Methods and Steps
8.4 Results and Comparative Analysis
8.5 Overall Discussion and Potential Areas of Improvement
8.6 Conclusions
References
9 COVID‐19 Disruptions to SDG 4 in Higher Education Institutions
9.1 Introduction
9.2 The Educational Background of the 2030 Agenda
9.3 The Genesis of SDG 4 in Higher Education
9.4 SDG 4 in the Context of Inclusive Higher Education
9.5 SDG 4 in the Context of Sustainable Higher Education
9.6 COVID‐19 Disruption to SDG 4, at a Glance
9.7 Higher Education During the COVID‐19 Pandemic
9.8 Wrap up
References
9 Part II: Transforming the Curriculum – Discipline‐Specific Initiatives 10 Integrating Harmonious Entrepreneurship into the Curriculum 10.1 Introduction 10.2 The Challenge 10.3 Barriers to Integration into the Curriculum 10.4 Overcoming the Barriers 10.5 Conclusion References 11 Sustaining Place Transformations in Urban Design Education 11.1 Introduction 11.2 Urban Design and Its Multiple Pedagogies 11.3 The Urban Density, Mix, Access, Public/Private Interface, and Type 11.4 Case Study 11.5 Concluding Discussions Acknowledgments References 12 Sustainability of Innovations in Health Professions Education 12.1 Introduction 12.2 Curriculum Development and Evaluation 12.3 Teaching and Learning 12.4 Assessment 12.5 Conclusion References 13 Sustainability in Energy Systems Analysis and Design 13.1 Introduction 13.2 Energy Systems 13.3 Requisite Learning Outcomes 13.4 Summary and Recommendations References
10 Part III: Global Trends – Country Specific Initiatives 14 Sustainability Teaching in Higher Education and Universities in Spain 14.1 The Shift Toward More Sustainable Practices: Global Framework 14.2 Changes in Educational Policies: The Specific Case of Spain 14.3 Skills in Education: Focus on Environmental Good Practices 14.4 Real Implementation at Higher Education and University Levels 14.5 Main Challenges for Sustainability Implementation in Spanish Education 14.6 The Role of Curricular Adaptation and Transversality 14.7 Success Stories 14.8 Conclusions and Future Trends References 15 Sustainability in Higher Education in Egypt 15.1 Introduction 15.2 The Structure of the Education System in Egypt 15.3 Sustainability and Education: Cultural Perception 15.4 Higher Education for Sustainable Development: An Overview 15.5 Higher Education for Sustainable Development: Challenges and the Way Forward 15.6 Conclusions and Recommendations References 16 Youth Communicators as an Engine for Sustainable Development 16.1 Introduction 16.2 Do HEIs Complement Community Needs? 16.3 A Pilot Project for Pakistan's Rural Universities 16.4 The Role of TVET toward Community Development 16.5 Conclusion Acknowledgment References 17 Streamlining Higher Education in the Maldives 17.1
