A community-based learning approach to ESD

Investigating equity in ESD through community-based learning and teaching (CBLT) across two collaborating university campuses in East London QMUL and UCL East.

A case study by: Dr Anne Preston, UCL East

Why did you want to integrate ESD into your teaching?

The project aimed to investigate equity in ESD through community-based learning and teaching (CBLT) across two collaborating university campuses in East London QMUL and UCL East. We identified that while some SDGs were integrated into modules, gaps remained in inclusive and culturally responsive pedagogies, limiting equitable student engagement. By investigating ESD into community-based learning approaches in existing modules, we aimed to create real-world applications of sustainability concepts, ensuring that learning extended beyond theoretical discussions.

A key motivation for integrating ESD was the recognition that traditional sustainability education often lacks active engagement with communities, particularly those most affected by environmental and social challenges. Through this initiative, we sought to align sustainability education with lived experiences, making it more meaningful and impactful.

How did you review the existing curriculum to identify opportunities for integrating ESD principles?

To assess how ESD was embedded in current curricula, we conducted a systematic mapping exercise using SDG keyword analysis across modules at both university campuses. This process allowed us to evaluate:

• The presence of sustainability themes in different disciplines;
• The extent of community-based learning in existing modules;
• The role of inclusive and culturally responsive pedagogies in fostering equitable student engagement;

We also conducted a qualitative analysis of module descriptions, which revealed challenges in achieving equitable learning outcomes. While some modules incorporated SDG-aligned content, there was limited direct engagement with community stakeholders, reducing the real-world impact of sustainability education.

We refined our approach to mapping, adding a focus on community involvement—ensuring that learning development was informed by collaborative, real-world partnerships, rather than just theoretical discussions about sustainability and community engagement.

We looked closely at the embedding of competencies such as critical thinking, ethical responsibility, and systems thinking, to explore student exposure to practical skills that contribute to sustainability initiatives.

What ESD-related content did you incorporate into your teaching?

Based on our curriculum review, we suggested the implementation of several areas to embed ESD into teaching and assessment:

• Lecture Content – Introduce dedicated sessions on key SDGs, the climate crisis, and the role of community partnerships in sustainability education.
• Interactive Learning Activities – Design group discussions, debates, and collaborative projects focused on sustainability challenges and real-world applications.
• Community-Based Assignments – Engage student projects with community partners, addressing local sustainability issues through storytelling, policy engagement, and public awareness campaigns.
• Co-Design Workshops – Organise hybrid workshops bringing together students, staff, and academic developers to shape sustainability integration strategies collaboratively.

This experiential approach could ensure that students are not only learning about sustainability but are also actively engaged in real-world sustainability practices.

How do you plan to continously improve?

To refine and improve our approach, we suggest a participatory feedback model that includes:  

• Student reflections on the impact of ESD principles in their coursework and projects.
• Stakeholder feedback from community partners, evaluating the effectiveness of student contributions.

What impact did the project have?

• The integration of ESD into our joint project on community-based learning and teaching has led to significant outcomes, which we continue to look at now with an international partner in India, strengthening university-community partnerships, fostering mutual learning and collaboration.
• Documentation of more inclusive and equitable learning experiences, ensuring that all students can engage with sustainability education meaningfully.
• Development of a cross-institutional framework for ESD, creating opportunities for interdisciplinary collaboration on sustainability topics.

Any final words?

Our findings demonstrate that integrating ESD into community-based learning can lead to more meaningful engagement with sustainability challenges, bridging the gap between academic study and real-world impact. By embedding sustainability within collaborative and community-focused experiences, students gain both theoretical knowledge and practical skills to contribute to sustainability efforts in their future careers. Looking forward, we aim to:

• Expand community-based learning partnerships to provide more opportunities for sustainability engagement.
• Develop student-led sustainability initiatives, allowing students to take a more active role in shaping their learning experiences.