Embedding sustainability into Political Science education at UCL

Case study by Antara Basu.

What did you set out to do? 

Through this project we aimed to integrate sustainability education within the Political Science departmental curriculum. We identified optimal points for introducing sustainability topics, collaborating with module leaders to align with their teaching objectives, ensuring these additions enhance rather than disrupt the course flow. 

We collaborated with academics across the department to develop sustainability and climate change learning resources, while placing emphasis on tailoring them to fit seamlessly within the existing curriculum. For example, for modules teaching global security, we introduced the concept of environmental risks, while modules teaching ethics explored environmental justice issues. 

We designed a range of accessible educational materials––including lecture readings, seminar activities, policy briefs, case studies podcasts, simulation exercises among others––to make it easily digestible for our staff and student audiences. 

ChangeMakers projects are intended to support students and staff working in partnership. How did this aspect of the project go? 

Our staff-student collaboration was pivotal to the success of the project.  

1. Firstly, our student partners came from different backgrounds and education levels leading to a diverse set of perspectives.
2. Secondly, they provided invaluable insights into what their peers wanted to study, and the types of learning resources that would be most engaging. This input was instrumental in shaping the curriculum to include themes that are relevant and interesting to the student body.  

On the staff side, the project would not have been made possible without the academic expertise and knowledge of pedagogical best practices. Further, staff partnership was vital in developing partnerships with other academic staff within the department facilitating a wider integration of sustainability into the curriculum.  

What are you most proud of?  

A significant success of our project was the successful integration of sustainability content within six modules in the Political Science Department, with over 150 students in the 2024-25 academic year benefitting from the enhanced curriculum. The resources designed have enabled professors to easily incorporate sustainability within existing module structures, enhancing the relevance and applicability of teaching.  

We have also received extremely positive feedback from staff and students, highlighting increased engagement specifically in modules which were previously disconnected from sustainability thematically. This feedback also highlights the need to adopt an interdisciplinary approach to sustainable education. 

What are your top learnings from the project? 

1. It is important to understand specific teaching objectives, needs, and constraints to develop customisable teaching and learning resources.
2. The key aim should be to integrate sustainability education within the existing curriculum, making it relevant to the module’s core themes rather than attempting a complete overhaul.
3. Prioritising diverse learning resources beyond traditional scholarly literature to facilitate higher engagement.