Structure of the short courses
Course Guide
Index
Introduction of Module
Supporting materials
Preliminary Assessment
Resources
Learning materials
Glossary
Unit 3.1
Environment-friendly assessment tools and methods
Case Studies
Unit 3.2
Reimagining students assessment
Summary of Module
Final Quiz - Survey - Badge
Assessing Learning for Sustainability
In this module, you will gain knowledge and tools focused on student learning assessment in relation to sustainable development. By using innovative, environment-friendly assessment tools and methods, you will enhance both your teaching practices and your students’ engagement with sustainability. Incorporating sustainable development principles into assessment helps students develop transversal competences and fosters their ability to make informed, responsible decisions in their professional and personal lives.
Key Points of the Module:
- Emphasize sustainable learning assessments that promote environmental responsibility through eco-friendly tools and methods.
- Highlight the importance of self and peer assessment in evaluating students' sustainability-focused competences.
- Recognize the role of assessments in providing students with the skills necessary to address complex global issues such as climate change and resource management.
- Advocate for the integration of sustainable development principles into the assessment process to prepare students for future challenges, while promoting responsible and sustainable actions.
Key Points of the Module:
Self-reflection
Assessment Tool
Statements
Assess yourself along the PROFFORMANCE Assessment tool statements SUST TA4 - Competences in assessing learning for sustainability
Assess your competence in assessing learning for sustainability with the PROFFORMANCE Assessment Tool.
What is your experience?
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.
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Initial reflection
How would you describe your current experience related to student's learning assessment in relation to sustainable development?
Do you use environment-friendly assessment tools and methods?
Do you apply assessment tools, which include self and peer assessment by students, for assessing students developed transversal competences that are relevant to sustainable development?
If you are not so familiar with these topics, or you are, but curious to have more examples for inspiration, or not sure how to reply to these questions, this Module is intended to inspire and support you in:
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I use environment-friendly assessment tools and methods.
Assess yourself
Hint
I apply assessment tools, including self and peer assessments by students, to assess transversal competences relevant to sustainable development.
Assess yourself
Hint
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What key concepts should be considered when addressing 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.
Sustainable Development
Education for Sustainable Development (EDS)
Sustainable Development Goals (SDGs)
Sustainable Development Competenses
Sustainability
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 in detail Sustainable Development!
What is Education for Sustainable Development?
The 17 Sustainable Development Goals
Competences for Sustainable Development according to different authors
If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.
"What is Education for Sustainable Development"?
A short video from the United Nations
Source: United Nations
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
Source: United Nations
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
Several authors and tools address Sustainability competences. The general competences are as:
GreenComp
UNESCO
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
- Empathy and change of perspective
- Personal involvement
- Assessment and evaluation
- Tolerance for ambiguity and uncertainty
- Justice, responsibility and ethics
- Systems thinking
- Critical thinking
- Anticipatory thinking
- Normative thinking
- Strategic thinking
- Collaboration
- Self-awareness
- Integrated problem-solving
- Valuing sustainability
- Supporting fairness
- Promoting nature
- Systems thinking
- Critical thinking
- Problem framing
- Futures literacy
- Adaptability
- Collective action
- Exploratory thinking
- Political gency
- Individual initiative
UNESCO, 2017, page 14
R. Lozano, 2017
GreenComp, 2022
Reflection on key concepts - Sustainable Development Challenge
UNIT 3.1
Environment-friendly assessment tools and methods
UNIT 3.1 explores environment-friendly assessment tools and methods that promote sustainable development in teaching and learnng. In this UNIT you will see practical examples of assessments for reducing environmental impact, alongside some assessment frameworks for transversal skills. You will also engage in a reflective exercise to critically evaluate and select meaningful assessment approaches tailored to your needs At the end of UNIT 3.1, you will have gained the skills to implement sustainable assessment practices and use frameworks to effectively assess students’ transversal competences.
UNIT 3.1
Student's Learning Assessment: Examples of environment-friendly assessment tools
Environmentally-friendly assessment methods can vary based on how they minimize environmental impact. Here are a few examples, including some methods that emphasize different aspects of sustainability
Open-Book/Resource Digital Exams
Reduces the need for physical materials and chemicals, lowering waste and the environmental impact of traditional laboratory setups
Reduces paper use and the need for physical materials
Reduces the need for printed exam papers and minimizes the environmental impact of traditional exam logistics
Digital submissions
Virtual Labs and Simulations
But there are also considerations to keep in mind
Let's explore in more detail Environment-friendly methods
UNIT 3.1
Virtual Labs and Simulations
Online Peer Reviews and Collaborative Platforms
Project-Based Portfolios and Case Studies
Green-certified or Natural-based Materials
Interactive and Open-Book Online Assessments
Sustainable Mobility and Participation
UNIT 3.1
Reflection exercise
1.
7.
2.
6.
3.
5.
4.
UNIT 3.1
Conclusions
Reflective exercises are an invitation to reflection about
Reflective exercises
Assessment tools are a powerful instrument to address students competences.
Assessment tools
The context of your practices and institution resources can offer you options for more environmental friendly assessment tools and methods.
Variety
A set of six suggestions provide you inputs to environmental friendly methods.
Methods
UNIT 3.2
Reimaniging student assessment
In reimagining student assessment within sustainable development education, it is vital to go beyond evaluating traditional knowledge. In UNIT 3.2 you can explore diverse assessment tools designed to evaluate transversal essential competences, fostering students' readiness for the sustainability challenges of tomorrow.
UNIT 3.2
Assessment transversal competences for Sustainable Development
Fill in the blanks using the words provided below. Each word can only be used once.
Assessments as Learning
Assessments for Learning
_______________________ emphasize the role of students in reflecting on and evaluating their own learning. This approach encourages students to actively engage in self-assessment and peer assessment, fostering deeper personal insights and self-regulation. Tools like reflective journals, peer reviews, and self-evaluation checklists empower students to critically analyze their own learning journey and identify opportunities for growth, promoting a more engaged and autonomous learning experience.
_______________________ provide feedback that helps students understand their strengths and areas for improvement, allowing them to adjust their learning strategies accordingly. Examples include formative quizzes, draft reviews, and interactive feedback sessions that help students track their progress and enhance their understanding of sustainable development concepts.
