Pplus_short_TA1_SUST

Supporting materials

Learning materials

Resources, Glossary

Mind Map

Case Study

Pedagogical strategies for Sustainable Development integration in Higher Education courses

Key concepts in Sustainable Development and worldwide perspective

Integration of Sustainable Development in Higher Education courses

Final Quiz - Survey - Badge

Preliminary Assessment

Sum up Infographic

Introduction of Module

Unit 1.2

Index

Unit 1.1

Unit 1.3

• Foster student-centred learning to offer new perspectives on sustainable development.
• Address global challenges by promoting shifts in mindsets and behaviours.
• Advocate for integrating sustainable development into educational objectives, content, and institutional practices.
• Emphasize the critical role of sustainable development in preparing students for a rapidly evolving world and encouraging responsible actions.

Expected learning outcomes

Key points of the module

• Design courses that incorporate sustainable development principles.
• Apply Education for Sustainable Development (ESD) strategies in learning and teaching.
• Use student-centred learning methods to inspire students to view sustainable development from fresh perspectives.

This module equips participants with knowledge, tools and examples for designing student-centred courses that integrate sustainable development principles. By embedding sustainability into education, we prepare students to adapt to change, make informed decisions, and contribute to a sustainable future as professionals and citizen

INTRODUCTION

Multidisciplinary aspects in a specialisation course

Integrate in regular courses

Design a specific course

Integrate in existing courses

Universal

Medicine

Physics

Engineering

Natural Sciences

Economics

Reflection Exercise - Educational Units for integrating Sustainable Development

Reflections

Final Quiz

Quiz - Pedagogical Approaches

Quiz - Sustainable Development Competences

Reflection Exercise - Applicability of SDG principle in L&T

Quiz - SDGs

Sustainability

Education for Sustainable Development

Key concepts Sustainable Development

Sustainable Development Competences

Social

Sustainable Development

Sustainable Development Goals

Initial Reflection

Literature

Examples of Sustainable Developments integration in specific fields

Sustainable DevelopmentStudent-centred course design

Environmental

Pedagogical Approaches

Approaches to Sustainable Development Integration

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 TA1 - 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

Do you incorporate in your courses' contents addressing sustainable development, enabling students’ competences to contribute to a sustainable future?

Do you create and apply Education for Sustainable Development teaching, learning and assessment strategies?

Do you promote awareness and improve students’ competences and mindset in relation to sustainable development?

Do you consider sustainable impact when designing learning and teaching activities and materials?

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:

How would you describe your current courses Learning & Teaching practice in relation to sustainable development?

Initial reflection

I apply effective Education for Sustainable Development (ESD) teaching, learning and assessment strategies.

I integrate sustainable development principles into my course content to enhance students' competences for a sustainable future.

I consider sustainable impact when designing learning and teaching materials and activities.

I promote awareness and improve students’ competences and mindset towards sustainable development.

Hint

Hint

Hint

Hint

Assess yourself

Assess yourself

Assess yourself

Assess yourself

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UNIT 1.1

At the end of the UNIT 1.1 you can find two reflection quizzes for inspiration.

Key concepts in Sustainable Development and worldwide perspective

UNIT 1.1 is dedicated to the description of the key concepts related to Sustainable Development particularly in Higher Education and how the topic is worlwide addressed.

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UNIT 1.1

What is the definition of Student-Centred Learning? Considering the European Higher Education Area: "Student-centred learning (SCL) is an approach to education, which aims at overcoming some of the problems inherent to more traditional forms of education by focusing on the learner and their needs, rather than being centred around the teacher's input. This approach has many implications for the design and flexibility of curriculum, course content, and interactivity of the learning process and is being increasingly used at universities across Europe."

To integrate sustainable development concepts and principles in courses' design based on student-centred learning, it is important to explore the main concepts related to Student-Centre Learning (SCL) and Sustainable Development.

Key concepts on Sustainable Development and Student-centred learning

UNIT 1.1

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 ?

UNIT 1.1

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!

UNIT 1.1

A short video from the United Nations

Source: United Nations

"What is Education for Sustainable Development"?

UNIT 1.1

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

UNIT 1.1

• 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

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

GreenComp, 2022

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

UNIT 1.1

As a relevant and urgent topic, Sustainable Development and Sustainability in Higher Education, are tackled worldwide, namely by organisations as European Commission, Organisation for Economic Cooperation and Development, United Nations. What has been done by these organisations?

UNIT 1.1

Pontificia Universidad Católica de Chile

Chile

University of Cape TownSouth Africa

University of MelbourneAustralia

University of StanfordU.S.A

University of LundSweden

Below you can find examples of how Sustainable Development and Sustainability in the field of Learning & Teaching are being addressed at the Institutional level in Higher Education Institutions.

UNIT 1.1

Sustainability Competences

Sustainable Development Goals

Let's reflect on the key concepts!

