Want to create interactive content? It’s easy in Genially!

Pplus_short_TA2_SUST

TKA Eramusplus

Created on July 2, 2024

Start designing with a free template

Discover more than 1500 professional designs like these:

Explore all templates

Supporting materials

Learning materials

Resources, Glossary

Mind Map

Case Studies

Environmentally-friendly approaches to Learning & Teaching

Education for Sustainable Development pedagogies

Initiatives and challenges for (and with) students

Final Quiz - Survey - Badge

Preliminary Assessment

Sum up Infographic

Introduction of Module

Unit 2.2

Index

Unit 2.1

Unit 2.3

Learning outcomes

After completing this module, you will be empowered to:

create a learning environment that propels student-led sustainable development initiatives;
cultivate strategies facilitating students to actively engage in initiatives promoting environmental, social, and economic sustainability within and beyond the curriculum;
select and integrate environmentally friendly approaches to learning and teaching.

Key points - Implementing the Education for Sustainable Development pedagogies - Supporting student-led sustainable development initiatives - Employing environmentally-friendly approaches to learning and teaching

Higher education institutions have an important role in the growth of a sustainable mindset of their graduates. To achieve this, HEIs should integrate sustainable development into their strategy, curricula, daily operations and institutional culture. In this module, you will find information, ideas and practical examples on how to improve teaching performance and student learning support about sustainable development.

Introduction

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

Assess yourself along the PROFFORMANCE Assessment tool statements SUST TA2 - Competences on digitalized course design

Assess your competence in designing a TEXT course by the PROFFORMANCE Assessment Tool.

What is your experience?

Statements

Assessment Tool

Self-reflection

Initial reflection

How do you help students?

Have you explored relevant internships or job opportunities in sustainable development with your students?

Do you engage students in discussions about sustainable development challenges and career opportunities?

Discussing Sustainable Development Challenges and Careers

How do you integrate practices like recycling, reducing waste, and water management into your teaching environment?

Have you promoted activities like virtual mobility, sustainable transportation, or green campus campaigns?

Are you fostering environmentally friendly practices within your teaching and on campus?

Promoting Environmentally Friendly Practices

How do you provide practical opportunities for students to apply sustainability concepts beyond the classroom?

Have you recognized or rewarded these initiatives (e.g., through certificates, meal vouchers, or diploma supplements)?

Do you support and encourage student-led sustainable development initiatives outside the university?

Encouraging Student-Led Initiatives

Are you promoting critical thinking and problem-solving related to sustainability issues?

Have you used pedagogical approaches such as Citizenship Education, Participatory Action Research (PAR), or Civic Engagement to foster sustainability in your classes?

Do you incorporate Education for Sustainable Development (ESD) strategies in your teaching?

Implementing Sustainable Development Pedagogies

Consider how your teaching practices align with the principles of sustainable development. Reflect on the following questions and explore ways to enhance your approach.

I support student-led sustainable development initiatives beyond the university, enabling them to gain practical experience.

I implement pedagogies that promote sustainable development.

I discuss sustainable development challenges with students and, when relevant, explore internships, job opportunities and future career paths in the field.

I encourage and promote activities that involve environmentally friendly practices and contribute for sustainable development goals.

Hint

Assess yourself

This is a paragraph of text waiting to be awesome content

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Sustainability

Sustainable Development Competenses

Sustainable Development Goals (SDGs)

Education for Sustainable Development (EDS)

Sustainable Development

When exploring Sustainable Development, it is essential to understand key concepts that shape the field. Below, it is presented the most important ones.

What key concepts should be considered when addressing Sustainable Development ?

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Competences for Sustainable Development according to different authors

The 17 Sustainable Development Goals

What is Education for Sustainable Development?

Let's explore in detail Sustainable Development!

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

A short video from the United Nations

Source: United Nations

"What is Education for Sustainable Development"?

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Let's explore the 17 Sustainable Development Goals

"What it will take to achieve the Sustainable Development Goals?"

"Do you know all 17 SDG?"

Source: United Nations

Empathy and change of perspective

Personal involvement
Assessment and evaluation
Tolerance for ambiguity and uncertainty
Justice, responsibility and ethics

Adaptability
Collective action
Exploratory thinking
Political gency
Individual initiative

Lozano, R. et al.

Systems thinking
Interdisciplinary work
Anticipatory thinking
Strategic action
Critical thinking and analysis
Interpersonal relations and collaboration
Communication and use of media

GreenComp

GreenComp, 2022

Valuing sustainability
Supporting fairness
Promoting nature
Systems thinking
Critical thinking
Problem framing
Futures literacy

R. Lozano, 2017

UNESCO, 2017, page 14

Several authors and tools address Sustainability competences. The general competences are as:

Systems thinking
Critical thinking
Anticipatory thinking
Normative thinking
Strategic thinking

Collaboration
Self-awareness
Integrated problem-solving

Competences for Sustainable Development

UNESCO

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Applying innovative ESD pedagogical strategies that not only enhance teaching performance but also foster student-led initiatives, critical thinking, and active engagement in sustainability.

Embedding sustainable development concepts into your teaching practice, aligning with best practices for student learning support.

Are you looking to enhance your teaching performance by integrating sustainable development into your classroom activities?

Would you like to provide stronger support for student learning through engagement with sustainability challenges?

