Sustainable Tertiary Education in Asia

Tamara Savelyeva is an Associate Professor of Sustainable Education at the Hong Kong Institute of Education for Sustainable Development. She serves as a Program Director at the UNESCO Hong Kong Association; Senior Founding Fellow the World Institute of Sustainable Development Planners in Hong Kong SAR; and Editorial Board member of the International Journal of Sustainability in Higher Education. Dr. Savelyeva conducts educational research and projects in the areas of sustainability education development in different countries. Together with participants of the Rio+20 higher education meeting in Brazil, she has contributed to the educational framework for the 2012 Earth Summit. Her recent scholarly works include In times of uncertainty: Advancing university sustainability model in Hong Kong (2022), New knowledge ecologies and politics of technological change (2021), and SDG3 Health and Wellbeing: Re-calibrating the SDG Agenda (2019).Fang Gao is an Associate Professor in the Department of International Education at the Education University of Hong Kong. Her main research interests are in minority education and sociology of education. She has published Becoming a model minority: Schooling experiences of ethnic Koreans in China (2010), 32 papers in international refereed journals, and 14 refereed book chapters. She co-edited Education, ethnicity and equity in the multilingual Asian context (2019). She is also the editor for Identities, practices and education of evolving multicultural families in Asia-pacific to be published.

• Chapter 1 An Introduction to the Sustainability of Tertiary Education in Asia: Collaborations, Transformations, Global-Local Tensions, and Future Developments.- Section I Collaborations.- Chapter 2 Sustainable Tertiary Educational Collaboration: Korea’s Shared Experiences and the Challenges.- Chapter 3 Nurturing a Good Neighbour: A Review of Sino-Kazakhstani Higher Education Cooperation.- Chapter 4 Programs on Education for Sustainable Development (ESD) and UN Sustainable Development Goals (SDGs) in Mainland China and the Hong Kong SAR: An Assessment of the Hong Kong Institute of Education for Sustainable Development.- Section II Transformations.- Chapter 5 Laozi for Higher Education on Sustainability: Its Principles, Logic and Holistic Relevance.- Chapter 6 Elite to Mass to Universal: The Historical Development, Internationalization and Sustainability of Tertiary Education in Hong Kong.- Chapter 7 Liberal Studies Reform and Sustainability Consciousness in Hong Kong Tertiary Education.- Section III Global – Local Tensions.- Chapter 8 The Empowering Potential of Higher Education for Underprivileged Ethnic Minorities’ Sustainable Development in Hong Kong: Educational Policies for Access and Equity.- Chapter 9 Transforming Tertiary Education Environments for Sustainable Development of the Sakhalin region in Russia.- Chapter 10 Institutional Brand Construct and University Sustainability.- Section IV Future Developments.- Chapter 11 Vocational cum Pedagogical Tertiary Education and Sustainable Development in Russia.- Chapter 12 Creating a Sustainable College Performance Evaluation in China.- Chapter 13 Formative Assessment for Lifelong Learning, Effective Teaching, and Sustainable Development in Russia.- Chapter 14 Conclusion—Towards a General Framework of Sustainable Tertiary Education.