EXCELLENT
Verification
UNIT 3.2
Transformative Assessment Strategies - Integrating Assessments for Learning and Assessments as Learning
Reflective journals
Formative quizzes
Peer review
Draft reviews
Assessments as Learning
Assessments for Learning
Self evaluation checklist
Interactive feedbacks
UNIT 3.2
Assessment Tools for Transversal Competences
In the realm of sustainable development education, it is crucial to assess not only students' knowledge but also their transversal competences - skills and attributes that transcend specific subjects and are essential for addressing complex sustainability challenges. These competences include are not limited to critical comptences such as critical thinking, problem-solvng, collaborarive skills etc. Bellow you can explore some assessment tools designed to evaluate these critical competences:
European Sustainability Competence Framework
UNESCO
12 Sustainability Mindset Principles
UNIT 3.2
Reflective exercise - Reimagining students assessment
We have discussed in the previous units that competencies for sustainable development are complex, multifaceted and should be founded on relevant disciplinary expertise, holistic approach and higher-order thinking. To equip graduates with competencies for sustainable development, transformative shift in education is crucial. It is necessary to design rich and engaging learning experiences for all students and develop an assessment strategy that will be in alignment with the defined learning outcomes and learning and teaching activities.
Reflective exercise - Reimagining students assessment
UNIT 3.2
Let's take a moment and think how student assessment can be reimagined to align well with the ambitious goal of equipping our students with the sustainability competencies and the advanced active learning strategies implemented to achieve it.
How can I integrate students led project-based learning into the assessment strategy?
Some hints
How can I introduce gamification to create an engaging learning experience that will support students to interact, collaborate, and develop sustainability competencies?
Some hints
Can self-assessment contribute to sustainability competencies development and student assessment?
Some hints
UNIT 3.2
Conclusions
Transversal competences are fundamental in addressing sustainable development.
Transversal competences
Reflective exercises are important for the consolidation of the concepts and examples presented.
Reflective exercise
Assessing with proper tools allows the proper sustainable development competences of students and their readniss to address global challenges
Readiness
cASE STUDies
Case studies from the PROFFORMANCE database (award.profformance.eu): https://award.profformance.eu/search/readDetail/626(2024) https://award.profformance.eu/search/readDetail/670(2024)
RETOUR:
INCLAW:
Summary of Module
This module provides guidance on integrating sustainable development into assessment design. It explores eco-friendly assessment formats, competence-building approaches, and methods that encourage self- and peer evaluation. Overall, the module presents a coherent vision of how assessment can promote responsible decision-making and readiness to address global challenges.
Resources
https://youtu.be/enGJyhu6Xr0
https://youtu.be/0XTBYMfZyrM
https://unesdoc.unesco.org/ark:/48223/pf0000247444
https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en
https://publications.jrc.ec.europa.eu/repository/handle/JRC128040
https://www.un.org/en/academic-impact/sustainability
more
https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en
https://youtu.be/YUFqamr78Xk
https://www.mdpi.com/2071-1050/9/10/1889
https://dial.uclouvain.be/pr/boreal/object/boreal:66148
https://www.tscsimulation.com/case-studies/university-of-coimbra-virtual-control-room-3d-process-simulations/
https://www.unesco.org/en/sustainable-development/education/need-know
https://www.mdpi.com/2071-1050/16/21/9594
https://www.eur.nl/en/news/case-based-learning-practice
https://youtu.be/eLVgoplvMSY
https://www.naba.it/en/academic-masters/art-ecology-courses
Resources
https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/335/pdf
https://www.chalmers.se/en/education/your-studies/find-course-and-programme-syllabi/course-syllabus/KPO065/
https://online.teacheracademy.eu/course/eu-game-based-learning/
https://tsu.ge/en/quality-assurance/page/Peer-Review-of-Educational-Programs
https://www.eur.nl/en/course/assessment-higher-education
https://www.mdpi.com/2227-7102/11/6/279
more
https://www.sciencedirect.com/science/article/abs/pii/B9780080448947003602
https://www.uni-koblenz.de/en/ikarus/skills-academy/welcome-to-the-self-assessment-for-students
https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/2475590/EJEE+paper+personal+archieve+version.pdf?sequence=1
https://sigarra.up.pt/fbaup/en/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=523012
https://www.tandfonline.com/doi/full/10.1080/10511253.2015.1109132
https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1620679
Resources
https://www.sustainability.uzh.ch/en/community/student-initiatives.html
https://arrow.tudublin.ie/ijap/vol11/iss2/9/
https://research.ou.nl/en/publications/problem-based-and-project-based-learning-for-sustainable-developm
https://onderwijsaanbod.kuleuven.be/syllabi/e/G0U60AE.htm#activetab=doelstellingen_idp4006912
https://publications.jrc.ec.europa.eu/repository/handle/JRC128040
https://unesdoc.unesco.org/ark:/48223/pf0000368479
https://www.mdpi.com/2227-7102/7/1/39
https://design.amaze360.nl/sustainability-game/
https://www.youtube.com/watch?v=SmeNlCD0Jo4
https://www.sulitest.org/task
https://spark-educonferences.com.au/wp-content/uploads/2020/09/How-to-Run-a-Green-Escape-Room.pdf
https://www.case-ka.eu/index.html%3Fp=970.html
GLOSSARY
“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.
Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Source:
Education for Sustainable Development (EDS)
Sustainable Development
more cards
GLOSSARY
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)
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)
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
Sustainable Development Goals (SDG)
Sustainability
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Survey 1/10
Survey 2/10
Survey 3/10
Survey 4/10
Survey 5/10
Survey 6/10
Survey 7/10
Survey 8/10
Survey 9/10
Survey 10/10
Nice work! Keep learning and keep growing.
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Congratulations!
Course completed!
Acknowledgements
The 12 Sustainability Mindset Principles
by Isabel Rymanoczy offer another framework for assessing transversal competencies for sustainable development
Sustainability competence
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.
UNESCO, 2017, page 14
Interactive and Open-Book Online Assessments
Climate change: transforming your organisation for sustainability
Promote open-book exams or interactive assessments that allow students to apply knowledge in real-world contexts through online platforms, avoiding the need for physical copies of exam papers.
The Open University, U.K.
Climate Change course
Peer review
Scientific publication
Course example
"Peer Review of Educational Programs" initiative - Ivane Javakhishvili Tbilisi State University
"Does peer assessment promote student learning? A meta-analysis"
Sustainable Development Competenses
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.
UNESCO, 2017, page 14
Acknowledgements
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
Assessment Aligned with International Standards
This module guides educators in internationalising student learning assessment by introducing European and global assessment principles, methods, and best practices. Participants will learn to apply discipline-specific and intercultural assessment approaches that support internationalised teaching and effectively evaluate students’ global and professional competences.
Start
But there are also considerations to keep in mind - e.g. Digital tools and online platforms rely on servers and data centers that consume significant amounts of energy. Therefore, opt for digital platforms and services that use renewable energy and have strong sustainability practices in place. Access to digital tools requires reliable internet and technology, which might not be available to all students. So, it is necesary to advocate for provision of offline options, laptop loan schemes and free access points to internet for students who may lack access to necessary technology.