UNIT 1.1

Reflection on key concepts - Sustainable Development Goals

UNIT 1.1

Reflection on key concepts - Sustainability competences

Conclusions

Summarising UNIT1.1

In UNIT 1.1 key-concepts in Sustainable Development were presented and the worlwide perspective of how it has been addressed particularly in Higher Education.

Sustainable Development - a worlwide mission

In UNIT 1.1 it was presented how organisations and Higher Education Institutions address Sustainable Development in Higher Education.

Sustainable Development key-concepts

To fully integrate Sustainable Development in(to) programmes key-concepts must be consolidated: definition of Sustainable Development, Sustainability, Education for Sustainable Development, Sustainable Development Goals and Sustainable Development competences.

UNIT 1.1

At the end of the UNIT 1.2 you can find a case study for reflection.

UNIT 1.2

In this UNIT, four examples, in different Higher Education Institutions and courses, of how is integrated are presented.

Integration of Sustainable Development in Higher Education courses

UNIT 1.2 is dedicated to the steps to consider for the integration of Sustainable Development concepts and principles in Higher Education courses

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UNIT 1.2

Alignment

Incorporation

Application

Awareness

These steps are outlined in the four statements of the PROFFORMANCE self-assessment tool under Thematic Area 1 (Student-Centred Course Design) within the Sustainable Development dimension.

Impact

Integration SD into your course can be obtained through the following steps:

How to integrate Sustainable Development concepts and principles in(to) a student-centred course ?

UNIT 1.2

Rule 10

Rule 9

Rule 8

Rule 7

Rule 6

Rule 5

Rule 4

Rule 3

Rule 2

Rule 1

The 10 rules are:(extracted from (Ghazian & Lorten, 2024))

A recent publication by Ghazian and Lorten, (2024), suggests "Ten Simple Rules for Incorporating the UN Sustainable Development Goals (SDGs) into Environmental and Natural Science Courses"

UNIT 1.2

"Green Learning - Integrating Sustainability into Educational Systems"

Source: BioTech Whisperer

The following video provides an overview in how integrate sustainability in existing courses.

UNIT 1.2

in Higher Education courses

(4) Is a specialised course covering multidisciplinary aspects of sustainable development in accordance with the discipline/study field.

(3) Integrate sustainable development topics in regular subject in accordance with the discipline/study field.

(2) Is a specific course focused on the general concept of sustainable development.

(1) Introduce sustainable development topics in the existing course/courses across the study program.

There are different ways to incorporate the concept of Sustainable Development, relevant content and Learning & Teaching activities in the existing curricula, depending on the discipline and your students learning needs. Below you can find existing courses that:

Examples of Sustainable Development integration

UNIT 1.2

EcoVille: A Sustainable Community Initiative

EcoVille is a small community that has implemented a range of projects to meet several of the United Nations’ Sustainable Development Goals (SDGs). These projects include renewable energy installations, organic farming cooperatives, education programs on sustainable practices, waste management systems, and healthcare initiatives focusing on preventive care.

Case study

Conclusions

UNIT 1.2

Integration of SD in courses

Four examples of approaches, with existing courses, of integration of SD were presented.

Step-by-step integration of SD

A step-by-step suggestion of integration of SD in new or existing courses was presented, as well a ten-rules guide.

Learner is invited to reflect on the UNIT through three reflective exercises.

For inspiration, twenty-one existing courses addressing SD in different fields are presented.

A link between pedagogical strategies and competences developed or improved is also presented.

UNIT 1.3

Twelve examples of different pedagogical strategies implemented to incorporate SD are provided to inspire the learner according to his/her scientific domain and interest.

Pedagogical strategies for Sustainable Development integration in Higher Education courses

UNIT 1.3 presents pedagogical strategies for Sustainable Development incorporation in courses in Higher Education.

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UNIT 1.3

(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.

There are pedagogical strategie recommended for a more effective integration of Sustainable Development principles used to develop Sustainable Development competences. Lozano et al. (2017) synthesised 12 pedagogical approaches from previous research and categorised them into three main groups:

Pedagogical strategies to develop Sustainable Development Competences

UNIT 1.3

Adapted from Figure 1 of Lozano et al. (2019)

One of the existing frameworks linking Sustainable Development competences and pedagogical approaches, was developed by Lozano et al. (2019).

The following table provides the likelihood of developing a competence according to the applied pedagogical approach.

