Agrawal, R. C., and Jaggi, S. (2024). Transforming Agricultural Education for a Sustainable Future. In Transformation of Agri-Food Systems (pp. 357-369). Singapore: Springer Nature Singapore.
Bandari, A. and Jamshidi, A. (1400). Investigating environmental attitudes and strategies to strengthen them (Case study: Agricultural students of Mohaghegh Ardabili University). Quarterly Journal of Human and Environment, 56, 115-131.
Boman, J., and Andersson, U. P. (2013). Eco-labelling of courses and programs at University of Gothenburg. Journal of Cleaner Production, 48, 48-53.
Cunningham, J. A., Lehmann, E. E., and Menter, M. (2022). The organizational architecture of entrepreneurial universities across the stages of entrepreneurship: a conceptual framework. Small Business Economics, 59(1), 11-27.
Faham, A., Rezvanfar, A., and Movahed Mohammadi, S. H. (2015). Content analysis of sustainability concepts in the curriculum of agricultural courses at the Agricultural and Natural Resources Campus of Tehran University. Iranian Agricultural Economics and Development Research, 46 (3), 529-540.
Fan, W. (2024). Green Education Promotes the Mechanism of Green Agricultural Production by Farmers in Hunan Region and Its Influencing Factors. Journal of Innovation and Development, 6(1), 62-70.
Golbaz, M., Rezvanfar, A. and Momenpour, A. (2013). The effectiveness of the application of the problem solving method on students' understanding of climate change (case study: Faculties of Agriculture and Natural Resources, University of Tehran). Modern Agricultural Education and Extension, 1 (1), 61-76.
Hosseini Largani, S.M. (2011) Conceptualizing sustainable (green) curriculum and providing a framework for its evaluation in Iranian higher education: with emphasis on green universities, Institute for Higher Education Research and Planning, p. 18
Hosseini Largani, S.M. (2012) Conceptualizing green curriculum in the Iranian higher education system, Quarterly Journal of Higher Education Research and Planning, Volume 29, Issue 2. p. 65
Kankam, F. (2021). Causes and management of pesticides contamination in agriculture: A review. Ghana Journal of Science, Technology and Development, 7(2), 103-118.
Kasravi, M.; and Mohajeri, Sh. (2018). Implementation of the Green University Project using the ARIZ71 Problem Solving Algorithm. Elites of Science and Engineering, 27, 98-109.
Kosiński, P., and Skotnicka-Siepsiak, A. (2022). Possibilities of Adapting the University Lecture Room to the Green University Standard in Terms of Thermal Comfort and Ventilation Accuracy. Energies, 15(10), 3735.
Landis, J. R., and Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 363-374.
Leoanak, S. P. (2022). Developing Reading Skills through Green Curriculum Implementation as an Instructional Model. Acitya: Journal of Teaching and Education, 4(1), 69-79.
Malekpour Lepari, K.; Karimian, Z., and Bakhtiari, A. (2014). Environmental Protection Curriculum: A New Model in Designing Curriculums for Sustainable Education. Qualitative Research in Curriculum, 5 (15), 57-89.
Marchevsky, A. M., Walts, A. E., Lissenberg-Witte, B. I., and Thunnissen, E. (2020). Pathologists should probably forget about kappa. Percent agreement, diagnostic specificity and related metrics provide more clinically applicable measures of interobserver variability. Annals of Diagnostic Pathology, 47, 151561
Motavali, A.; Saleh, Y.; Teymouri, A.; Mousavi, M.; and Seyidi, R. (2019). Study of environmental indicators of water footprint and resource depletion in different rice cultivation scenarios. Iranian Journal of Irrigation and Drainage, 13(2), 512-527.
Naderloo, S. and Shams, A. (2017). Study of environmental knowledge and attitude of students of Zanjan University. Environmental Science and Technology, 19(4), 545-557.
Ni, L., Fayaz Ahmad, S., Alsanie, G., Lan, N., Irshad, M., Bin Saeed, R. H., ... and Khan, Y. (2024). Investigating the role of green curriculum in shaping pro-environmental behaviors and environmental values orientation for sustainability. International Journal of Sustainability in Higher Education.
Okanović, A., Ješić, J., Đaković, V., Vukadinović, S., and Andrejević Panić, A. (2021). Increasing university competitiveness through assessment of green content in curriculum and eco-labeling in higher education. Sustainability, 13(2), 712.
Pandit, M. K. (2021). Climate change, urbanization and impact on natural environment: The Indian Scenario. In Urban growth and environmental issues in India (pp. 173-187). Springer, Singapore.
Rezaei, M. and Khodai Motlagh, M. (2017). Investigating the level of awareness, attitude and behavior of agricultural students about sustainable development. Environmental Science and Technology, 19 (1), 181-195.
Taimour, H., Farhadian, H., and Saadvandi, M. (2022). Farmers’ Agreement to Apply and Willingness to Pay for Climate-Smart Agricultural Technologies at the Farm Level. Journal of Agricultural Science and Technology, 24 (4).
Xiong, H., Fu, D., Duan, C., Chang'E, L., Yang, X., & Wang, R. (2013). Current status of green curriculum in higher education of Mainland China. Journal of Cleaner Production, 61, 100-105.
Zarafshani, K., and Saadvandi, M. (2017). Determining Agricultural Water Poverty Index in Kermanshah Province: The Case of Mahidasht Basin, Iran. Journal of Agricultural Science and Technology, 19(3), 541-552.
)