This course will support you in: By joining this course, you'll be equipped to improve both your teaching performance and your support for student learning, helping students develop practical skills and contribute meaningfully to a sustainable future!

After the initial reflection Next steps

Reflection on key concepts - Sustainable Development Problem-solving

At the end of this UNIT 2.1 you find a case study reflection quiz addressing the topic and a case study focused on EDS pedagogies and competences.

In this UNIT 2.1 you can find eighteen examples of pedagogical approaches and existing courses in different fields that are applying them.

UNIT 2.1

Education for Sustainable Development pedagogies

UNIT 2.1 is dedicated to the exploration of several pedagogical approaches for sustainable development in Higher Education courses and modules

UNIT 2.1

(3) Environmental, which encompasses approaches from environmental sciences and education practices.

(2) Social, which includes those specifically developed to address social justice and community-building.

(1) Universal, which refers to approaches used across various disciplines and contexts.

Pedagogical approaches are used to develop Sustainable Development competences. Lozano et al. (2017) synthesised 12 pedagogical approaches from previous research and categorised them into three groups:

Education for Sustainable Development pedagogies

UNIT 2.1

Flipped classroom

Gamification

Experiential learning

Transformative learning

Blended learning

Simulations and Role-playing

Other pedagogical approaches and existing courses examples can be explored!

UNIT 2.1

A city is facing increasing challenges related to food security due to population growth, climate change impacts, and socioeconomic disparities. The local government has initiated an Urban Food Security Initiative to address these issues. The initiative aims to promote sustainable urban agriculture, improve access to nutritious food in underserved communities, and enhance public awareness about food sustainability.

Case - study reflection quiz - Urban Food Security Initiative

UNIT 2.1

Summarising...

What specific competences from the UNESCO framework, Lozano et al., and GreenComp should students focus on developing?

Which pedagogical approaches would enhance student learning in the context of this project?

How do the principles of ESD guide the learning process in this case study?

The Univerisity of the Future is developing a project aimed at transforming a former industrial area into a sustainable urban ecosystem. The project seeks to integrate green energy systems, sustainable housing, and local economic regeneration, with community involvement as a key component. The university encourages students from various faculties (e.g., engineering, social sciences, and business) to contribute to the project.

Case - study: Sustainable urban ecosystem

Answer suggestion

UNIT 2.1

Conclusions

EDS pedagogies

You have available eighteen examples of pedagogical approaches to promote Sustainable Development competences

Case-study

To explore the concepts of UNIT 2.1, you are invited reflect through 2 exercises

Variety

Sustainable Development and sustainability are transversal and global concepts that can you address regardless the scientific domain.

UNIT 2.2

At the end of this UNIT 2.2 you will be equipped to foster student-led sustainability projects and connect them with relevant professional pathways in sustainability.

In this UNIT 2.2 you will learn about practical examples of supporting students learning for sustaiable development.

Initiatives and challenges for (and with) students

UNIT 2.2 is dedicated to student-led sustainable development initiatives outside university, offering practical experience and real-world impact.

How can you as a teacher support student-led sustainable development initiatives beyond university?

Encourage partnerships with external organizations through your course

You can partner with local environmental NGOs or businesses focusing on sustainable development to offer collaborative projects for students. For instance, a business could provide a real-world problem related to reducing carbon emissions, and students can work on proposing solutions. Click on this button for practical steps Interested in recent state of University-Busines cooperation in Europe? See this report produced by a consortium led by the Science-to-Business Marketing Research Centre, Germany for the DG Education and Culture, European Commission

Incentivise students engagement in sustainable development

You can provide tangible rewards for student involvement in sustainability efforts. These tangible rewards can include recognition of their work at university events, highlight students' sustainable development initiatives in university newsletters, websites, or social media channels to increase their visibility and recognition. You could also recommend students for leadership/ambassador roles in university sustainability committees or initiatives, giving students more responsibility and visibility. Interested what sustainability committess usually do at universities? Click on this button

Info

UNIT 2.2

Eco-Friendly Classrooms

Encourage paperless classrooms by using digital tools for assignments, presentations, and exams. Utilize platforms like Google Classroom, Moodle, or MS Teams to minimize paper consumption.

Virtual Mobility Programs

Green Campus Initiatives

Sustainable Transportation Projects

Promote sustainable transportation options such as walking, biking, carpooling, and using public transport to reduce carbon emissions. Offer incentives like discounted bike-sharing services or special parking spots for carpooling.

Implement virtual exchange programs that allow students to participate in international projects, courses, and collaborations without the need to travel. This not only reduces the environmental impact but also broadens learning opportunities.

Organize student-led campaigns to reduce, reuse, and recycle materials on campus. Encourage the use of reusable water bottles, eco-friendly packaging, and waste separation bins across campus facilities.

more cards

UNIT 2.2

A set of ten practical existing examples of activities that involve environmentally friendly practices are presented for inspiration

Sustainability-Focused Competitions

Host sustainability challenges where students propose and implement green projects, such as designing energy-efficient spaces or creating zero-waste living solutions. Winners could receive recognition through certificates, meal vouchers, or other eco-friendly rewards.

Waste and Water Management Initiatives

Sustainable Cafeteria Practices

Organize waste and water management workshops on campus that teach students how to minimize waste, recycle effectively, and conserve water. Initiatives could include setting up composting stations, rainwater harvesting, or energy-efficient water systems.

