- Promotion of a broader vision of the self and cooperation; encouraging the consideration of issues involving the fulfillment of responsibilities as citizens of the world; value-focused thinking, aiming at the promotion of equity and justice (BINA; VAZ, 2011BINA, O.; VAZ, S.G. Humans, environment and economies: From vicious relationships to virtuous responsibility. Ecological Economics, v. 72, p. 170-178, 2011.) |
- Design of Ecocentric Organizations (STUBBS; COCKLIN, 2008STUBBS, W.; COCKLIN, C. Teaching sustainability to business students: shifting mindsets. International Journal of Sustainability in Higher Education, v. 9, n. 3, p. 206-221, 2008.) |
- Process transformation (WADDELL, 2007WADDELL, S. Realising Global Change: Developing the Tools; Building the Infrastructure. The Journal of Corporate Citizenship, n. 26, 2007.; FERRER-BALAS, BUCKLAND; MINGO, 2009FERRER-BALAS, D.; BUCKLAND, H.; MINGO, M. de. Explorations on the University’s role in society for sustainable development through a systems transition approach. Case-study of the Technical University of Catalonia (UPC). Journal of Cleaner Production, v. 17, p. 1075-1085, 2009.) |
- Focus on self-realization and wisdom (MURTAZA, 2011MURTAZA, N. Pursuing self-interest or self-actualization? From capitalism to a steady-state, wisdom economy. Ecological Economics, v. 70, p. 577-584, 2011.) |
- Objectives that go beyond the Triple Bottom Line, considering second-order issues (such as transparency and participation, reflectivity, integration and equity between generations). It seeks to increase quality of life and social equity - non-human and human species (STUBBS; COCKLIN, 2008STUBBS, W.; COCKLIN, C. Teaching sustainability to business students: shifting mindsets. International Journal of Sustainability in Higher Education, v. 9, n. 3, p. 206-221, 2008.; STEURER et al., 2005STEURER, R. et al. Corporations, Stakeholders and Sustainable Development I: A Theoretical Exploration of Business-Society Relations. Journal of Business Ethics, v. 61, n. 3, p. 263-281, 2005.; KURUCZ; COLBERT; MARCUS, 2013KURUCZ, E.C.; COLBERT, B.A.; MARCUS, J. Sustainability as a provocation to rethink management education: Building a progressive educative practice. Management Learning, p. 1-21, 2013.) |
- Proactive problem resolution, taking advantage of opportunities from a system-wide perspective (WADDELL, 2007WADDELL, S. Realising Global Change: Developing the Tools; Building the Infrastructure. The Journal of Corporate Citizenship, n. 26, 2007.) |
- Promoting Sustainability Education: participatory, democratic, pluralistic and emancipatory (STERLING, 2011STERLING, S. Transformative Learning and Sustainability: sketching the conceptual ground. Learning and Teaching in Higher Education, v. 5, p. 17-32, 2011.; WALS; JICKLING, 2002WALS, A.E.J.; JICKLING, B. “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, v. 15, p. 121-131, 2002.) |
- Sustainable strategies. Management strategy as a social practice (BARIN-CRUZ, PEDROZO; ESTIVALETE, 2006BARIN-CRUZ, L.; PEDROZO, E.; ESTIVALETE, V. de F.B . Towards sustainable development strategies: A complex view following the contribution of Edgar Morin. Management Decision, v. 44, n. 7, p. 871-891, 2006.; BAUMGARTNER; KORHONEN, 2010BAUMGARTNER, R.; KORHONEN, J. Strategic Thinking for Sustainable Development. Sustainable Development, v. 18, p. 71-75, 2010.) |
- Changes established in processes, structures, culture and/or technology (FERRER-BALAS, BUCKLAND; MINGO, 2009FERRER-BALAS, D.; BUCKLAND, H.; MINGO, M. de. Explorations on the University’s role in society for sustainable development through a systems transition approach. Case-study of the Technical University of Catalonia (UPC). Journal of Cleaner Production, v. 17, p. 1075-1085, 2009.) |
