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This open access book is designed and written to bridge the gap on the critical issues identified in environmental education programs in Asian countries. The world and its environments are changing rapidly, and the public may have difficulty keeping up and understanding how these changes will affect our way of life. The authors discuss various topics and case studies from an Asian perspective, but the content, messaging, and lessons learned need not be limited to Asian cultures. Each chapter provides a summary of the intensive research that has been performed on pro-environmental behaviors, the experience of people working in industry and at home, and their philosophies that guide them in their daily lives. We highlight humanity’s potential to contribute to Sustainable Development Goals (SGDs) by understanding better the environmental psychology, social inclusion, and environmental sustainability and stewardship protection elements that contribute to responsible environmental citizenship. The content of the chapters in this book includes a discussion of the crucial issues, plans, and evaluations for sustainability theories, practices, and actions with a proposed management structure for maximizing the cultural, social, and ecological diversity of Asian experiences compared to other theories and cultures internationally. We intend that the data in this book will provide a comprehensive guide for students, professors, practitioners, and entrepreneurs of environmental education and its related disciplines using case studies that demonstrate the relationship between the social and behavioral sciences and environmental leadership and sustainability.

Environmental sciences—Social aspects. --- Environmental education. --- Sustainability. --- Environmental Social Sciences. --- Environmental and Sustainability Education. --- Sustainability science --- Human ecology --- Social ecology --- Education --- Sustainable education --- Green behavior --- Social norms and values --- Pro-environmental behavior --- Environmental psychology --- Environmental literacy --- Teaching material --- Asian studies --- Environmental performance and measurement --- Educational theory --- Environmental sciences --- Social aspects.

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This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.

Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems

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This volume comprises a series of research articles dedicated to the UNESCO 2019 Forum on Education for Sustainable Education and Global Citizenship. Given the imperative of education in sustainable development, especially in developing countries, the volume covers a wide range of topics: the mobility and mental health of international students, reading habits and academic achievements of junior high school students, core competencies of mid-level managers in higher education, adoption of an international publishing standard, legal rights for education and socio-cultural adaptation of ethnic minorities, and, most recently, students’ learning behaviors during the COVID-19 pandemic.

Humanities --- Education --- international student --- higher education --- sustainability --- student loyalty --- Vietnam --- sustainable education --- internationalization --- international university --- help-seeking --- acculturative stress --- depression --- social connectedness --- Japan --- reading practices --- reading abilities --- junior high school students --- education for sustainable developments --- gender --- STEM --- occupational aspiration --- parental influence --- socioeconomic background --- academic achievement --- quality education --- sustainable development goal 4 --- competency --- heads of department --- mid-level academic managers --- mid-level management --- sustainable development --- interior ethnic boarding school --- inclusive and equitable quality education --- sociocultural adaptation --- latent class analysis --- research --- international publishing --- university --- Delphi method --- socio-economic status --- parental education --- digital literacy --- digital resilience --- Sustainable Development Goal 4 --- digital age --- bayesvl --- educational rights --- ethnic minorities --- sustainable development goals --- multi-cultural education --- learning habit --- school closure --- socioeconomic --- COVID-19 --- SDG4 --- secondary school --- international student --- higher education --- sustainability --- student loyalty --- Vietnam --- sustainable education --- internationalization --- international university --- help-seeking --- acculturative stress --- depression --- social connectedness --- Japan --- reading practices --- reading abilities --- junior high school students --- education for sustainable developments --- gender --- STEM --- occupational aspiration --- parental influence --- socioeconomic background --- academic achievement --- quality education --- sustainable development goal 4 --- competency --- heads of department --- mid-level academic managers --- mid-level management --- sustainable development --- interior ethnic boarding school --- inclusive and equitable quality education --- sociocultural adaptation --- latent class analysis --- research --- international publishing --- university --- Delphi method --- socio-economic status --- parental education --- digital literacy --- digital resilience --- Sustainable Development Goal 4 --- digital age --- bayesvl --- educational rights --- ethnic minorities --- sustainable development goals --- multi-cultural education --- learning habit --- school closure --- socioeconomic --- COVID-19 --- SDG4 --- secondary school