Implement sustainable practices in campus dining, such as offering incentives for students who bring reusable containers, switching to biodegradable cutlery, or promoting plant-based meal options.

more cards

UNIT 2.2

A set of ten practical existing examples of activities that involve environmentally friendly practices are presented for inspiration

Green Office Programs

Encourage staff and students to adopt green office practices, such as reducing energy usage by turning off lights and equipment when not in use, using energy-efficient appliances, and reducing paper use through digital documentation and communication.

EcoJustice and Civic Engagement Activities

Sustainable Event Planning

Ensure that all campus events follow sustainable practices, such as reducing plastic usage, sourcing locally-produced foods, using digital invitations, and limiting waste by opting for reusable or recyclable materials.

Organize community service activities such as tree planting, environmental cleanups, or urban gardening projects that allow students to apply EcoJustice pedagogy and engage with their communities in promoting sustainability.

UNIT 2.2

A set of ten practical existing examples of activities that involve environmentally friendly practices are presented for inspiration

your task

The students want to partner with local environmental NGOs and the university administration to make these ideas a reality.

Context

As an educator, you want to introduce students to the concepts of sustainable development and encourage them to engage in sustainable activities beyond the classroom. Your goal is to help students connect their academic work to real-world sustainability challenges and contribute meaningfully to their communities.

Case Study Scenario:

You are teaching a course on sustainability, and a group of students proposes starting a Green Campus Initiative. They are eager to implement small-scale environmentally friendly practices that can improve campus life and reduce the university’s ecological footprint. The students suggest three initiatives:

UNIT 2.2

Reflection exercise - Supporting Student-Led Sustainable Development Initiatives

Your Task As their teacher, your role is to support these students in getting their ideas off the ground. Your task is to help them make connections with external organizations and incentivize other students to engage in these initiatives.

Answer suggestion

Questions to Address Planning: What are three steps you can take to help the students organize these initiatives and involve external organizations? Engagement: How would you encourage other students to participate in these sustainability initiatives? What incentives could you offer? Practical Support: How can you assist the students in making their initiatives feasible and ensuring the involvement of the university's administration and staff?

UNIT 2.2

Conclusions

Teacher support

Teachers have the oporttunity to engage students in student-led intiative towards sustainable development. Two examples were presented in UNIT 2.2.

Environmentally friendly activities

Ten activities that involve environmentally friendly practices are offered in UNIT 2.2 to inspire you in your practices.

Exercise

At the end of UNIT 2,2, you are invited to explore an exercise to reflect on supporting student-Led Sustainable Development Initiatives

Diversity

Through a practical approach, diverse examples are offered in UNIT 2.2 to support you in this endevour.

UNIT 2.2

UNIT 2.3

Environmentally-friendly approaches to Learning & Teaching

Higher education institutions are sought as important actors supporting sustainable development. It is expected that HEIs themselves promote and implement sustainable practices in their daily operations. Relevant institutional action plans, reports, and guidelines are mainly focused on campus “greening” through energy-efficient building management systems, sustainable transportation, waste management and recycling. But, how about the learning and teaching activities and resources? To which extent they may affect the environment? How teachers and students may contribute to the SDGs attainment by adopting environmentally-friendly approaches to learning and teaching? In this Unit 2.3 we would like to highlight how individual teachers, irrespective of their scientific field or discipline, can contribute to reduced institutional carbon footprint and environmentally-friendly learning and teaching.

Estimating the Carbon Footprint

Going Paperless

Virtual mobility

UNIT 2.3

The following three environmentally-friendly approaches to Learning & Teaching are presented

Based on the analysis of the likely energy consumption and carbon emissions of 30 higher education courses in 15 UK institutions, it was reported that the main sources of carbon impacts were travel (40 %), residential energy consumption (16 %), and campus site operations (31 %), while the impact of educational paper and print materials (7 %) and the purchase and use of ICTs (6 %) were lower. Such findings are consistent with results obtained from other studies, and indicate that introduction of online learning and teaching activities may considerably contribute to environmental sustainability. Virtual students and staff mobility is another approach which merits being explored and exploited more. We should also not forget that, regardless of the digital transformation, higher education institutions are still generating substantial amounts of paper waste.

Estimating the carbon footprint

UNIT 2.3

It is not easy to accurately estimate the carbon footprint of different activities, as there are usually multiple and complex factors associated. There are different methodologies for carbon footprint assessment. One of the approaches developed through the SusTEACH (The Open University Research and development project) provides the online Sustainability Tools for the Environmental Appraisal of the Carbon Impacts of Higher Education (HE) Teaching Models. This Tool includes:

staff and student travel,
the purchase and use of educational materials and ICT devices,
residential energy consumption, and
campus site operations

as key sources of carbon impacts associated with higher education learning and teaching.

Caird et al (2015) used the SusTEACH Tool to estimate the energy consumption and carbon dioxide emission of different teaching models expressed per student for the course engagement equivalent to 100 study hours. The results obtained for traditional Face-to-face, ICT-enhanced Face-to-face, and Online teaching models are presented on the next page.

Are you concerned about the carbon footprint of your educational activities? Do you consider using environmentally-friendly resources and approaches to learning and teaching?

UNIT 2.3

Analyse the presented three teaching models below and related energy consumption and carbon dioxide emission.