3D Virtual Reality Control Room
University of Coimbra, Portugal
#D Virtual Reality Control Room
Hint: You use assessment tools that are focused on assessing competences of (and for) sustainable development, such as i) GreenComp framework; ii) Peer Review of projects; iii) Case Study Analysis and Presentation; iv) Project (and Problem-) -Based Portfolios; etc.
Digitally Supported Teaching and Learning
This course empowers educators to integrate digitalisation into curriculum design, teaching, learning, and assessment. Through practical strategies and hands-on exploration of digital tools, multimedia content, and online collaboration, participants will learn to promote digital literacy, critical thinking, and student engagement —preparing them to create effective, innovative, and future-ready learning environments.
Start
3D Virtual Reality Control Room
University of Coimbra, Portugal
#D Virtual Reality Control Room
Sustainable Development
“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 refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”
Bianchi et al., 2022, page 12
Online Peer Reviews and Collaborative Platforms
Claroline
Use digital platforms for peer review activities to encourage collaborative learning and reduce the environmental impact of printing and sharing physical documents. Tools like Google Docs, Turnitin, or Peer grade are useful for such assessments.
UCLouvain, Belgium
Claroline
Assessing Learning for Sustainability
This module equips educators with strategies and tools to integrate sustainable development principles into student learning assessment. Participants will learn to design eco-friendly, sustainability-focused assessments that build transversal competences, encourage self and peer evaluation, and prepare students to address global challenges responsibly and effectively.
Start
ATHENA virtual mobility
University of Maribor, Slovenia
ATHENA
Inclusive Teaching and Student Support
This module explores how to make teaching and learning more inclusive by promoting diversity, equity, accessibility, respect, collaboration, and empowerment. Participants will learn practical ways to adapt teaching methods, materials, and environments to remove barriers, support all learners, and build a classroom culture where every student can participate, grow, and succeed.
Start
Project-Based Portfolios and Case Studies
Case studies
Implement problem- and project-based portfolios that focus on sustainability challenges. These can be submitted and reviewed online, promoting sustainable practices in the evaluation of student projects.
Erasmus University Rotterdam, The Netherlands
Case-based learning
Self evaluation checklist
Scientific publication
Course example
"Digital competencies - University of Koblenz
"The Use of Reflective Journals to Stimulate Critical Thinking in the Academic Internship"
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
Vídeo: What is Education for Sustainable Development (EDS) ?
https://www.youtube.com/watch?v=YUFqamr78Xk
Digitally Supported Research and Societal Engagement
This module supports teachers in designing digitally enhanced courses that connect learning with real-world problem solving. Participants will learn to integrate digital tools that foster active learning, help students apply technological knowledge to novel situations, and use digital technologies to engage and collaborate effectively with stakeholders in teaching and learning.
Start
Claroline
UCLouvain, Belgium
Claroline
Designing Digitalized Courses
This module guides teachers in designing digitally supported courses that align with students’ needs and promote active learning. Participants will learn to select and organize digital tools and resources, create content that develops students’ digital skills, and apply practical strategies, exercises, and self-assessment tools to enhance digital teaching across all fields of study.
Start
Reflective journals
Scientific publication
Course example
Chalmers University of Technology - Tissue Engineering
"The reflective diary as a method for the formative assessment of self-regulated learning"
Teaching for Sustainability
This module supports educators in integrating sustainable development across teaching and learning. It focuses on applying Education for Sustainable Development (ESD) pedagogies, encouraging student-led sustainability initiatives, and adopting environmentally friendly teaching practices to strengthen sustainability mindsets and actions within higher education.
Start
Climate change: transforming your organisation for sustainability
The Open University, U.K.
Climate Change couse
Hint: You apply eco-friendly assessment methods to promote sustainable development, such as i) reducing waste with digital tools; ii) using accredited nature-based materials; iii) implementing e-portfolios; iv) encouraging online peer reviews; and v) utilising virtual labs for experiments and skill evaluation.
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:
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
Video: What is Education for Sustainable Development (EDS)?
Green-certified or Natural-based Materials
Art and Ecology
When physical materials are necessary (e.g., for art or design projects), encourage the use of natural-based materials from accredited sources that are environmentally friendly and promote sustainability.
NABA, Italy
NABA
In this sourse you will get an overview how to....SHORT description of TA
Gamification is a valuable approach to facilitate student participation and interaction. Escape room methodology is increasingly used as a serious game approach that may be employed for learning and teaching, as well as an assessment strategy. Although escape room design may be demanding and time-consuming, you should not be discouraged. Initially, you may involve students in the process of the escape room preparation, and all the resources may be later reused and remodeled. An educational escape room may be created in the digital environment, thus fulfilling the expectations to be environmentally friendly. For inspiration, you may refer to some of the examples provided below: https://design.amaze360.nl/sustainability-game/ https://spark-educonferences.com.au/wp-content/uploads/2020/09/How-to-Run-a-Green-Escape-Room.pdf Rawe, Sarah L.; McGillicuddy, Eoin J.; McDermott, Sean D.; Fennelly, Mehael; and Behan, Patrice (2023) "Fostering Student Engagement with the United Nations Sustainable Development Goals using an Escape Room," Irish Journal of Academic Practice: Vol. 11: Iss. 2, Article 9. Available at: https://arrow.tudublin.ie/ijap/vol11/iss2/9
Inclusive Mission and Community Engagement
This module helps educators create diverse and inclusive classrooms that prepare students to become active, responsible, and collaborative members of society. Participants will learn strategies to foster diversity competence, design inclusive learning and extracurricular activities, and facilitate value-based discussions that promote respect, engagement, and social responsibility in higher education.
Start
Teaching for International Learning Environments
This module enhances educators’ ability to teach and support diverse, international, and multilingual student groups. Participants will explore innovative teaching methods, learn to create inclusive and globally connected learning environments, and develop strategies for teaching and facilitating learning in English and other foreign languages to strengthen students’ international and intercultural competences.
Start
Case studies
Erasmus University Rotterdam, The Netherlands
Case-based learning
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.