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The global COVID-19 pandemic has posed a major challenge in all aspects of life, including how graduate training of healthcare practitioners is conducted. In Saudi Arabia, there were over 14,000 graduate health professional trainees in different stages of their training in various specialties distributed in many healthcare facilities across the country. The vast geographical distribution and diversity of health specialties training programs and activities have remarkably magnified the challenge posed by the pandemic. However, recently, the SCFHS implemented a health training governance reform that granted more autonomy to accredited training facilities in supervising training activities according to preset policies. This autonomy was crucial for mitigating various risks imposed by the pandemic, especially during the extended periods of strict lockdown. The ultimate mandate is a knowledge management primer. We need to once again focus on the basics of human creativity and knowledge creation: Create the content/knowledge; Utilize knowledge; Document knowledge; Communicate knowledge; Enable an integrated training, education, and research ecosystem; Utilize the integrated platform. Our volume is a contribution to the scientific debate for the added value of COVID-19 to our training, education, and research capabilities. We continue this debate with a new Special Issue in the Sustainability journal. We look forward to your contributions to this discussion.

Technology: general issues --- job satisfaction --- sustainable health --- medical training --- accreditation --- satisfaction --- health governance --- Saudi Commission for Health Specialties --- smart healthcare --- residents training --- quality --- COVID-19 --- medical education assurance --- training --- governance --- framework --- best practices --- healthcare --- population health research --- public health research --- research methods --- the COVID-19 pandemic --- online education --- online courses --- the satisfaction of students --- higher education --- preventive behaviors --- theory of planned behavior --- subjective norms --- pandemic --- educational process --- digital education --- management change --- student behavior --- student attitude --- organizational speed --- dynamic capability --- ambidexterity --- R&D organization --- young adults --- hybrid learning --- remote teaching --- educational spaces --- tertiary education --- Austria --- mixed methods --- post-digital --- eLearning --- flipped classroom --- ARCS model --- teaching method --- international cooperation --- psychophysiological standard --- professional-defining qualities --- specialist professiogram --- environmental engineer --- employee psychophysiological profile --- psychophysiological status --- education for sustainable development --- MOOCs --- MOOC --- sustainable education --- IS success model --- expectation–confirmation model --- gamification --- continued usage intention --- course performance --- student performance --- Chinese universities --- n/a --- expectation-confirmation model

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The global COVID-19 pandemic has posed a major challenge in all aspects of life, including how graduate training of healthcare practitioners is conducted. In Saudi Arabia, there were over 14,000 graduate health professional trainees in different stages of their training in various specialties distributed in many healthcare facilities across the country. The vast geographical distribution and diversity of health specialties training programs and activities have remarkably magnified the challenge posed by the pandemic. However, recently, the SCFHS implemented a health training governance reform that granted more autonomy to accredited training facilities in supervising training activities according to preset policies. This autonomy was crucial for mitigating various risks imposed by the pandemic, especially during the extended periods of strict lockdown. The ultimate mandate is a knowledge management primer. We need to once again focus on the basics of human creativity and knowledge creation: Create the content/knowledge; Utilize knowledge; Document knowledge; Communicate knowledge; Enable an integrated training, education, and research ecosystem; Utilize the integrated platform. Our volume is a contribution to the scientific debate for the added value of COVID-19 to our training, education, and research capabilities. We continue this debate with a new Special Issue in the Sustainability journal. We look forward to your contributions to this discussion.

job satisfaction --- sustainable health --- medical training --- accreditation --- satisfaction --- health governance --- Saudi Commission for Health Specialties --- smart healthcare --- residents training --- quality --- COVID-19 --- medical education assurance --- training --- governance --- framework --- best practices --- healthcare --- population health research --- public health research --- research methods --- the COVID-19 pandemic --- online education --- online courses --- the satisfaction of students --- higher education --- preventive behaviors --- theory of planned behavior --- subjective norms --- pandemic --- educational process --- digital education --- management change --- student behavior --- student attitude --- organizational speed --- dynamic capability --- ambidexterity --- R&D organization --- young adults --- hybrid learning --- remote teaching --- educational spaces --- tertiary education --- Austria --- mixed methods --- post-digital --- eLearning --- flipped classroom --- ARCS model --- teaching method --- international cooperation --- psychophysiological standard --- professional-defining qualities --- specialist professiogram --- environmental engineer --- employee psychophysiological profile --- psychophysiological status --- education for sustainable development --- MOOCs --- MOOC --- sustainable education --- IS success model --- expectation–confirmation model --- gamification --- continued usage intention --- course performance --- student performance --- Chinese universities --- n/a --- expectation-confirmation model