INCLIDES: Inclusive Commonwealth Learning for Interdisciplinary Development and Education for Sustainability

Overview

This short course and toolkit, part of the Inclusive Commonwealth Learning for Interdisciplinary Development and Education for Sustainability (INCLIDES) project, supports higher education educators in integrating inclusive pedagogies and ESD principles into interdisciplinary teaching.

Developed collaboratively by three Association of Commonwealth Universities (ACU) member institutions in the UK and India, and informed by work with educators across the Commonwealth, the course draws on practice-based research exploring the Sustainable Development Goals (SDGs) and culturally relevant approaches to learning and teaching.

Designed by busy educators for busy educators, this self-paced course is grounded in first-hand experience of teaching students from diverse cultural, social, and disciplinary backgrounds. It provides flexible, practice-oriented guidance that fits around academic schedules while encouraging meaningful reflection and community exchange.

Participants will join an international network of educators, engage in reflective and collaborative activities, and develop the confidence to apply ESD principles within their own disciplinary and institutional contexts.

Who this course is for

This course is aimed at higher education educators, curriculum developers, and learning leaders interested in integrating Education for Sustainable Development (ESD) and inclusive pedagogy into interdisciplinary teaching.

It is particularly suited to staff from ACU member institutions, early- to mid-career academics, and educators seeking to internationalise and decolonise their curricula through collaborative, sustainability-focused practice.

Course content

The course includes four main sections:

• Explore the key INCLIDES themes
• Mapping your courses to the SDGs
• Teaching for the SDGs: Course Descriptions from Across the Globe
• INCLIDES Community Contributions

Topics include inclusive pedagogy, interdisciplinarity, the SDGs, culturally responsive education, and cross-cultural collaboration in curriculum design.

Teaching and structure

The course is delivered online and is self-paced over approximately 15 hours of study. It combines short readings, reflective prompts, and practical mapping exercises with opportunities for discussion and sharing within the INCLIDES community.

Activities include case study exploration, peer feedback, and community contributions designed to encourage dialogue and practice exchange across different Commonwealth contexts.

Certificates and assessment

This course does not include formal assessment. However, to receive a UCL INCLIDES Certificate of Participation, participants must complete a series of reflective and collaborative activities embedded throughout the course.

These include contributing to discussion forums, sharing examples from their own teaching contexts, and completing a short quiz on key concepts related to Education for Sustainable Development (ESD) and inclusive pedagogy. Participation in these activities demonstrates engagement with the course materials and the wider INCLIDES community of practice.

Entry requirements

There are no formal entry requirements for this course. However, participants should have some prior teaching experience and a degree of familiarity or exposure to sustainability-related topics within their teaching practice. The course is designed for educators who wish to further embed Education for Sustainable Development (ESD) principles into their curricula.

No specific preparation is required before starting the course. However, participants will be encouraged to draw on examples and experiences from their own teaching contexts throughout the activities. Collecting information about current courses, modules, or initiatives related to sustainability will help participants make the most of the reflective and collaborative tasks.

Learning outcomes

By the end of this course, participants will be able to:

1. Explain the principles of inclusive pedagogy and their relevance to ESD.
2. Map their own courses or curricula to relevant SDGs.
3. Identify culturally responsive approaches to interdisciplinary teaching and learning.
4. Engage with an international community of educators to share and co-create ESD practices.
5. Reflect on how to connect disciplinary expertise to global sustainability challenges through inclusive, collaborative learning.

Course team

Professor Anne Preston

Anne is a Professor of Interdisciplinary Education at UCL's Institute of Education. With over 20 years’ experience in higher education, Anne specialises in interdisciplinary learning, curriculum innovation, and Education for Sustainable Development (ESD). Her work at UCL focuses on embedding inclusivity and sustainability through community-based and widening participation initiatives. She brings experience connecting educators across disciplines and contexts to co-create culturally responsive approaches to ESD. She’s passionate about empowering educators and students to drive positive change through collaboration, reflection, and inclusive practice.

Dr Rehan Shah

Dr. Rehan Shah is a Lecturer (Assistant Professor) in Mathematics and Engineering Education at Queen Mary University of London (QMUL) with research interests in applied mathematics (nonlinear dynamics, analytical mechanics and mathematical modelling) as well as mathematics and engineering education pedagogy (diversification of STEM curricula, threshold concepts and concept/skills inventories, university-industry and community partnerships, ethics and sustainability in mathematics, history of mathematics and physics). He specialises in education research methods including systematic literature reviews, semi-structured interviews, focus groups and survey design.

Course information last modified: 5 Nov 2025, 09:35