Project-based learning is sought as a valuable methodology for transversal competencies development. It also fosters teamwork and collaboration and can include: - real-world problems and scenarios, - multidisciplinary interprofessional learning and teaching, - experiential placement and supervision from external experts. Project-based assessment is well aligned with project-based learning and can include multiple, structured individual and group tasks to facilitate continuous students assessment over the course time-span. Digital workspaces, online collaboration tools, and shared resources can be used for project design and development. Final project presentations can be organized as peer learning event in the form of a conference/symposia. You may also consider introducing peer assessment as an element of the overall student assessment. For inspiration, you may refer to some of the examples provided below: https://www.sustainability.uzh.ch/en/community/student-initiatives.html Cörvers, R., Wiek, A., de Kraker, J., Lang, D.J., Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. In: Heinrichs, H., Martens, P., Michelsen, G., Wiek, A. (eds) Sustainability Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7242-6_29
Info
Inclusive Assessment Practices
This module introduces the concept and practice of inclusive assessment, guiding educators in designing fair, unbiased evaluation methods that respect diverse student needs and abilities. Participants will learn what inclusive assessment means, why it matters for equity and belonging, and how to adapt different assessment types to create supportive and accessible learning environments for all students.
Start
Education for Sustainable Societal Impact
This module helps educators integrate societal impact and sustainable development into their teaching. Participants will learn to design courses that promote critical thinking, social responsibility, and environmental awareness, empowering students with the skills and values needed to drive transformative change and contribute to a more sustainable and equitable future.
Start
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.
UNESCO, 2017
SUSTAINABILITY
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
Interactive feedbacks
Scientific publication
Course example
Teacher Academy
"Interactive Feedback for Learning Mathematics in a Digital Learning Environment"
Sustainable Mobility and Participation
ATHENA virtual mobility
Support virtual mobility initiatives where students participate in global or regional academic projects online rather than traveling, contributing to lower environmental impact while enriching their learning experiences.
University of Maribor, Slovenia
ATHENA
Project-based learning is sought as a valuable methodology for transversal competencies development. It also fosters teamwork and collaboration and can include: - real-world problems and scenarios, - multidisciplinary interprofessional learning and teaching, - experiential placement and supervision from external experts. Project-based assessment is well aligned with project-based learning and can include multiple, structured individual and group tasks to facilitate continuous students assessment over the course time-span. Digital workspaces, online collaboration tools, and shared resources can be used for project design and development. Final project presentations can be organized as peer learning event in the form of a conference/symposia. You may also consider introducing peer assessment as an element of the overall student assessment. For inspiration, you may refer to some of the examples provided below: Cörvers, R., Wiek, A., de Kraker, J., Lang, D.J., Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. In: Heinrichs, H., Martens, P., Michelsen, G., Wiek, A. (eds) Sustainability Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7242-6_29
Student self-evaluation based on the carefully developed assessment tool which is aligned with the defined course learning outcomes accompanied with the reflective portfolio summarising the insights and experiences a student has gained may be valuable for sustainability competencies development and their assessment. For inspiration, you may refer to some of the examples provided below: https://onderwijsaanbod.kuleuven.be/syllabi/e/G0U60AE.htm#activetab=doelstellingen_idp1003984 Brundiers K, Wiek A. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences. 2017; 7(1):39. https://doi.org/10.3390/educsci7010039 TASK™ The Assessment of Sustainability Knowledge CASE project - Competencies for a sustainable socio-economic development)
Designing Inclusive Courses
This module supports teachers in designing inclusive courses that ensure equity, accessibility, and engagement for all learners. Participants will explore key concepts of diversity, equality, and inclusion, learn to address diverse student needs, and understand relevant European policy frameworks to create inclusive curricula that reflect social responsibility and educational fairness.
Start
Draft reviews
Scientific publication
Course example
"Peer feedback: moving from assessment of learning to assessment for learning"
"Research Methodology Seminars II" course - University of Porto
Designing Internationalized Courses
This module supports educators in internationalising student-centred course design by integrating global perspectives, intercultural awareness, and inclusive practices into teaching. Participants will gain knowledge of international guidelines, understand key concepts of internationalisation, explore diverse academic cultures, and learn to align their courses with global standards to enrich student learning in a connected world.
Start
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.
HSSS
European Sustainability Competence Framework
identifies a set of sustainability competences to feed into education programmes to help learners develop knowledge, skills and attitudes that promote ways to think, plan and act with empathy, responsibility, and care for our planet and for public health. For more info click on this link
Art and Ecology
NABA, Italy
NABA
Virtual Labs and Simulations
3D Virtual Reality Control Room
Conduct laboratory experiments and competence evaluations using simulation software and virtual labs. This reduces the need for physical resources and minimizes waste, especially in science and technology disciplines.
University of Coimbra, Portugal
#D Virtual Reality Control Room
Student self-evaluation based on the carefully developed assessment tool which is aligned with the defined course learning outcomes accompanied with the reflective portfolio summarising the insights and experiences a student has gained may be valuable for sustainability competencies development and their assessment. For inspiration, you may refer to some of the examples provided below: Brundiers K, Wiek A. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences. 2017; 7(1):39. TASK™ The Assessment of Sustainability Knowledge CASE project - Competencies for a sustainable socio-economic development)
Digitally Supported Assessment
This module helps teachers enhance assessment practices through digital technologies. Participants will learn to design and implement digital assessments, interpret learning data, provide effective feedback, and plan follow-up actions to improve teaching and learning. It offers practical exercises, resources, and self-assessment tools applicable across all fields of study.
Start
Formative quizzes
Scientific publication
Course example
"Assessment in Hiher Education" course - Erasmus University of Rotterdam
"Formative Assessment"
UNESCO
publication on Assessment of Transversal Competences: Current Tools in the Asian Region
Sustainable Development
“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 refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”
Bianchi et al., 2022, page 12
Designing Courses for Sustainability
This module helps educators integrate sustainable development into student-centred course design. Participants will learn to apply Education for Sustainable Development (ESD) strategies, foster mindset and behaviour change, and prepare students to think critically, act responsibly, and contribute to a sustainable future in a rapidly changing world.
Start
Sustainable Development Goals (SDGs)
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.
UNESCO, 2017
Sustainability
Sustainability means prioritising the needs ofall life forms and of the planet by ensuring thathuman activity does not exceed planetary boundaries.
Bianchi et al., 2022, page 12
Gamification is a valuable approach to facilitate student participation and interaction. Escape room methodology is increasingly used as a serious game approach that may be employed for learning and teaching, as well as an assessment strategy. Although escape room design may be demanding and time-consuming, you should not be discouraged. Initially, you may involve students in the process of the escape room preparation, and all the resources may be later reused and remodeled. An educational escape room may be created in the digital environment, thus fulfilling the expectations to be environmentally friendly. For inspiration, you may refer to some of the examples provided below: Rawe, Sarah L.; McGillicuddy, Eoin J.; McDermott, Sean D.; Fennelly, Mehael; and Behan, Patrice (2023) "Fostering Student Engagement with the United Nations Sustainable Development Goals using an Escape Room," Irish Journal of Academic Practice: Vol. 11: Iss. 2, Article 9. Available at:
International Collaboration for Societal Impact
This module supports educators in strengthening the international impact and societal mission of higher education. Participants will learn how to engage in international professional networks, research, and publishing, secure funding, enhance academic visibility, and motivate students to participate in global activities and mobility, while developing joint international educational programmes that foster collaboration and global engagement.