REFLECTION EXCERCISE - Case Study

UNIT 2.3

REFLECTION EXCERCISE - Case Study

UNIT 2.3

Many universities have set paper reduction as a strategic goal in the forthcoming period. Relevant initiatives are driven by legislation and supported by internal practice and policy. It has been emphasized that going paperless improves the efficacy of operations, reduces costs, contributes to forest preservation, and lessens the environmental impact.

Going paperless

UNIT 2.3

A study by the Paperless Project found that an average office worker uses 10,000 sheets of copy paper each year, and 45% of paper printed in offices ends up trashed by the end of the day. Statistical data indicate that paper consumption worldwide is still increasing irrespective of digital technologies' wide availability and usage. Approximately 300 million tons of paper are consumed every year, with 35% of the estimated 900 million trees cut down worldwide used in the paper industry. Higher education institutions are consuming large amounts of paper for both learning & teaching, as well the administrative and record-keeping activities. There is, therefore, great demand for the 3Rs (Reduce, Reuse, Recycle) related to paper waste management.

UNIT 2.3

For more information and ideas, please refer to some of the good practices and policies on paper reduction:

Reducing Paper Use

Paperless Technologies in Universities

A compelling case for the paperless university

How is the situation in your university? Is there an institutional policy for paper reduction? What can you do to become a paper reduction pro?

This approach should be viewed as a more general endeavour, which contributes beyond the carbon footprint reduction, to the wider context of sustainable development, providing an opportunity to acquire different competences for sustainable development (please, refer to SUST TA1 Unit 1.3).

Virtual mobility

UNIT 2.3

Virtual student and staff mobility in higher education is described as "a form of mobility that uses information and communication technologies to facilitate cross-border and/or inter-institutional academic, cultural, and experiential exchanges and collaboration which may be credit-bearing or not for credit.” (UNESCO IESALC ) Although the idea of virtual mobilities was introduced at the beginning of the 21st century, it came to the fore during the Covid-19 pandemic and respective lockdowns. Further developments of the proposed concept are associated with the Internationalisation at home (IaH) activities, and increased opportunities for virtual and/or hybrid mobilities offered by different institutions and programs (such as the Erasmus+ and CEEPUS cooperation frameworks).

Does your institution support virtual mobility of staff and students? How do you feel about it? Could you support your students in finding opportunities for virtual mobility?

UNIT 2.3

If you are interested to find out more about the potential for virtual mobility of students and staff, please have a look at the following good practice examples:

Virtual mobility and the new normal

Seven tips for implementing virtual mobility

Handbook on virtual mobility

Here are some platforms that can help your students in their careerpaths in sustainable development

Feel free to explore these cases and consider how you might incorporate them into your teaching

Yes, every discipline has unique challenges that connect to the Sustainable Development Goals (SDGs), whether in science, economics, arts, or social sciences. Teachers can integrate sustainability by framing these challenges within their subject areas, encouraging students to think critically and develop solutions that contribute to a more sustainable futures.

Info

Want to see some examples of integrating sustainable development challenges for students? Click here Want to see some relevant opportunities for internships, jobs and future career paths in sustainable development for students? Click here

Can teachers identify challenges related to the SDGs within every discipline?

UNIT 2.3

Conclusions

Learning & Teaching

Examples of environmentally friendly approaches to L&T are offered in UNIT 2.3.

Reflection

Questions are posed to reflect on your own (and institution) practices.

Exercise

An exercise is presented and invites learners to reflect on the topic.

Complementarity

Complementarity with other horizontal dimensions, as digitalisation, is presented.

UNIT 2.3

Sustainable BPM:

PLECS Participatory Learning and Expert Climate Solutions:

cASE STUDies

Case studies from the PROFFORMANCE database (award.profformance.eu): https://award.profformance.eu/search/readDetail/766(2024) https://award.profformance.eu/search/readDetail/782(2024)

https://www.eauc.org.uk/carbon_literacy_training

https://campuls.hof-university.com/teaching/das-planspiel-sustain-2030-nachhaltige-entscheidungen-treffen-2/

https://vu.nl/en/about-vu/more-about/transform-your-education-with-community-service-learning

https://link.springer.com/article/10.1007/s11367-020-01844-3

https://www.lifescied.org/doi/10.1187/cbe.21-12-0340

https://www.tandfonline.com/doi/full/10.1080/21681376.2020.1794950

https://www.tandfonline.com/doi/abs/10.1080/00958964.2022.2063784

https://www.nature.com/articles/s43586-023-00214-1

https://www.jigsaw.org/

https://sites.tuni.fi/digitaltoolkit/teamwork-and-collaboration/concept-maps-and-mind-maps-with-various-tools/

https://teaching.berkeley.edu/teaching-guides-resources/teaching-your-course/lecturing-strategies

https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1036&context=eeng_fac

https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-11-100

Resources

https://www.idealist.org/en

https://greenjobs.net/

https://sustainablecareerpathways.com/

https://www.thecasecentre.org/caseTeaching/scholarships/default

https://sustainability.yale.edu/take-action/reducing-paper-use

https://www.ub-cooperation.eu/index/reports

https://www.sustainabilityexchange.ac.uk/files/scotland_sdg_case_studies.pdf

https://civis.eu/en/get-informed/news/discover-civis-new-handbook-on-virtual-mobility

https://youtu.be/z51qonmSHTU

https://www.eaie.org/resource/virtual-mobility-and-the-new-normal.html

https://www.eaie.org/resource/7-tips-implementing-virtual-mobility.html

https://youtu.be/BWk3y_W53k0

https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-1/virtual-exchanges

https://www.ironmountain.com/resources

https://www.mdpi.com/2071-1050/16/7/2692

https://core.ac.uk/download/82980062.pdf

https://www.sciencedirect.com/science/article/abs/pii/S1472811722001380

https://www.youtube.com/watch?v=GWtTubfid4I

https://coursesforteachers.ca/bc/courses/CONT918

https://www.uu.se/en/study/programme/masters-programme-implementation-transformative-learning-and-sustainability

