Understanding Undergraduate Students’ Perceptions About the Energy–Water–Food Nexus in Education for Sustainability: A Brazilian Perspective

Letícia Beatriz Camargo Vieira, Maurício César Delamaro, Arminda Eugenia Marques Campos, John Horton, José Antonio Perrella Balestieri, Paulo Valladares Soares, Peter Kraftl, Rachel Nunes Leal, Rubens Alves Dias and Sophie Hadfield-Hill
Additional contact information
Letícia Beatriz Camargo Vieira: Letícia Beatriz Camargo Vieira, School of Engineering and Sciences, UNESP Guaratinguetá, State of São Paulo, Brazil. E-mail: arminda.campos@unesp.br
Maurício César Delamaro: Maurício César Delamaro, School of Engineering and Sciences, UNESP Guaratinguetá, State of São Paulo, Brazil.
Arminda Eugenia Marques Campos: Arminda Eugenia Marques Campos, School of Engineering and Sciences, UNESP Guaratinguetá, State of São Paulo, Brazil.
John Horton: John Horton, University of Northampton, England, United Kingdom of Great Britain and Northern Ireland.
José Antonio Perrella Balestieri: José Antonio Perrella Balestieri, School of Engineering and Sciences, UNESP Guaratinguetá, State of São Paulo, Brazil.
Paulo Valladares Soares: Paulo Valladares Soares, School of Engineering and Sciences, UNESP Guaratinguetá, State of São Paulo, Brazil.
Peter Kraftl: Peter Kraftl, University of Birmingham, England, United Kingdom of Great Britain and Northern Ireland.
Rachel Nunes Leal: Rachel Nunes Leal, São Paulo State Department of Education, State of São Paulo, Brazil.
Rubens Alves Dias: Rubens Alves Dias, School of Engineering and Sciences, UNESP Guaratinguetá, State of São Paulo, Brazil.
Sophie Hadfield-Hill: Sophie Hadfield-Hill, University of Birmingham, England, United Kingdom of Great Britain and Northern Ireland.

Journal of Education for Sustainable Development, 2024, vol. 18, issue 1, 5-26

Abstract: The water–energy–food nexus approach to the sustainable management of resources emphasizes chains of interdependence and contingencies of their elements. As these concepts are increasingly relevant for research and policy, educational institutions seek to add materials about them into curricula. This article aimed to identify issues and relevant points for education for sustainability in undergraduate higher education, based on a combined analysis of research results regarding the perceptions, experiences and participation of undergraduates in the water–energy–food nexus in São Paulo, Brazil. The analyses enabled an exploration of the contexts in which education for sustainability is set at higher education institutions by taking into account the perceptions of students. It was observed that university students perceive that their knowledge of issues and topics related to the nexus elements is either limited or sufficient, without remarkable distinctions between responses for public and private institutions, although public ones are viewed as superior in educational level terms.

Keywords: Water–energy–food nexus; education for sustainability; higher education; multivariate analysis (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/09734082241302403 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:18:y:2024:i:1:p:5-26

DOI: 10.1177/09734082241302403

Access Statistics for this article

More articles in Journal of Education for Sustainable Development
Bibliographic data for series maintained by SAGE Publications ().