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Transcript
Structure of the short courses
Course Guide
Index
Introduction of Module
Supporting materials
Preliminary Assessment
Resources
Learning materials
Glossary
Unit 3.1
Environment-friendly assessment tools and methods
Case Studies
Unit 3.2
Reimagining students assessment
Summary of Module
Final Quiz - Survey - Badge
Assessing Learning for Sustainability
In this module, you will gain knowledge and tools focused on student learning assessment in relation to sustainable development. By using innovative, environment-friendly assessment tools and methods, you will enhance both your teaching practices and your students’ engagement with sustainability. Incorporating sustainable development principles into assessment helps students develop transversal competences and fosters their ability to make informed, responsible decisions in their professional and personal lives.
Key Points of the Module:
Key Points of the Module:
Self-reflection
Assessment Tool
Statements
Assess yourself along the PROFFORMANCE Assessment tool statements SUST TA4 - Competences in assessing learning for sustainability
Assess your competence in assessing learning for sustainability with the PROFFORMANCE Assessment Tool.
What is your experience?
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.
This is a paragraph of text waiting to be awesome content
Initial reflection
How would you describe your current experience related to student's learning assessment in relation to sustainable development?
Do you use environment-friendly assessment tools and methods?
Do you apply assessment tools, which include self and peer assessment by students, for assessing students developed transversal competences that are relevant to sustainable development?
If you are not so familiar with these topics, or you are, but curious to have more examples for inspiration, or not sure how to reply to these questions, this Module is intended to inspire and support you in:
This is a paragraph of text waiting to be awesome content
I use environment-friendly assessment tools and methods.
Assess yourself
Hint
I apply assessment tools, including self and peer assessments by students, to assess transversal competences relevant to sustainable development.
Assess yourself
Hint
This is a paragraph of text waiting to be awesome content
What key concepts should be considered when addressing 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.
Sustainable Development
Education for Sustainable Development (EDS)
Sustainable Development Goals (SDGs)
Sustainable Development Competenses
Sustainability
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 in detail Sustainable Development!
What is Education for Sustainable Development?
The 17 Sustainable Development Goals
Competences for Sustainable Development according to different authors
If you have already completed another module of sustainability and addressed the key concepts of Sustainable Development, you may skip this section.
"What is Education for Sustainable Development"?
A short video from the United Nations
Source: United Nations
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
Source: United Nations
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
Several authors and tools address Sustainability competences. The general competences are as:
GreenComp
UNESCO
Lozano, R. et al.
UNESCO, 2017, page 14
R. Lozano, 2017
GreenComp, 2022
Reflection on key concepts - Sustainable Development Challenge
UNIT 3.1
Environment-friendly assessment tools and methods
UNIT 3.1 explores environment-friendly assessment tools and methods that promote sustainable development in teaching and learnng. In this UNIT you will see practical examples of assessments for reducing environmental impact, alongside some assessment frameworks for transversal skills. You will also engage in a reflective exercise to critically evaluate and select meaningful assessment approaches tailored to your needs At the end of UNIT 3.1, you will have gained the skills to implement sustainable assessment practices and use frameworks to effectively assess students’ transversal competences.
UNIT 3.1
Student's Learning Assessment: Examples of environment-friendly assessment tools
Environmentally-friendly assessment methods can vary based on how they minimize environmental impact. Here are a few examples, including some methods that emphasize different aspects of sustainability
Open-Book/Resource Digital Exams
Reduces the need for physical materials and chemicals, lowering waste and the environmental impact of traditional laboratory setups
Reduces paper use and the need for physical materials
Reduces the need for printed exam papers and minimizes the environmental impact of traditional exam logistics
Digital submissions
Virtual Labs and Simulations
But there are also considerations to keep in mind
Let's explore in more detail Environment-friendly methods
UNIT 3.1
Virtual Labs and Simulations
Online Peer Reviews and Collaborative Platforms
Project-Based Portfolios and Case Studies
Green-certified or Natural-based Materials
Interactive and Open-Book Online Assessments
Sustainable Mobility and Participation
UNIT 3.1
Reflection exercise
1.
7.
2.
6.
3.
5.
4.
UNIT 3.1
Conclusions
Reflective exercises are an invitation to reflection about
Reflective exercises
Assessment tools are a powerful instrument to address students competences.
Assessment tools
The context of your practices and institution resources can offer you options for more environmental friendly assessment tools and methods.
Variety
A set of six suggestions provide you inputs to environmental friendly methods.
Methods
UNIT 3.2
Reimaniging student assessment
In reimagining student assessment within sustainable development education, it is vital to go beyond evaluating traditional knowledge. In UNIT 3.2 you can explore diverse assessment tools designed to evaluate transversal essential competences, fostering students' readiness for the sustainability challenges of tomorrow.
UNIT 3.2
Assessment transversal competences for Sustainable Development
Fill in the blanks using the words provided below. Each word can only be used once.
Assessments as Learning
Assessments for Learning
_______________________ emphasize the role of students in reflecting on and evaluating their own learning. This approach encourages students to actively engage in self-assessment and peer assessment, fostering deeper personal insights and self-regulation. Tools like reflective journals, peer reviews, and self-evaluation checklists empower students to critically analyze their own learning journey and identify opportunities for growth, promoting a more engaged and autonomous learning experience.
_______________________ provide feedback that helps students understand their strengths and areas for improvement, allowing them to adjust their learning strategies accordingly. Examples include formative quizzes, draft reviews, and interactive feedback sessions that help students track their progress and enhance their understanding of sustainable development concepts.
EXCELLENT
Verification
UNIT 3.2
Transformative Assessment Strategies - Integrating Assessments for Learning and Assessments as Learning
Reflective journals
Formative quizzes
Peer review
Draft reviews
Assessments as Learning
Assessments for Learning
Self evaluation checklist
Interactive feedbacks
UNIT 3.2
Assessment Tools for Transversal Competences
In the realm of sustainable development education, it is crucial to assess not only students' knowledge but also their transversal competences - skills and attributes that transcend specific subjects and are essential for addressing complex sustainability challenges. These competences include are not limited to critical comptences such as critical thinking, problem-solvng, collaborarive skills etc. Bellow you can explore some assessment tools designed to evaluate these critical competences:
European Sustainability Competence Framework
UNESCO
12 Sustainability Mindset Principles
UNIT 3.2
Reflective exercise - Reimagining students assessment
We have discussed in the previous units that competencies for sustainable development are complex, multifaceted and should be founded on relevant disciplinary expertise, holistic approach and higher-order thinking. To equip graduates with competencies for sustainable development, transformative shift in education is crucial. It is necessary to design rich and engaging learning experiences for all students and develop an assessment strategy that will be in alignment with the defined learning outcomes and learning and teaching activities.