Resources

Education for Sustainable Development (EDS)

Sustainable Development

GLOSSARY

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Source:

more cards

“ESD “gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality”, it “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity.

Sustainability

Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries Source: (page 12)

Sustainable Development Goals (SDG)

SDG aim to secure sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future. The goals cover global challenges that are crucial for the survival of humanity. Source:

Sustainability competences

GLOSSARY

Sustainability competence empowers learners to embody sustainability values, and embrace complex systems, in order to take or request action that restores and maintains ecosystem health and enhances justice, generating visions for sustainable futures. Source: (page 12)

more cards

Hybrid mobility

Hybrid mobility: is a mix of physical and virtual mobility. Source:

Virtual mobility

GLOSSARY

Virtual mobility: is a project with an international partner which is implemented at a distance through the use of digital communication and information technologies. Source:

FINAL QUIZ

Course completed!

Acknowledgements

Learning through direct experience, reflection, and application, promoting deeper retention

Queen's University, Canada

Experiential learning

Outdoor, Environmental and Experiential Education

The course provides the skills and tools necessary to become an effective and impactful outdoor educator. Participants learn how to integrate Indigenous perspectives into your outdoor education practices. By embracing Indigenous knowledge and methods, it will be cultivated a greater appreciation for the environment and respect for local communities and cultures, acknowledging their deep connection to the land and its narratives.

Integrates game elements (e.g., points, challenges) into learning to boost motivation and engagement

Utrecht University, The Netherlands

Carbon game

Gamification

Policies for energy and material transitions

The course is parte of the Master's Programme in Sustainable Development. Students participate in the Carbon Game, a simulation that mirrors real-world emissions trading schemes.

It integrates teaching approaches from environmental education, environmental science, contextual environmental learning, community-based and eco-justice perspectives, life cycle assessment, and traditional ecological knowledge.

Traditional Ecological Knowledge

Supply chain/Lify cycle analysis

Placed-based environmental education

Eco-justice and community

Environmental Pedagogical Approaches

Step 1: Facilitate Partnerships: Arrange a meeting between the students and local environmental NGOs to secure their guidance and support. The NGO can provide resources, advice, and potentially offer funding or promotional support for the Green Campus Initiative.Step 2: Create a Proposal: Guide the students through the process of developing a clear, detailed proposal for each initiative. This should include goals, timelines, resources needed, and potential environmental impact. The proposal should be presented to the university administration for approval. Step 3: Allocate Roles: Help students assign specific roles within their team to ensure that all aspects of the initiatives are covered—such as communication, logistics, and liaison with external partners.

Planning

What specific competences should students focus on developing?

The following competences can be considered: Systems Thinking: systems thinking is key as students must understand the complex relationships between energy systems, housing, and community development. This competence enables students to identify cause-effect relationships within the environmental, economic, and social dimensions of the project. (UNESCO and GreenComp) Collaboration and Interdisciplinary Competence: effective collaboration and interdisciplinary competence are vital for students working in diverse teams, allowing them to integrate different disciplinary perspectives into sustainable solutions. (Lozano et al. (2017) Strategic Action and Problem-Solving: This competence, as defined by Lozano et al., involves creating actionable strategies for sustainability challenges. Students need to develop a clear, strategic roadmap to implement green energy solutions and housing developments while ensuring social equity. (Lozano et al. 2017) Critical Thinking and Reflective Competence: students need to engage in critical reflection on the societal and environmental impact of their decisions, as well as how their personal values align with the sustainability goals of the project. (UNESCO and GreenComp) Futures Literacy: Stresses foresight in planning, particularly for climate resilience and sustainable urban growth, urging students to ensure long-term sustainability of their solutions. (GreenComp) Empathy and Change Motivation: Highlights empathy and active engagement with communities, essential for fostering social change and ensuring solutions align with local needs and aspirations. (GreenComp)

UNESCO, 2017

On September 2015 the United Nations General Assembly adopted the 2030 Agenda for Sustainable Development having as its core 17 Sustainable Development Goals (SDGs) describing major development challenges for humanity. These 17 SDGs aim to secure sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future. The goals cover global challenges that are crucial for the survival of humanity.

Sustainable Development Goals (SDGs)

Sustainability means prioritising the needs of all life forms and of the planet by ensuring that human activity does not exceed planetary boundaries.

Bianchi et al., 2022, page 12

SUSTAINABILITY

EAUC, U.K.

