities Around the World," Sustainability, MDPI, vol. 11(14), pages 1-16, July.
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    Cited by:

    1. Gemma Tejedor & Fermín Sánchez-Carracedo & Jordi Segalàs, 2022. "Education for Sustainable Development in Higher Education-Introduction to a Special Issue," Sustainability, MDPI, vol. 14(17), pages 1-6, August.
    2. María-Carmen Ricoy & Cristina Sánchez-Martínez, 2022. "Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification," IJERPH, MDPI, vol. 19(3), pages 1-19, January.
    3. Artem Artyukhov & Iurii Volk & Agnieszka Surowiec & Sylwia Skrzypek-Ahmed & Kseniia Bliumska-Danko & Oleksandr Dluhopolskyi & Volodymyr Shablystyi, 2022. "Quality of Education and Science in the Context of Sustainable Development Goals—From Millennium Goals to Agenda 2030: Factors of Innovation Activity and Socio-Economic Impact," Sustainability, MDPI, vol. 14(18), pages 1-11, September.
    4. Antonio Guerrero-Lucendo & Fuensanta García-Orenes & Jose Navarro-Pedreño & David Alba-Hidalgo, 2022. "General Mapping of the Environmental Performance in Climate Change Mitigation of Spanish Universities through a Standardized Carbon Footprint Calculation Tool," IJERPH, MDPI, vol. 19(17), pages 1-24, September.

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