RESUMO
The sustainability of universities is important to realize global SDGs. However, there is a lack of research on the internal dynamic relationship of the SDGs in universities. This study aims to deep tap the dynamic mechanism and scientific core connotation of the relationship among the environmental, economic, and social dimensions in the sustainable development of the top 100 universities ranked by the Times Higher Education Impact Rankings, in order to point out the specific action direction in line with their characteristics. This study adopts coupling model, Sustainable Development Triangle model, and Grey Relational Analysis to learn the development system and the main development dynamic goals of universities on five continents. The results show that the development of the top sustainable universities in the five continents is very uneven with three echelons of development in the world. Although the sustainability quality in the world has improved year by year, the sub-quality of sustainability of the top universities on each continent is obviously different. The sustainable coupling degrees of the top universities of the five continents are increasing, but the overall coupling strength is not high. The development of coupling is at the level of weak coordination. SDG12 is the main dynamic goal for the top universities in Asia and America, SDG6 is for Europe and Oceania, and SDG3 is for Africa.
RESUMO
Addressing the equitable distribution of global carbon emission rights is critical for sustainable development. Our research develops a detailed framework for a Global Carbon Reduction Alliance based on regional cooperation strategies, identifying key modes of intracontinental proximity and intercontinental distance collaboration. It emphasizes alliances formed among high carbon emission right countries and leadership-driven models propelling low carbon emission right countries, offering insights for optimizing emission reduction efforts. The analysis highlights the strategic role of developing nations in Africa and Asia, as well as developed regions in Europe and North America, advocating for the adoption of clean energy, enhancement of forest economic value, acceleration of urbanization, and an increased contribution of the service sector to the economy as essential pathways to achieving net-zero emissions. Our approach advocates for a comprehensive model of global carbon reduction cooperation, aiming at the equitable distribution of carbon emission rights and supporting the sustainable development goals.
RESUMO
Current research has focused on the impacts of the COVID-19 pandemic on university students' physical and mental health conditions but has rarely examined the secondary effects caused by school management and prevention policies. Chinese universities generally took a self-policing strategy to address the COVID-19 pandemic. This study aimed to examine how the self-policing effect fluctuated during the pandemic, assessed from the perspective of university students. We collected monthly data from January 2020 to August 2022 from Zhejiang University's online forum CC98 and analyzed the monthly frequency of keywords in the online posts' titles. The dataset covered five topics: pandemic situations, epidemic prevention policies, campus access control, campus space use, and emotional conditions. The results showed that university students have expressed concern about the pandemic over the past thirty-two months, which still has an unignorable influence on their lives and studies. They paid more attention to the epidemic prevention policies, which directly affected their social connections, spatial use, and psychological well-being. University students gradually questioned their duty to obey and showed impatience and resistance toward school self-policing management, especially during the second Omicron wave. Additionally, the findings investigated an introverted trend for university students living in a gated campus environment. In conclusion, we call for reflections on the current Chinese campus self-policing strategy to cope with future long-term and normalized pandemic situations. The concerns of university students should be taken into account as we move toward a post-COVID-19 world.