Reflections on developing a collaborative multi-disciplinary approach to embedding education for sustainable development into higher education curricula

Abstract

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation. This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

The synergy between workforce, students, and lecturers in collaborative learning

“…Students can expand their networks and forge valuable connections by engaging with industry stakeholders. Moreover, integrating technology into learning enables students to gain comprehensive and diverse educational experiences [8], [54], [55]. Students learn from textbooks or lectures, can engage directly in work practices, and connect with practitioners in their fields.…”

“…A comprehensive educational approach that integrates these elements ensures that graduates are equipped to meet the workforce's expectations and thrive in the modern world [13]. These proficiencies are increasingly sought in today's job market, enabling individuals to adapt swiftly and excel in team-based environments [8], [11].…”

“…Lecturers or teachers can also provide direction and constructive feedback for students in the collaborative learning process so that the learning process can take place effectively and efficiently. In addition, the involvement of lecturers or teachers in the independent learning curriculum can also help students develop skills needed in collaborative learning, such as communication, teamwork, problem-solving, and critical skills [8]. Through collaborative learning supported by the involvement of lecturers or teachers, students can learn more actively, creatively, and innovatively.…”

Education for Sustainable Development (ESD) in Romanian Higher Education Institutions (HEIs) within the SDGs Framework

“…Consequently, the academic community became more and more focused on the critical role played by HEIs in the adoption of education for sustainable development (ESD), as a means to facilitate the transition toward sustainable development [ 10 , 11 , 12 , 13 ].…”