Reflective exercise - Reimagining students assessment
UNIT 3.2
Let's take a moment and think how student assessment can be reimagined to align well with the ambitious goal of equipping our students with the sustainability competencies and the advanced active learning strategies implemented to achieve it.
How can I integrate students led project-based learning into the assessment strategy?
Some hints
How can I introduce gamification to create an engaging learning experience that will support students to interact, collaborate, and develop sustainability competencies?
Some hints
Can self-assessment contribute to sustainability competencies development and student assessment?
Some hints
UNIT 3.2
Conclusions
Transversal competences are fundamental in addressing sustainable development.
Transversal competences
Reflective exercises are important for the consolidation of the concepts and examples presented.
Reflective exercise
Assessing with proper tools allows the proper sustainable development competences of students and their readniss to address global challenges
Readiness
cASE STUDies
Case studies from the PROFFORMANCE database (award.profformance.eu): https://award.profformance.eu/search/readDetail/626(2024) https://award.profformance.eu/search/readDetail/670(2024)
RETOUR:
INCLAW:
Summary of Module
This module provides guidance on integrating sustainable development into assessment design. It explores eco-friendly assessment formats, competence-building approaches, and methods that encourage self- and peer evaluation. Overall, the module presents a coherent vision of how assessment can promote responsible decision-making and readiness to address global challenges.
Resources
https://youtu.be/enGJyhu6Xr0
https://youtu.be/0XTBYMfZyrM
https://unesdoc.unesco.org/ark:/48223/pf0000247444
https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en
https://publications.jrc.ec.europa.eu/repository/handle/JRC128040
https://www.un.org/en/academic-impact/sustainability
more
https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en
https://youtu.be/YUFqamr78Xk
https://www.mdpi.com/2071-1050/9/10/1889
https://dial.uclouvain.be/pr/boreal/object/boreal:66148
https://www.tscsimulation.com/case-studies/university-of-coimbra-virtual-control-room-3d-process-simulations/
https://www.unesco.org/en/sustainable-development/education/need-know
https://www.mdpi.com/2071-1050/16/21/9594
https://www.eur.nl/en/news/case-based-learning-practice
https://youtu.be/eLVgoplvMSY
https://www.naba.it/en/academic-masters/art-ecology-courses
Resources
https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/335/pdf
https://www.chalmers.se/en/education/your-studies/find-course-and-programme-syllabi/course-syllabus/KPO065/
https://online.teacheracademy.eu/course/eu-game-based-learning/
https://tsu.ge/en/quality-assurance/page/Peer-Review-of-Educational-Programs
https://www.eur.nl/en/course/assessment-higher-education
https://www.mdpi.com/2227-7102/11/6/279
more
https://www.sciencedirect.com/science/article/abs/pii/B9780080448947003602
https://www.uni-koblenz.de/en/ikarus/skills-academy/welcome-to-the-self-assessment-for-students
https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/2475590/EJEE+paper+personal+archieve+version.pdf?sequence=1
https://sigarra.up.pt/fbaup/en/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=523012
https://www.tandfonline.com/doi/full/10.1080/10511253.2015.1109132
https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1620679
Resources
https://www.sustainability.uzh.ch/en/community/student-initiatives.html
https://arrow.tudublin.ie/ijap/vol11/iss2/9/
https://research.ou.nl/en/publications/problem-based-and-project-based-learning-for-sustainable-developm
https://onderwijsaanbod.kuleuven.be/syllabi/e/G0U60AE.htm#activetab=doelstellingen_idp4006912
https://publications.jrc.ec.europa.eu/repository/handle/JRC128040
https://unesdoc.unesco.org/ark:/48223/pf0000368479
https://www.mdpi.com/2227-7102/7/1/39
https://design.amaze360.nl/sustainability-game/
https://www.youtube.com/watch?v=SmeNlCD0Jo4
https://www.sulitest.org/task
https://spark-educonferences.com.au/wp-content/uploads/2020/09/How-to-Run-a-Green-Escape-Room.pdf
https://www.case-ka.eu/index.html%3Fp=970.html
GLOSSARY
“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.
Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Source:
Education for Sustainable Development (EDS)
Sustainable Development
more cards
GLOSSARY
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)
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)
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
Sustainable Development Goals (SDG)
Sustainability
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Final Quiz of the module
10
Survey 1/10
Survey 2/10
Survey 3/10
Survey 4/10
Survey 5/10
Survey 6/10
Survey 7/10
Survey 8/10
Survey 9/10
Survey 10/10
Nice work! Keep learning and keep growing.
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Course completed!
Acknowledgements
The 12 Sustainability Mindset Principles
by Isabel Rymanoczy offer another framework for assessing transversal competencies for sustainable development
Sustainability competence
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.
UNESCO, 2017, page 14
Interactive and Open-Book Online Assessments
Climate change: transforming your organisation for sustainability
Promote open-book exams or interactive assessments that allow students to apply knowledge in real-world contexts through online platforms, avoiding the need for physical copies of exam papers.
The Open University, U.K.
Climate Change course
Peer review
Scientific publication
Course example
"Peer Review of Educational Programs" initiative - Ivane Javakhishvili Tbilisi State University
"Does peer assessment promote student learning? A meta-analysis"
Sustainable Development Competenses
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.
UNESCO, 2017, page 14
Acknowledgements
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
Assessment Aligned with International Standards
This module guides educators in internationalising student learning assessment by introducing European and global assessment principles, methods, and best practices. Participants will learn to apply discipline-specific and intercultural assessment approaches that support internationalised teaching and effectively evaluate students’ global and professional competences.
Start
But there are also considerations to keep in mind - e.g. Digital tools and online platforms rely on servers and data centers that consume significant amounts of energy. Therefore, opt for digital platforms and services that use renewable energy and have strong sustainability practices in place. Access to digital tools requires reliable internet and technology, which might not be available to all students. So, it is necesary to advocate for provision of offline options, laptop loan schemes and free access points to internet for students who may lack access to necessary technology.
3D Virtual Reality Control Room
University of Coimbra, Portugal
#D Virtual Reality Control Room
Hint: You use assessment tools that are focused on assessing competences of (and for) sustainable development, such as i) GreenComp framework; ii) Peer Review of projects; iii) Case Study Analysis and Presentation; iv) Project (and Problem-) -Based Portfolios; etc.
