Amin, M. A., & Greenwood, J. (2018). The unsustainable development goals and teacher development for effective English teaching in Bangladesh: A gap that needs bridging. Journal of Teacher Education for Sustainability, 20(2), 118–138. Retrieved from https://doi.org/10.2478/jtes-2018-001910.2478/jtes-2018-0019
Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Philadelphia: Open University Press.
Bentham, H. (2013). Clearing the path that has been laid: A conceptualisation of education for sustainable development. Journal of Teacher Education for Sustainability, 15(2), 25–41. Retrieved from https://doi.org/10.2478/jtes-2013-000910.2478/jtes-2013-0009
Beynaghi, A., Trencher, G., Moztarzadeh, F., Mozafari, M., Maknoon, R., & Leal Filho, W. (2016). Future sustainability scenarios for universities: Moving beyond the United Nations Decade of Education for Sustainable Development. In Elsevier. Retrieved from https://www.sciencedirect.com/science/article/piiS095965261501589910.1016/j.jclepro.2015.10.117
Biasutti, M., De Baz, T., & Alshawa, H. (2016). Assessing the infusion of sustainability principles into university curricula. Journal of Teacher Education for Sustainability, 18(2), 21–40. Retrieved from https://doi.org/10.1515/jtes-2016-001210.1515/jtes-2016-0012
Boni, A., & Walker, M. (2016). Universities and Global Human Development: Theoretical and empirical insights for social change. In Universities and Global Human Development: Theoretical and Empirical Insights for Social Change. Taylor and Francis Inc. Retrieved from https://doi.org/10.4324/978131574279310.4324/9781315742793
Clifford, K. L., & Zaman, M. H. (2016). Engineering, global health, and inclusive innovation: Focus on partnership, system strengthening, and local impact for SDGs. Global Health Action, 9(1). Retrieved from https://doi.org/10.3402/gha.v9.3017510.3402/gha.v9.30175
Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). An approach for detecting, quantifying, and visualizing the evolution of a research field: A practical application to the fuzzy sets theory field. Journal of Informetrics. Doi: 10.1016/j.joi.2010.10.00210.1016/j.joi.2010.10.002
Fischer, D., Aubrecht, E. L., Brück, M., Ditges, L., Gathen, L., Jahns, M., Petersmann, M., Rau, J., & Wellmann, C. (2015). UN global action programme and education for sustainable development: A critical appraisal of the evidence base. Discourse and Communication for Sustainable Education, 6(1), 5–20.10.1515/dcse-2015-0001
González, T. M., & Mattar, V. S. (2012). Las claves de las palabras clave en los artículos científicos [The keys of the key words in scientific articles]. Revista MVZ Córdoba [Journal MVZ Córdoba], 17(2), 2955–2956.10.21897/rmvz.228
Ichinose, T. (2017). An analysis of transformation of teaching and learning of Japanese schools that significantly addressed education for sustainable development. Journal of Teacher Education for Sustainability, 19(2), 36–50. Retrieved from https://doi.org/10.1515/jtes-2017-001310.1515/jtes-2017-0013
Iliško, D., Oļehnoviča, E., Ostrovska, I., Akmene, V., & Salīte, I. (2018). Meeting the challenges of ESD competency-based curriculum in a vocational school setting. Discourse and Communication for Sustainable Education, 8(2), 103–113.10.1515/dcse-2017-0019
Jetly, M., & Singh, N. (2019). Analytical study based on perspectives of teacher educators in India with respect to education for sustainable development. Journal of Teacher Education for Sustainability, 21(2), 38–55. Retrieved from https://doi.org/10.2478/jtes-2019-001610.2478/jtes-2019-0016
Lalama Franco, R., & Bravo Lalama, A. (2019). América Latina y los objetivos de desarrollo sostenible: Análisis de su viabilidad [Latin America and the sustainable development goals: Analysis of its viability]. Revista de Ciencias Sociales [Journal of Social Sciences], 25(NÚMERO ESPECIAL 1 (2019)), 12–24. Retrieved from https://doi.org/10.31876/rcs.v25i1.2959110.31876/rcs.v25i1.29591
Maguire, E. (1998). Meeting the challenge of Cairo. Global Issues (Washington, D.C.), 3(2), 20–23. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032148870&partnerID=40&md5=a31c07620b2016cc45f13d8eb55aac08
Maruna, M. (2019). Toward the integration of SDGs in higher planning education: Insights from integrated urbanism study program in Belgrade. Sustainability (Switzerland), 11(17). Retrieved from https://doi.org/10.3390/su1117451910.3390/su11174519
Moghaddam, M. R. A., Taher-Shamsi, A., & Maknoun, R. (2007). The role of environmental engineering education in sustainable development in Iran: AUT experience. International Journal of Sustainability in Higher Education, 8(2), 123–130. Retrieved from https://doi.org/10.1108/1467637071072659910.1108/14676370710726599
Moon, C., Walmsley, A., & Apostolopoulos, N. (2018). Sustainability and entrepreneur-ship education. A survey of 307 UN HESI signatories. Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE, September, 2018, 498–506.
