UCL has the opportunity and responsibility to solve sustainability challenges through teaching and research. Help us provide every student with the opportunity to study sustainability by 2024.
Extensive work is currently underway to create resources and activities to support all academic staff across UCL to develop their practice in education for sustainable development. These will consist of a toolkit, workshops, a MOOC, ESD Leads, curriculum mapping, training and more, see here.
UCL's current ESD toolkit (below) is being developed further by UCL's ESD Steering Group, the new toolkit will launch in term one, for the academic year 2022-23.
What is Education for Sustainable Development?
Education for sustainable development (ESD) is the process of equipping students with the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations (Education for sustainable development: Guidance for UK higher education providers, HEA & QAA, June 2014)
Sustainability can be embedded into any degree and is not limited to environmentally focused degrees. There is no definitive knowledge content that should be included in a curriculum addressing sustainability, but the Sustainable Development Goals are a tool to use when considering which topics you could address as part of ESD.
ESD is understood as competence-based. Competence can be defined as “a functionally linked complex of knowledge, skills, and attitudes that enable successful task performance and problem solving” (Wiek et al., 2011, 2014).
There is no ‘correct’ pedagogy for sustainability education, but approaches that are particularly effective in the context of education for sustainable development tend to have an authentic aspect, enabling students to relate their learning to real-life problems and situations.
Experiential and interactive approaches are also particularly well suited to education for sustainable development, particularly where they encourage students to develop and reflect on their own and others' values.
Critical reflection on values and assumptions may in some cases lead to what is known as 'transformative learning'. In addition, participatory learning approaches, peer-learning and collaboration - within and beyond the classroom - are encouraged, allowing students to be exposed to multiple perspectives and enabling creative responses to emerge.
Assessment should provide opportunities for students to demonstrate achievement of graduate outcomes in the core areas of global citizenship; environmental stewardship; social justice, ethics and well being; and futures thinking. In this context, it is also likely to involve:
- Formative tasks that enable the development of critical thinking and problem-solving
- Opportunities to apply these skills to real-world problems
- Synoptic assessments that explore the relationship between students' main academic discipline and sustainability
- Activities that encourage affective learning in the domains of values, attitudes and behaviours. Incorporate sustainability themes across the discipline – e.g. sustainability in business, criminology for a just and society, or environmentalism in law.
- Reorientate teaching to focus on sustainability – e.g. pluralist economics, leadership for sustainability, etc.
- Provide students the opportunity to choose sustainability-focused projects or research topics as part of the course.
Ways to integrate sustainability into the curriculum
A glocal curriculum conceives of sustainable development in terms of problems and solutions in local and global contexts (Brundiers and Wiek, 2013; Brundiers et al., 2010; Wiek and Kay, 2015). A glocal curriculum empowers students to contribute to social change across cultural and geographical contexts. Therefore ESD lends itself to real-world case studies, project-based learning and the use of the campus as a learning resource. UCL’s Community Engaged Learning Service (CELS) and ‘Living Lab’ programmes can be utilised for this (see resources below).
Additional methods include but are not limited to: Case studies, stimulus activities, simulation, experiential project work, problem-based learning, scenario planning/futuring role play
References and further reading
- Explore the quality assurance processes related to ESD teaching and assessment: Education for sustainable development: Guidance for UK higher education providers, HEA & QAA, June 2014.
- View examples of sustainability activities per discipline: From Art to Zoo Management: embedding sustainability in UK higher and further education NUS Report 2017.
- Provide real-world case studies in your teaching and solve UCL’s Sustainability Challenges, with UCL’s Living Labs Programme.
- Simone Strambach (2017) Combining Knowledge Bases in Transnational Sustainability Innovation: Microdynamics and Institutional Change, Economic Geography, 93:5, 500-526
- Vann, J.; Pacheco, P.; Motloch, J. Cross-cultural education for sustainability: development of an introduction to sustainability course. J. Clean. Prod. 2006, 14, 900– 905.
- Case Studies
View case studies of how departments have embedded sustainability into the curriculum:
- UCL Medical School has created a course on Climate, Health and Sustainability for all first year students.
- Graham Woodgate embeds sustainability into the Institute of the America's
- The Bartlett School of Architecture (BSA) have declared a climate and ecological emergency
- Chemistry Professor Andrea Sella gives students projects which will solve real world problems
- Communities of Practice
The UCL ESD Steering Group is in the process of setting up a Communities of Practice (ESD CoP) for academics working on embedding sustainability into the curriculum, to support each other and share resources. If you would like to be notified once this is set up, please fill out this form. For more information on CoPs see here.
- ESD Leads
We are in the process of setting up ESD Leads within faculties to help, academics embed sustainability into their courses. We aim to approach this programme in term 1 of the academic year 2022-23.
- Free Short Course on ESD for all educators
A free online course created by UCL IOE researchers with support from Sustainable UCL will aim to provide educators with an introduction to key ideas and practices related to education, learning and sustainable development, including issues such as climate change. Through online discussions and activities, participants will engage with diverse perspectives and practices from around the world and also explore current international policy.
The course – available via FutureLearn from September – is intended for both educators in higher education as well as teachers in schools, so that participants can talk to one another about their practice and share ideas with peers about how education for sustainable development might link across various levels of education. Participants will also have an opportunity to reflect on how their learning from the course can be applied to their practice. It will run for 3 weeks and should take approximately 3 hours per week to complete the activities.
- ESD Strategy
See how UCL is embedding sustainability into the curriculum, by viewing our ESD Strategy here.