Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

Enkhtur, Ariunaa; Rakhshandehroo, Mahboubeh

doi:https://doi.org/10.1111/hequ.12585

Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

Enkhtur, Ariunaa; Rakhshandehroo, Mahboubeh

Higher Education Quarterly, 2024, 79(1), e12585

Number of Access:276（2025-09-02 09:32 Counts）

Identifier to cite or link to this item: https://hdl.handle.net/11094/98889

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Title	Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities
Creator	NRID 1000050866564 1000050866564 ORCID 0000-0003-1544-8118 0000-0003-1544-8118 researchmap permalink Ariunaa_Enkhtur Ariunaa_Enkhtur Scopus Author ID 57212511517 57212511517 CreatorName Enkhtur, Ariunaa
Creator	CreatorName Rakhshandehroo, Mahboubeh
Subject	international education
	Japan
	localisation of SDGs
	production of space
	student learning
Description	Enkhtur A., Rakhshandehroo M. Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities. Higher Education Quarterly, (2024); https://doi.org/10.1111/hequ.12585.
Abstract	Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio-spatial dynamics at play, offering insights into how educational environments are constructed and experienced.
Publisher	John Wiley and Sons Inc
Source Title	Higher Education Quarterly
Volume (Issue)	79(1)
Page	e12585
Date of Issued	2024-11-19
Language	English
Handle URL	https://hdl.handle.net/11094/98889
PISSN	09515224
eISSN	14682273
Relation.isIdenticalTo	DOI (Publisher Version) https://doi.org/10.1111/hequ.12585
Access Rights	open access
CopyRight	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
oaire:version	Version of Record
Category	学術雑誌論文 Journal Article

Resource Type	journal article
Local Type	Journal Article
DCTERMS.bibliographicCitation	Higher Education Quarterly. 2024, 79(1), p. e12585
DC.title	Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities
DC.creator	Enkhtur, Ariunaa
DC.creator	Rakhshandehroo, Mahboubeh
DC.publisher	John Wiley and Sons Inc
DC.language' scheme='DCTERMS.RFC1766	English
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2024-11-19
DC.identifier	https://doi.org/10.1111/hequ.12585
DC.subject	international education
	Japan
	localisation of SDGs
	production of space
	student learning
DC.description	Enkhtur A., Rakhshandehroo M. Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities. Higher Education Quarterly, (2024); https://doi.org/10.1111/hequ.12585.
DCTERMS.abstract	Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio-spatial dynamics at play, offering insights into how educational environments are constructed and experienced.
DC.rights	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
DC.format	98889
citation_title	Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities
citation_author	Enkhtur, Ariunaa
citation_author	Rakhshandehroo, Mahboubeh
citation_publisher	John Wiley and Sons Inc
citation_language	English
citation_date	2024-11-19
citation_journal_title	Higher Education Quarterly
citation_volume	79
citation_issue	1
citation_firstpage	e12585
citation_doi	https://doi.org/10.1111/hequ.12585
citation_public_url	https://hdl.handle.net/11094/98889

Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

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