This edited volume offers a comprehensive reference point to an interdisciplinary and trans-boundary analysis of the sustainability of Asian tertiary education systems. The four sections of the volume -Collaborations, Transformations, Global-Local Tensions, and Future Developments-reflect the current conditions, ongoing changes, and new directions of the universities' transformative contribution to the 2030 UN Agenda and its Sustainable Development Goals (SDGs). The chapters in this volume draw on inquiries and experiences from 12 research projects conducted in Asia, featuring cases from South Korea, Kazakhstan, Russia, and China, and include regions such as the Hong Kong Special Administrative Region of China, Ural-Siberian, and the Far Eastern regions of Russia. The collection of the studies presented in this volume offers a general framework for sustainable tertiary education that, with some adaptations, could be applied to other tertiary education systems in the world. The present volume, Sustainable Tertiary Education in Asia: Policies, Practices, and Developments, contributes to the research arena of Higher Education Sustainability by fostering a cross-cultural dialog among sustainability stakeholders of tertiary education in Asia and beyond.

Sustainable Development Goal 3 (SDG3) supplements the 2030 UN Agenda by inspiring ideologies and implementation concerning global health and wellbeing. This book offers insider-view analysis and unique access points into SDG3 implications, community-based responses and innovative proposals, including considerations of Earth as a key stakeholder in sustainability conversations. Written by leading experts in the field, the book presents essays and case studies on sustainability frameworks of Canadian First Nations, cultural groundworks of Aboriginal Australians, HIV/AIDS in Ethiopia, IT-health data analytics in Hong Kong, health-promoting schools in Scotland, Laos, Hong Kong, Australia, and WHO projects in Europe and the Pacific. The book serves as a representative and provocative resource for those wishing to further explore the scope of research, developments, bottom-up interventions and far-reaching visions relating to SDG3.

Can we connect the rural college classrooms of Virginia, Siberia, and Baden-Wrttemberg? Have the efforts to link students with the international academic centers been fruitful? By providing the definition of Global Learning Environment (GLE), this book makes the vision of global education a reality for faculty and students of different disciplines and cultures. As a concept and an educational model, a GLE shows how to connect students with the international network of faculty focused on meeting the challenges of globalization and sustainability. Five unique characteristics and four global features of a GLE are described and analyzed thoroughly within the framework of constructivism and deep learning. The sincere hope for the proposed model is to positively affect international values and praxes by establishing educational quality and giving the voice to those who dream about truthful education, genuine virtues, and real change. The book opens a dialogue regarding how a GLE can initiate meaningful changes in educational systems. The results of this work provide an avenue for teachers, students, and leaders to grow together and transform the world