Najafian, S. M., & Karamidehkordi, E. (2018). Challenges of sustainability efforts of universities regarding the sustainable development goals: A case study in the University of Zanjan, Iran. E3S Web of Conferences, 48. Retrieved from https://doi.org/10.1051/e3sconf/2018480400110.1051/e3sconf/20184804001
Ochoa-Duarte, A., & Pena-Reyes, J. I. (2020). Work in progress: Engineering education for Buen Vivir in the context of 4th industrial revolution. EDUNINE 2020 – 4th IEEE World Engineering Education Conference: The Challenges of Education in Engineering, Computing and Technology without Exclusions: Innovation in the Era of the Industrial Revolution 4.0, Proceedings. Retrieved from https://doi.org/10.1109/EDUNINE48860.2020.914956610.1109/EDUNINE48860.2020.9149566
Pipere, A., Veisson, M., & Salite, I. (2015). Developing research in teacher education for sustainability: Un DESD via the journal of teacher education for sustainability. Journal of Teacher Education for Sustainability, 17(2), 5–43. Retrieved from https://doi.org/10.1515/jtes-2015-000910.1515/jtes-2015-0009
Rodríguez, M. L. (2019). Problemas y limitaciones de la educación en América Latina. Un estudio comparado [Challenges and constraints of the education in Latin America. A comparative analysis]. Foro de Educacion [Education Forum], 17(27), 229–251. Retrieved from https://doi.org/10.14516/fde.64510.14516/fde.645
Salas-Zapata, W. A., Ríos-Osorio, L. A., & Cardona-Arias, J. A. (2018). Knowledge, attitudes and practices of sustainability: Systematic review 1990–2016. Journal of Teacher Education for Sustainability, 20(1), 46–63. Retrieved from https://doi.org/10.2478/jtes-2018-000310.2478/jtes-2018-0003
Salīte, I. (2015). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6(1), 21–29.10.1515/dcse-2015-0002
Salvia, A. L., Leal Filho, W., Brandli, L. L., & Griebeler, J. S. (2019). Assessing research trends related to Sustainable Development Goals: Local and global issues. Journal of Cleaner Production, 208, 841–849. Retrieved from https://doi.org/10.1016/j.jclepro.2018.09.24210.1016/j.jclepro.2018.09.242
Sherren, K. (2006). Core issues: Reflections on sustainability in Australian University coursework programs. International Journal of Sustainability in Higher Education, 7(4), 400–413. Retrieved from https://doi.org/10.1108/1467637061070220810.1108/14676370610702208
Tezanos, S. (2018). Geografía del desarrollo en América Latina y el caribe: Hacia una nueva taxonomía multidimensional de los objet [The geography of development in Latin America and the Caribbean: Towards a new multidimensional taxonomy of the sustainable development goals]. Cepal Review, 2018(125), 7–28. Retrieved from https://doi.org/10.18356/a1fe9e87-en10.18356/a1fe9e87-en
van den Besselaar, P., & Heimeriks, G. (2006). Mapping research topics using word-reference co-occurrences: A method and an exploratory case study. Scientometrics. Doi: 10.1007/s11192-006-0118-910.1007/s11192-006-0118-9
Willats, J., Erlandsson, L., Molthan-Hill, P., Dharmasasmita, A., & Simmons, E. (2018). A university wide approach to embedding the sustainable development goals in the curriculum – a case study from the nottingham trent university’s Green academy. In World Sustainability Series. Retrieved from https://doi.org/10.1007/978-3-319-70281-0_510.1007/978-3-319-70281-0_5
Zamora-Polo, F., & Sánchez-Martín, J. (2019). Teaching for a better world. Sustainability and Sustainable Development Goals in the construction of a change-maker university. Sustainability (Switzerland), 11(15), 1–15. Retrieved from https://doi.org/10.3390/su1115422410.3390/su11154224