Carbon Literacy

Blended Learning

Carbon Literacy

The online Carbon Literacy course offers a blended learning experience, combining self-study components with two half-day virtual training sessions. The course provides valuable climate change education for all participants. It is an excellent method to develop a thorough understanding of climate change and how our daily activities affect the environment. The training is engaging and interactive, enabling participants to calculate their carbon footprint and motivating them to decrease emissions both personally and in the workplace.

To encourage participation, you could offer extra credit to students who actively engage in the sustainability initiatives. Additionally, creating a campus-wide competition where the faculty or students who most reduce their ecological footprint (e.g., through recycling or sustainable transportation) receive recognition or small rewards would boost participation.

Engagement

Queen's University, Canada

Experiential learning

Outdoor, Environmental and Experiential Education

UNESCO publication on Sustainable Develoment Goals: Learning Objectives suggests relevant topics and activities for each SDG, and provides strategies for implementation at various levels, from course design to national policies. The document is intended to offer flexible guidance for educators in promoting learning for the SDGs, allowing for adaptation to specific educational contexts The Aliance for Sustainability Leadership collecetd cases case studies from across Scottish universiteis and colleges tha align with 17 SDGs Do you need more support in applying case studies / challenges related to sustainable development? Check out Case Teaching Scholarship opportunities offered by Case Center

Examples of challenges/cases for students in sustainable development

Combines online and face-to-face instruction to enhance flexibility, engagement, and learning outcomes

EAUC, U.K.

Carbon Literacy

Blended Learning

Carbon Literacy

. Participatory Action Research

. Jigsaw/Interlinked Teams

. Community Service Learning

Social Pedagogical Approaches

It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society. Source:

The list is non-exhaustive

Formulating and implementing policies related to sustainable campus development, e.g. to environmental sustainability (energy efficiency, waste reduction, etc). Overseeing implemenattion of sustainability initiatives Organizing workshops, seminars, and awareness campaigns to educate students, staff, and faculty about sustainability issues and practices

Some tasks of sustainability committess at universities

The list is non-exhaustive

Some tasks of sustainability committess at universities

https://www.youtube.com/watch?v=YUFqamr78Xk

Vídeo: What is Education for Sustainable Development (EDS) ?

ESD “gives learners of all ages the knowledge, skills, values and agency to address interconnected global challenges including climate change, loss of biodiversity, unsustainable use of resources, and inequality”, it “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning, and is an integral part of quality education. ESD is holistic and transformational education which addresses learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by transforming society.” - UNESCO 2022

https://www.unesco.org/en/education-sustainable-development/ne ed-know

Education for Sustainable Development (EDS)

Opportunities

Contextualize your topic

Plan the structure of your communication.
Give it a hierarchy and give visual weight to the main point.
Add secondary messages with interactivity.
Establish a flow through the content.
Measure results.

The social pedagogical pedagogies include a range of educational approaches aimed at fostering community development and social justice, such as service-learning, collaborative teams, and participatory action research.

Participatory Action Research

Jigsaw/Interlinked Teams

Community Service Learning

Social Pedagogical Approaches

HSSS

Sustainable development refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”

Bianchi et al., 2022, page 12

“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” - World Commission on Environment and Development’s 1987 Brundtland report ´Our Common Future`

https://www.un.org/en/academic-impact/sustainability

Sustainable Development

Pedagogical approaches that can be applied to several subjects

Project and/or Problem-based learning

Mind and Concept maps

Lecturing

Interdisciplinary team teaching

Case Studies

Universal Pedagogical Approaches

Identify and connect with external organizations aligned with sustainability
Integrate these partnerships into your syllabus as part of practical projects or internships
Invite professionals working on sustainable development as assessors or guestspeakers in your course.

Practical Steps

for encouraging university-business partnerships

UNESCO, 2017, page 14

A sustainability competence empowers learners to embody sustainability values, and embrace complex systems, in order to take or request action that restores and maintains ecosystem health and enhances justice, generating visions for sustainable futures.

Sustainability competence

Integrates game elements (e.g., points, challenges) into learning to boost motivation and engagement

University of Szeged, Hungary

Flipped classroom

International Development Cooperation

It was implemented the flipped classroom approach, incorporating both pre- and post-tests, and focused on the aspect of global competences within the context of global citizenship.

University of Szeged, Hungary

Flipped classroom

International Development Cooperation

It was implemented the flipped classroom approach, incorporating both pre- and post-tests, and focused on the aspect of global competences within the context of global citizenship.

Bianchi et al., 2022, page 12

Sustainability means prioritising the needs ofall life forms and of the planet by ensuring thathuman activity does not exceed planetary boundaries.

Sustainability

Active learning strategies where learners engage in real-world scenarios, fostering critical thinking, problem-solving, and social skills

Hof University of Applied Sciences, Germany

Sustain Simulation Game

Simulations and Role-playing

Environmental Economics & Sustainable Economy course

Utilisation of the simulation game Sustain 2030. Simulation games are distinguished by their effective communication of intricate topics and promote active involvement from participants, resulting in a more profound comprehension and enhanced implementation of the material.

In this sourse you will get an overview how to....SHORT description of TA

Utrecht University, The Netherlands

Carbon game

Gamification

Policies for energy and material transitions

The course is parte of the Master's Programme in Sustainable Development. Students participate in the Carbon Game, a simulation that mirrors real-world emissions trading schemes.

