The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
“Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning
Abstract
It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio‐scientific disputes. The ill‐defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Brundtland, G. H. (1991) · Earth and Us · doi:10.1016/b978-0-7506-1049-0.50009-5 · Cited by 12,174
The Action Competence Approach in Environmental Education
Jensen, B. B., & Schnack, K. (1997) · Environmental Education Research · doi:10.1080/1350462970030205 · Cited by 998
Environment and Development: Challenges, Policies and Practices
(2021) · Springer eBooks · doi:10.1007/978-3-030-55416-3 · Cited by 987
Environmental Education and Sustainable Development: A Further Appraisal.
Sauvé, L. (1996) · Canadian journal of environmental education · Cited by 318
Scientific literacy for decisionmaking and the social construction of scientific knowledge
Bingle, W. H., & Gaskell, P. J. (1994) · Science Education · doi:10.1002/sce.3730780206 · Cited by 229
Huckle, J. (1999) · Canadian journal of environmental education · Cited by 68
Biodiversity as a Postmodern Theme for Environmental Education
Dreyfus, A., Wals, A. E. J., & van Weelie, D. (1999) · Cited by 52
Self-citationThe Discussion of Social Issues in the Science Classroom
Solomon, J. (1990) · Studies in Science Education · doi:10.1080/03057269008559983 · Cited by 34
Cited by
Key competencies in sustainability: A reference framework for academic program development
Wiek, A., Withycombe, L., & Redman, C. L. (2011) · Sustainability Science · doi:10.1007/s11625-011-0132-6 · Cited by 2,995
Kagawa, F. (2007) · International Journal of Sustainability in Higher Education · doi:10.1108/14676370710817174 · Cited by 558
Incorporating sustainability in engineering curriculum: A study of the Australian universities
Arefin, M. A., Nabi, M. N., Sadeque, S., & Gudimetla, P. (2021) · International Journal of Sustainability in Higher Education · doi:10.1108/ijshe-07-2020-0271 · Cited by 59
Andrades Peña, F. J., Larrán Jorge, M., & Muriel de Los Reyes, M. J. (2018) · International Journal of Sustainable Development & World Ecology · doi:10.1080/13504509.2018.1437484 · Cited by 40
Metadata
- Authors
- Wals, A. E. J., & Jickling, B.
- Venue
- International Journal of Sustainability in Higher Education
- Publisher
- Emerald
- Published
- 2002-09-01
- Volume
- 3
- Issue
- 3
- Pages
- 221-232
- ISSN
- 1467-6370 (ISSN-L)
- OpenAlex
- W1515961871
- Cited by
- 552
- References
- 8
- FWCI
- 14.21
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: “Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. https://app.cochat.ai/papers/10.1108/14676370210434688
- The paper
- Wals, A. E. J., & Jickling, B. (2002). “Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/14676370210434688
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