Digitally Supported Teaching and Learning
This course empowers educators to integrate digitalisation into curriculum design, teaching, learning, and assessment. Through practical strategies and hands-on exploration of digital tools, multimedia content, and online collaboration, participants will learn to promote digital literacy, critical thinking, and student engagement —preparing them to create effective, innovative, and future-ready learning environments.
Start
3D Virtual Reality Control Room
University of Coimbra, Portugal
#D Virtual Reality Control Room
Sustainable Development
“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 refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”
Bianchi et al., 2022, page 12
Online Peer Reviews and Collaborative Platforms
Claroline
Use digital platforms for peer review activities to encourage collaborative learning and reduce the environmental impact of printing and sharing physical documents. Tools like Google Docs, Turnitin, or Peer grade are useful for such assessments.
UCLouvain, Belgium
Claroline
Assessing Learning for Sustainability
This module equips educators with strategies and tools to integrate sustainable development principles into student learning assessment. Participants will learn to design eco-friendly, sustainability-focused assessments that build transversal competences, encourage self and peer evaluation, and prepare students to address global challenges responsibly and effectively.
Start
ATHENA virtual mobility
University of Maribor, Slovenia
ATHENA
Inclusive Teaching and Student Support
This module explores how to make teaching and learning more inclusive by promoting diversity, equity, accessibility, respect, collaboration, and empowerment. Participants will learn practical ways to adapt teaching methods, materials, and environments to remove barriers, support all learners, and build a classroom culture where every student can participate, grow, and succeed.
Start
Project-Based Portfolios and Case Studies
Case studies
Implement problem- and project-based portfolios that focus on sustainability challenges. These can be submitted and reviewed online, promoting sustainable practices in the evaluation of student projects.
Erasmus University Rotterdam, The Netherlands
Case-based learning
Self evaluation checklist
Scientific publication
Course example
"Digital competencies - University of Koblenz
"The Use of Reflective Journals to Stimulate Critical Thinking in the Academic Internship"
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
Vídeo: What is Education for Sustainable Development (EDS) ?
https://www.youtube.com/watch?v=YUFqamr78Xk
Digitally Supported Research and Societal Engagement
This module supports teachers in designing digitally enhanced courses that connect learning with real-world problem solving. Participants will learn to integrate digital tools that foster active learning, help students apply technological knowledge to novel situations, and use digital technologies to engage and collaborate effectively with stakeholders in teaching and learning.
Start
Claroline
UCLouvain, Belgium
Claroline
Designing Digitalized Courses
This module guides teachers in designing digitally supported courses that align with students’ needs and promote active learning. Participants will learn to select and organize digital tools and resources, create content that develops students’ digital skills, and apply practical strategies, exercises, and self-assessment tools to enhance digital teaching across all fields of study.
Start
Reflective journals
Scientific publication
Course example
Chalmers University of Technology - Tissue Engineering
"The reflective diary as a method for the formative assessment of self-regulated learning"
Teaching for Sustainability
This module supports educators in integrating sustainable development across teaching and learning. It focuses on applying Education for Sustainable Development (ESD) pedagogies, encouraging student-led sustainability initiatives, and adopting environmentally friendly teaching practices to strengthen sustainability mindsets and actions within higher education.
Start
Climate change: transforming your organisation for sustainability
The Open University, U.K.
Climate Change couse
Hint: You apply eco-friendly assessment methods to promote sustainable development, such as i) reducing waste with digital tools; ii) using accredited nature-based materials; iii) implementing e-portfolios; iv) encouraging online peer reviews; and v) utilising virtual labs for experiments and skill evaluation.
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:
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
Video: What is Education for Sustainable Development (EDS)?
Green-certified or Natural-based Materials
Art and Ecology
When physical materials are necessary (e.g., for art or design projects), encourage the use of natural-based materials from accredited sources that are environmentally friendly and promote sustainability.
NABA, Italy
NABA
In this sourse you will get an overview how to....SHORT description of TA
Gamification is a valuable approach to facilitate student participation and interaction. Escape room methodology is increasingly used as a serious game approach that may be employed for learning and teaching, as well as an assessment strategy. Although escape room design may be demanding and time-consuming, you should not be discouraged. Initially, you may involve students in the process of the escape room preparation, and all the resources may be later reused and remodeled. An educational escape room may be created in the digital environment, thus fulfilling the expectations to be environmentally friendly. For inspiration, you may refer to some of the examples provided below: https://design.amaze360.nl/sustainability-game/ https://spark-educonferences.com.au/wp-content/uploads/2020/09/How-to-Run-a-Green-Escape-Room.pdf Rawe, Sarah L.; McGillicuddy, Eoin J.; McDermott, Sean D.; Fennelly, Mehael; and Behan, Patrice (2023) "Fostering Student Engagement with the United Nations Sustainable Development Goals using an Escape Room," Irish Journal of Academic Practice: Vol. 11: Iss. 2, Article 9. Available at: https://arrow.tudublin.ie/ijap/vol11/iss2/9
Inclusive Mission and Community Engagement
This module helps educators create diverse and inclusive classrooms that prepare students to become active, responsible, and collaborative members of society. Participants will learn strategies to foster diversity competence, design inclusive learning and extracurricular activities, and facilitate value-based discussions that promote respect, engagement, and social responsibility in higher education.
Start
Teaching for International Learning Environments
This module enhances educators’ ability to teach and support diverse, international, and multilingual student groups. Participants will explore innovative teaching methods, learn to create inclusive and globally connected learning environments, and develop strategies for teaching and facilitating learning in English and other foreign languages to strengthen students’ international and intercultural competences.
Start
Case studies
Erasmus University Rotterdam, The Netherlands
Case-based learning
Opportunities
Contextualize your topic
Project-based learning is sought as a valuable methodology for transversal competencies development. It also fosters teamwork and collaboration and can include: - real-world problems and scenarios, - multidisciplinary interprofessional learning and teaching, - experiential placement and supervision from external experts. Project-based assessment is well aligned with project-based learning and can include multiple, structured individual and group tasks to facilitate continuous students assessment over the course time-span. Digital workspaces, online collaboration tools, and shared resources can be used for project design and development. Final project presentations can be organized as peer learning event in the form of a conference/symposia. You may also consider introducing peer assessment as an element of the overall student assessment. For inspiration, you may refer to some of the examples provided below: https://www.sustainability.uzh.ch/en/community/student-initiatives.html Cörvers, R., Wiek, A., de Kraker, J., Lang, D.J., Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. In: Heinrichs, H., Martens, P., Michelsen, G., Wiek, A. (eds) Sustainability Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7242-6_29
Info
Inclusive Assessment Practices
This module introduces the concept and practice of inclusive assessment, guiding educators in designing fair, unbiased evaluation methods that respect diverse student needs and abilities. Participants will learn what inclusive assessment means, why it matters for equity and belonging, and how to adapt different assessment types to create supportive and accessible learning environments for all students.