Planning

Opportunities

Contextualize your topic

Plan the structure of your communication.
Give it a hierarchy and give visual weight to the main point.
Add secondary messages with interactivity.
Establish a flow through the content.
Measure results.

Bianchi et al., 2022, page 12

Sustainable development refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”

https://www.un.org/en/academic-impact/sustainability

Sustainable Development

Which pedagogical approaches would enhance student learning in the context of this project?

Pedagogies for ESD that can be explored in this case-study: Interdisciplinary Learning: In this case study, interdisciplinary learning is essential. It allows students from diverse fields to collaborate and integrate their knowledge for a comprehensive approach to sustainability challenges. Participatory Learning: Students are actively engaging with the local community, encouraging them to apply their knowledge in a participatory, real-world context. This pedagogy also promotes experiential learning by involving external stakeholders. Flipped Classroom: A flipped classroom approach, where students learn theoretical aspects of sustainability and urban planning before engaging with hands-on, community-based activities, would enable them to better apply their knowledge during project implementation.

Which pedagogical approaches would enhance student learning in the context of this project?

How do the principles of ESD guide the learning process in this case study?

ESD Principles Addressed: Interdisciplinary Learning: This project naturally incorporates interdisciplinary collaboration by involving students from engineering, social sciences, and business. This aligns with the principle of holistic understanding of complex systems and problem-solving across multiple domains. Community Engagement: The involvement of local communities in the project is a critical ESD principle. It emphasizes learning that is participatory and rooted in real-world social and environmental challenges. Long-Term Thinking (Futures Thinking): The focus on sustainable energy systems and housing in a formerly industrial area reflects the principle of futures thinking, encouraging students to consider the long-term sustainability and impact of their solutions.

Hint: You discuss sustainable development challenges with students and, when relevant, explore internships and job opportunities that value expertise in the field, such as environmental quality roles, at regional, national, and international levels.

A process where learners critically reflect on experiences, leading to shifts in perspectives and deeper understanding

Uppsala University, Sweden

Transformative learning

Implementation, Transformative Learning and Sustainability

To effectively address complex sustainability challenges, it is crucial to incorporate a variety of perspectives from different segments of society. The Master’s Programme in Implementation, Transformative Learning, and Sustainability utilises principles from transformative learning and systemic co-inquiry. This equips students with the knowledge and skills needed to collaboratively develop equitable sustainability initiatives with stakeholders, scientists, policymakers, and citizens.

. Project and/or Problem-based learning

. Mind and Concept maps

. Lecturing

. Interdisciplinary team teaching

. Case Studies

Universal Pedagogical Approaches

. Traditional Ecological Knowledge

. Supply chain/Lify cycle analysis

. Placed-based environmental education

. Eco-justice and community

Environmental Pedagogical Approaches

Engagement

Hof University of Applied Sciences, Germany

Sustain Simulation Game

Simulations and Role-playing

Environmental Economics & Sustainable Economy course

Hint: You use pedagogical strategies that actively promote sustainable development, such as: (i) Citizenship Education, (ii) Participatory Action Research (PAR), (iii) EcoJustice Pedagogy, (iv) Civic Engagement, and (v) Problem-Posed Pedagogy.

Setting up recycling bins in every classroom to improve waste management.

Uppsala University, Sweden

Transformative learning

Implementation, Transformative Learning and Sustainability

How do the principles of ESD guide the learning process in this case study?

UNESCO, 2017, page 14

Sustainable Development Competenses

Summary

Pedagogies Used Interdisciplinary Learning Participatory Learning Flipped Classroom Key Competences Systems Thinking (UNESCO, GreenComp, Lozano) Collaboration and Interdisciplinary Competence (Lozano) Strategic Action and Problem-Solving (Lozano) Critical Thinking (UNESCO, GreenComp) Futures Literacy (GreenComp) Empathy and Change Motivation (GreenComp) By focusing on these pedagogical approaches and competences, students are not only learning about sustainability in theory but also applying these principles in a real-world context, thereby enhancing their skills in collaboration, critical thinking, and strategic action. This aligns their learning with the goals of Education for Sustainable Development (ESD) as outlined by UNESCO and other key frameworks.

Summary

Identify and connect with external organizations aligned with sustainability
Integrate these partnerships into your syllabus as part of practical projects or internships
Invite professionals working on sustainable development as assessors or guestspeakers in your course.

Practical Steps

for encouraging university-business partnerships

Hint: You promote environmentally friendly initiatives across various fields, such as virtual student mobility, sustainable transportation (walking, biking, carpooling, public transport), green campus campaigns (reduce, reuse, recycle), and pedagogical actions for efficient waste and water management on campus.

UNESCO, 2017

Sustainable Development Goals (SDGs)

On September 2015 the United Nations General Assemply adopted the 2030 Agenda for Sustainable Development having as its core 17 Sustainable Development Goals (SDGs) describing major development challenges for humanity. These 17 SDGs aim to secure sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future. The goals cover global challenges that are crucial for the survival of humanity.

To ensure feasibility, provide practical support by acting as a liaison with the administration, advocating for the students' ideas in meetings with university staff. Additionally, you could assist by helping the students secure small grants from the university or external green funds to cover any initial costs, such as purchasing recycling bins or marketing materials for their transportation campaign.

