The United Nations 2030 Agenda has defined 17 goals to promote sustainable development on a global scale; it's based on five critical dimensions, known as the 5Ps: people, prosperity, planet, partnership, and peace. Many of the goals can be connected to psychology or educational sciences, for example improving health and well-being (SDG3), ensuring quality education (SDG4), promoting gender equality (SDG5) and decent work (SDG8), and reducing inequality (SDG10). This means that researchers in the field of psychology or related sciences can give substantial contributions to support the achievement of the goals of Agenda 2030. Research on the contribution of psychology and educational sciences in achieving these goals should be encouraged.

As India moves towards the "Vision 2047" in a quest for a better future, there is a growing need for the design of technology and infrastructure to enable well-being, safety, and productivity for Indians. Human Factors and Ergonomics is one discipline that supports the well-being of people in terms of design, maintenance, management, regulation, and governance of technology. Due to the lack of disciplinary programs that address the totality of the discipline, there is a need for capacity building in the academic sector for trainingthe next generation of practitioners. This sample syllabus, while covering the breadth of the discipline, also provides a foundation for Indian universities to fulfil the requirements of Human Factors and Ergonomics. This syllabus can be creatively adapted to suit specific master's programs in science, engineering, technology, and design. This syllabus provides a basis for a holistic academic program that supports the next generation of learners in India.

Agrifood systems generate significant benefits to society, including the food that nourishes us and jobs and livelihoods for over a billion people. However, their negative impacts due to unsustainable business-as-usual activities and practices are contributing to climate change, natural resource degradation and the unaffordability of healthy diets. Addressing these negative impacts is challenging, because people, businesses, governments and other stakeholders lack a complete picture of how their activities affect economic, social and environmental sustainability when they make decisions on a day-to-day basis. The State of Food and Agriculture 2023 looks into the true cost of food for sustainable agrifood systems. The report introduces the concept of hidden environmental, health and social costs and benefits of agrifood systems and proposes an approach – true cost accounting (TCA) – to assess them. To operationalize the TCA approach, the report proposes a two-phase assessment process, first relying on national-level TCA assessments to raise awareness and then moving towards in-depth and targeted evaluations to prioritize solutions and guide transformative actions. It provides a first attempt at national-level assessments for 154 countries, suggesting that global hidden costs from agrifood systems amount to at least to 10 trillion 2020 PPP dollars. The estimates indicate that low-income countries bear the highest burden of the hidden costs of agrifood systems relative to national income. Despite the preliminary nature of these estimates, the analysis reveals the urgent need to factor hidden costs into decision-making for the transformation of agrifood systems. Innovations in research and data, alongside investments in data collection and capacity building, are needed to scale the application of TCA, especially in low- and middle-income countries, so that it can become a viable tool to inform decision- and policymaking in a transparent and consistent way.

The aim of this report is to present an overview of the 17 Goals using data currently available to highlight the most significant gaps and challenges.

The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly. The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas. The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.

This handbook reflects on quality-of-life in societies on the continent of Africa. It provides a widely interdisciplinary text with insights on quality-of-life from a variety of scientific perspectives. The handbook is structured into sections covering themes of social context, culture and community; the environment and technology; health; education; and family. It is aimed at scholars who are working towards sustainable development at the intersections of multiple scientific fields and it provides measures of both objective and subjective quality-of-life. The scholarly contributions in the text are based on original research and it spans fields of research such as cultures of positivity, wellbeing, literacy and multilinguism, digital and mobile technologies, economic growth, food and nutrition, health promotion, community development, teacher education and family life. Some chapters take a broad approach and report on research findings involving thousands, and in one case millions, of participants. Other chapters zoom in and illustrate the importance of specificity in quality-of-life studies. Collectively, the handbook illuminates the particularity of quality-of-life in Africa, the unique contextual challenges and the resourcefulness with which challenges are being mediated. This handbook provides empirically grounded conceptualizations about life in Africa that also encapsulate the dynamic, ingenious ways in which we, as Africans, enhance our quality-of-life.

Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability. Focus on sustainability Present studies in aspects related with higher education Explores a variety of educational aspects from an sustainable perspective