- Emphasis on cognitive, affective and related skills goals - head, hands and heart (SINGLETON, 2015SINGLETON, J. Head, Heart and Hands Model for Transformative Learning: place as context for changing sustainability values. Journal of Sustainability Education, v. 9, 2015.; SIPOS; BATTISTI; GRIMM, 2008SIPOS, Y.; BATTISTI, B.; GRIMM, K. Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, v. 9, n. 1, p. 68-86, 2008.; WALS & JICKLING, 2002WALS, A.E.J.; JICKLING, B. “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, v. 15, p. 121-131, 2002.) |
- Organizational commitment to nature: it aims to educate citizens for sustainability; it seeks to minimize the use of virgin materials and renewable energy; elimination of emissions and effluents; non-hierarchical structure; decentralized authority. (STUBBS; COCKLIN, 2008STUBBS, W.; COCKLIN, C. Teaching sustainability to business students: shifting mindsets. International Journal of Sustainability in Higher Education, v. 9, n. 3, p. 206-221, 2008.). |
- Radical change. It is believed that current environmental and social challenges require more than a “modernization” policy (SODERBAUM, 2009SODERBAUM, P. Making Actors, Paradigms and Ideologies Visible in Governance for Sustainability. Sustainable Development, v. 17, p. 70-81, 2009.) |
- Learning through discovery and creative resolution of problems; student-centered arrangements; collaborative learning; praxis-driven learning; problem orientation; self-regulated learning; learning with and from outsiders (PALMA, NASCIMENTO; ALVES, 2017PALMA, L.C.; NASCIMENTO, L.F.; ALVES, N.B. (org.). Educação para a sustentabilidade: bases epistemológicas, teorias e exemplos na área de Administração. Canoas, RS: IFRS-Campus Canoas, 2017.; WALS; JICKLING, 2002WALS, A.E.J.; JICKLING, B. “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, v. 15, p. 121-131, 2002.) |
- It promotes spaces for dialogic interaction (WALS; SCHWARZIN, 2012WALS, A.E.J.; SCHWARZIN, L. Fostering organizational sustainability through dialogic interaction. The Learning Organization, v. 19, n. 1, p. 11-27, 2012.) |
- Collaboration (LOZANO, 2008LOZANO, R. Developing collaborative and sustainable organisations. Journal of Cleaner Production, n. 16, p. 499-509, 2008.) |
- Creation of spaces - space for alternative paths of development; space for new ways of thinking, evaluating and doing; space for participation; space for pluralism, diversity and minority perspectives; space for deep consensus, but also for respectful dissent; space for autonomous and deviant thinking; space for self-determination; space for contextual and spatial differences (WALS; JICKLING, 2002WALS, A.E.J.; JICKLING, B. “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, v. 15, p. 121-131, 2002.) |
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- Transdisciplinarity (ROORDA, 2001ROORDA, N. AISHE: Auditing Instrument for Sustainability in Higher Education. Dutch Committee for Sustainable Higher Education, 2001.) |
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- Horizontal integration (SIPOS, BATTISTI; GRIMM, 2008SIPOS, Y.; BATTISTI, B.; GRIMM, K. Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, v. 9, n. 1, p. 68-86, 2008.; CEULEMANS; DE PRINS, 2010CEULEMANS, K.; DE PRINS, M. Teacher’s manual and method for SD integration in curricula. Journal of Cleaner Production, v. 18, p. 645-651, 2010.) |
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- It creates a microcosm of the problem system, with all participants entering into equal conditions in the decisions. Top-down and bottom-up (WADDELL, 2007WADDELL, S. Realising Global Change: Developing the Tools; Building the Infrastructure. The Journal of Corporate Citizenship, n. 26, 2007.; FERRER-BALAS, BUCKLAND; MINGO, 2009FERRER-BALAS, D.; BUCKLAND, H.; MINGO, M. de. Explorations on the University’s role in society for sustainable development through a systems transition approach. Case-study of the Technical University of Catalonia (UPC). Journal of Cleaner Production, v. 17, p. 1075-1085, 2009.) |