Practical support

Video: What is Education for Sustainable Development (EDS)?

https://www.unesco.org/en/education-sustainable-development/ne ed-know

Education for Sustainable Development (EDS)

Creating a campaign to promote sustainable transportation, such as carpooling, biking, or walking to campus.

Partnering with the university’s cafeteria to introduce sustainable practices, such as reducing single-use plastics and offering more plant-based meal options.

What specific competences should students focus on developing?

HSSS

Practical support

Contextualize your topic

Write an awesome headline

Use this space to add some awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions! Premium tip: If you want to get information on how your audience interacts, remember to activate user tracking from the Analytics preferences. Let the communication flow!

Hint: You promote, recognise, and reward student-led sustainable development initiatives through various means, such as: (i) issuing certificates of recognition, (ii) providing diploma supplements, and (iii) offering incentives, such as canteen meals, for students actively engaged in sustainability initiatives.

Opportunities

Contextualize your topic

Plan the structure of your communication.
Give it a hierarchy and give visual weight to the main point.
Add secondary messages with interactivity.
Establish a flow through the content.
Measure results.

Examples of challenges/cases for students in sustainable development

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Bárbara Gabriel Szabina Gyurisán Horváthné

Authors Bárbara Gabriel Lali Giorgidze Jelena Parojčić Irma Grdzelidze Reviewers Ruaidhri Neavyn

Pplus_short_TA2_SUST

Start designing with a free template

View

Image with Audio

View

Image with interactive hotspots

View

Marketing Strategy Test

View

Choice Board Flipcards

View

Mental Agility Game

View

Fill in the Blanks

View

Smart Quiz

Transcript

Environmentally-friendly approaches to Learning & Teaching

Education for Sustainable Development pedagogies

Initiatives and challenges for (and with) students

Index

Introduction

How do you help students?

Have you explored relevant internships or job opportunities in sustainable development with your students?

Do you engage students in discussions about sustainable development challenges and career opportunities?

How do you integrate practices like recycling, reducing waste, and water management into your teaching environment?

Have you promoted activities like virtual mobility, sustainable transportation, or green campus campaigns?

Are you fostering environmentally friendly practices within your teaching and on campus?

How do you provide practical opportunities for students to apply sustainability concepts beyond the classroom?

Have you recognized or rewarded these initiatives (e.g., through certificates, meal vouchers, or diploma supplements)?

Do you support and encourage student-led sustainable development initiatives outside the university?

Are you promoting critical thinking and problem-solving related to sustainability issues?

Have you used pedagogical approaches such as Citizenship Education, Participatory Action Research (PAR), or Civic Engagement to foster sustainability in your classes?

Do you incorporate Education for Sustainable Development (ESD) strategies in your teaching?

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

Several authors and tools address Sustainability competences. The general competences are as:

If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.

UNIT 2.1

Education for Sustainable Development pedagogies

UNIT 2.1

UNIT 2.1

UNIT 2.1

UNIT 2.1

UNIT 2.1

Conclusions

EDS pedagogies

Case-study

Variety

UNIT 2.2

Initiatives and challenges for (and with) students

How can you as a teacher support student-led sustainable development initiatives beyond university?

Encourage partnerships with external organizations through your course

Incentivise students engagement in sustainable development

UNIT 2.2

Eco-Friendly Classrooms

Encourage paperless classrooms by using digital tools for assignments, presentations, and exams. Utilize platforms like Google Classroom, Moodle, or MS Teams to minimize paper consumption.

Virtual Mobility Programs

Green Campus Initiatives

Sustainable Transportation Projects

Promote sustainable transportation options such as walking, biking, carpooling, and using public transport to reduce carbon emissions. Offer incentives like discounted bike-sharing services or special parking spots for carpooling.

Implement virtual exchange programs that allow students to participate in international projects, courses, and collaborations without the need to travel. This not only reduces the environmental impact but also broadens learning opportunities.

Organize student-led campaigns to reduce, reuse, and recycle materials on campus. Encourage the use of reusable water bottles, eco-friendly packaging, and waste separation bins across campus facilities.

UNIT 2.2

A set of ten practical existing examples of activities that involve environmentally friendly practices are presented for inspiration

Sustainability-Focused Competitions

Host sustainability challenges where students propose and implement green projects, such as designing energy-efficient spaces or creating zero-waste living solutions. Winners could receive recognition through certificates, meal vouchers, or other eco-friendly rewards.

Waste and Water Management Initiatives

Sustainable Cafeteria Practices

Organize waste and water management workshops on campus that teach students how to minimize waste, recycle effectively, and conserve water. Initiatives could include setting up composting stations, rainwater harvesting, or energy-efficient water systems.

Implement sustainable practices in campus dining, such as offering incentives for students who bring reusable containers, switching to biodegradable cutlery, or promoting plant-based meal options.

UNIT 2.2

A set of ten practical existing examples of activities that involve environmentally friendly practices are presented for inspiration

Green Office Programs

Encourage staff and students to adopt green office practices, such as reducing energy usage by turning off lights and equipment when not in use, using energy-efficient appliances, and reducing paper use through digital documentation and communication.

EcoJustice and Civic Engagement Activities

Sustainable Event Planning

Ensure that all campus events follow sustainable practices, such as reducing plastic usage, sourcing locally-produced foods, using digital invitations, and limiting waste by opting for reusable or recyclable materials.