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Education for Sustainable Societal Impact
This module helps educators integrate societal impact and sustainable development into their teaching. Participants will learn to design courses that promote critical thinking, social responsibility, and environmental awareness, empowering students with the skills and values needed to drive transformative change and contribute to a more sustainable and equitable future.
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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.
UNESCO, 2017
SUSTAINABILITY
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
Interactive feedbacks
Scientific publication
Course example
Teacher Academy
"Interactive Feedback for Learning Mathematics in a Digital Learning Environment"
Sustainable Mobility and Participation
ATHENA virtual mobility
Support virtual mobility initiatives where students participate in global or regional academic projects online rather than traveling, contributing to lower environmental impact while enriching their learning experiences.
University of Maribor, Slovenia
ATHENA
Project-based learning is sought as a valuable methodology for transversal competencies development. It also fosters teamwork and collaboration and can include: - real-world problems and scenarios, - multidisciplinary interprofessional learning and teaching, - experiential placement and supervision from external experts. Project-based assessment is well aligned with project-based learning and can include multiple, structured individual and group tasks to facilitate continuous students assessment over the course time-span. Digital workspaces, online collaboration tools, and shared resources can be used for project design and development. Final project presentations can be organized as peer learning event in the form of a conference/symposia. You may also consider introducing peer assessment as an element of the overall student assessment. For inspiration, you may refer to some of the examples provided below: Cörvers, R., Wiek, A., de Kraker, J., Lang, D.J., Martens, P. (2016). Problem-Based and Project-Based Learning for Sustainable Development. In: Heinrichs, H., Martens, P., Michelsen, G., Wiek, A. (eds) Sustainability Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7242-6_29
Student self-evaluation based on the carefully developed assessment tool which is aligned with the defined course learning outcomes accompanied with the reflective portfolio summarising the insights and experiences a student has gained may be valuable for sustainability competencies development and their assessment. For inspiration, you may refer to some of the examples provided below: https://onderwijsaanbod.kuleuven.be/syllabi/e/G0U60AE.htm#activetab=doelstellingen_idp1003984 Brundiers K, Wiek A. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences. 2017; 7(1):39. https://doi.org/10.3390/educsci7010039 TASK™ The Assessment of Sustainability Knowledge CASE project - Competencies for a sustainable socio-economic development)
Designing Inclusive Courses
This module supports teachers in designing inclusive courses that ensure equity, accessibility, and engagement for all learners. Participants will explore key concepts of diversity, equality, and inclusion, learn to address diverse student needs, and understand relevant European policy frameworks to create inclusive curricula that reflect social responsibility and educational fairness.
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Draft reviews
Scientific publication
Course example
"Peer feedback: moving from assessment of learning to assessment for learning"
"Research Methodology Seminars II" course - University of Porto
Designing Internationalized Courses
This module supports educators in internationalising student-centred course design by integrating global perspectives, intercultural awareness, and inclusive practices into teaching. Participants will gain knowledge of international guidelines, understand key concepts of internationalisation, explore diverse academic cultures, and learn to align their courses with global standards to enrich student learning in a connected world.
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Opportunities
Contextualize your topic
HSSS
European Sustainability Competence Framework
identifies a set of sustainability competences to feed into education programmes to help learners develop knowledge, skills and attitudes that promote ways to think, plan and act with empathy, responsibility, and care for our planet and for public health. For more info click on this link
Art and Ecology
NABA, Italy
NABA
Virtual Labs and Simulations
3D Virtual Reality Control Room
Conduct laboratory experiments and competence evaluations using simulation software and virtual labs. This reduces the need for physical resources and minimizes waste, especially in science and technology disciplines.
University of Coimbra, Portugal
#D Virtual Reality Control Room
Student self-evaluation based on the carefully developed assessment tool which is aligned with the defined course learning outcomes accompanied with the reflective portfolio summarising the insights and experiences a student has gained may be valuable for sustainability competencies development and their assessment. For inspiration, you may refer to some of the examples provided below: Brundiers K, Wiek A. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability. Education Sciences. 2017; 7(1):39. TASK™ The Assessment of Sustainability Knowledge CASE project - Competencies for a sustainable socio-economic development)
Digitally Supported Assessment
This module helps teachers enhance assessment practices through digital technologies. Participants will learn to design and implement digital assessments, interpret learning data, provide effective feedback, and plan follow-up actions to improve teaching and learning. It offers practical exercises, resources, and self-assessment tools applicable across all fields of study.
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Formative quizzes
Scientific publication
Course example
"Assessment in Hiher Education" course - Erasmus University of Rotterdam
"Formative Assessment"
UNESCO
publication on Assessment of Transversal Competences: Current Tools in the Asian Region
Sustainable Development
“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 refers to the “many processes and pathways used to stimulate development, or achieve progress, in sustainable ways”
Bianchi et al., 2022, page 12
Designing Courses for Sustainability
This module helps educators integrate sustainable development into student-centred course design. Participants will learn to apply Education for Sustainable Development (ESD) strategies, foster mindset and behaviour change, and prepare students to think critically, act responsibly, and contribute to a sustainable future in a rapidly changing world.
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Sustainable Development Goals (SDGs)
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.
UNESCO, 2017
Sustainability
Sustainability means prioritising the needs ofall life forms and of the planet by ensuring thathuman activity does not exceed planetary boundaries.
Bianchi et al., 2022, page 12
Gamification is a valuable approach to facilitate student participation and interaction. Escape room methodology is increasingly used as a serious game approach that may be employed for learning and teaching, as well as an assessment strategy. Although escape room design may be demanding and time-consuming, you should not be discouraged. Initially, you may involve students in the process of the escape room preparation, and all the resources may be later reused and remodeled. An educational escape room may be created in the digital environment, thus fulfilling the expectations to be environmentally friendly. For inspiration, you may refer to some of the examples provided below: Rawe, Sarah L.; McGillicuddy, Eoin J.; McDermott, Sean D.; Fennelly, Mehael; and Behan, Patrice (2023) "Fostering Student Engagement with the United Nations Sustainable Development Goals using an Escape Room," Irish Journal of Academic Practice: Vol. 11: Iss. 2, Article 9. Available at:
International Collaboration for Societal Impact
This module supports educators in strengthening the international impact and societal mission of higher education. Participants will learn how to engage in international professional networks, research, and publishing, secure funding, enhance academic visibility, and motivate students to participate in global activities and mobility, while developing joint international educational programmes that foster collaboration and global engagement.
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