UNIT 1.3

University of Cambridge, UK

Pharmacy

Southeast technological university, Ireland

Green & sustainable pharmaceutical production

Services

Psychology

Journalism

McGill University, Canada

Sustainability in medicine: Action plan for a climate emergency

Medicine

Education

University of Coimbra, Portugal

Leisure, Tourism and Territorial Sustainability

Umeå University, Sweden

Media, Communication and Sustainable Development

University of Gothenburg, Sweden

Knowledge forming and sustainable development

University of Groningen, The Netherlands

Environmental Psychology

Services

Tourism

Engineering

Monash University, Australia

Sustainable Engineering Systems

Mathematics

Law

University of Nairobi, Kenya

Agricultural Economics

Agriculture

Architecture

University of Edingburgh, Scotland

Accounting, Sustainability and Finance

University of Yale, USA

Environmental Law and Policy

Technical University of Munich, Germany

Sustainable Architecture, Urban and Landscape

University of Bristol, U.K

Mathematical Modelling for Sustainable Development

Services

Accounting

Chemistry

University of York, U.K

Principles & Systems Thinking in Green & Sustainable Chemistry

Toxicology

Design & Manufacturing

KTH, Sweden

Nanomaterials for Sustainable Energy and Environment

Nanomaterials

Aviation

University of Leiden, The Netherlands

Sustainable Development: Big issues, new answers

Sustainable Development

University of Paris-Saclay, France

University of Bologna, Italy

Sustainable Resource Economics and Policy

Innovations in Sustainable Design and Manufacturing

University of Illinois at Urbana-Champaign, USA

Sustainable Aviation

Karolinska Institute, Sweden

Global Toxicology in a Sustainable Society

Physics for Sustainable Development

Literature and the Environment

University of Leeds, UK

Physics

Literature

Economics

Examples of courses addressing Sustainable Development in different fields are presented for inspiration.

UNIT 1.3

UNIT 1.3

Reflection Exercise

3. In what ways can I create a learning environment that fosters transformative learning experiences, where students gain new perspectives on sustainable development?

Let's take a moment to reflect on our teaching practice with a focus on Education for Sustainable Development (ESD). Through three key questions, let's explore how we can integrate sustainability, into our classrooms for a brighter future.

2. What pedagogical strategies can I employ to encourage students to critically engage with environmental, social, and economic issues?

1. How can I infuse sustainability concepts into the curriculum of my course?

“Reflect on the applicability of ESD principle in my own Learning & Teaching practices”

UNIT 1.3

Social Sciences

Reflection Exercise

• Specific fields?

Education

Business & Economics

Humanities

Natural Sciences

Engineering

way.

• Courses in general?

According to the educational learning objectives (following Bloom's taxonomy) and disciplines, a set of activities and assessments can be implemented to integrate sustainable development. What activity type, objectives and assessment would you consider for

“Identify educational units where sustainable development topics could fit their discipline/subject”

Conclusions

Pedagogical strategies & SD competences

According to Lozano et al., there's a link between different pedagogical methods and developed Sustainable Development competences.

Courses examples

Depending on the field of knowledge, there's a variety of approaches to (and in how to) integrate SD in Higher Education courses.

Pedagogical strategies

Twelve pedagogical approaches are presented as more suitable to promote and address Sustainable Development topic.

UNIT 1.3

Talking places:

cASE STUDy

Case study from the PROFFORMANCE database (award.profformance.eu): https://award.profformance.eu/search/readDetail/612 (2024)

https://www.mdpi.com/2071-1050/16/21/9594

https://www.york.ac.uk/students/studying/manage/programmes/module-catalogue/module/CHE00001M/latest

https://youtu.be/enGJyhu6Xr0

https://youtu.be/0XTBYMfZyrM

https://www.kth.se/student/kurser/kurs/SK2775?l=en

https://www.jigsaw.org/

https://www.gu.se/en/study-gothenburg/environmental-economics-es1601

https://kurser.dtu.dk/course/2023-2024/12859?menulanguage=en

https://www.drps.ed.ac.uk/23-24/dpt/cxscil08008.htm

https://youtu.be/YUFqamr78Xk

https://youtu.be/eLVgoplvMSY

https://www.mdpi.com/2071-1050/9/10/1889

more

https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en

https://publications.jrc.ec.europa.eu/repository/handle/JRC128040

https://unesdoc.unesco.org/ark:/48223/pf0000247444

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

https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en

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

https://ehea.info/page-student-centred-learning

Resources

https://handbook.monash.edu/2021/units/MEC6884

https://plantscience.uonbi.ac.ke/program-content-type/bachelor-science-agriculture

https://onlinelibrary.wiley.com/doi/10.1002/sd.2286

https://www-esdmphil.eng.cam.ac.uk/about-the-programme/prog-structure/core-modules/esd-560

https://catalogue.leeds.ac.uk/

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

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

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.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

more

https://www.up.pt/portal/en/educational-innovation/teaching-and-learning/approaches/pbl/

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

https://www.ku.dk/studies/masters/environmental-and-natural-resource-economics

Resources

https://www.setu.ie/courses/certificate-in-green-sustainable-pharmaceutical-production

https://studiegids.universiteitleiden.nl/courses/114482/sustainable-development-big-issues-new-answers

https://pubs.aip.org/aapt/ajp/article-abstract/91/9/667/2906668/A-course-on-climate-change-and-sustainable?redirectedFrom=fulltext

https://repository.tudelft.nl/record/uuid:a6aaebdd-ec30-4a72-a609-ac128f25a470

https://campus.tum.de/tumonline/ee/ui/ca2/app/desktop/#/slc.tm.cp/student/courses/950696408?$scrollTo=toc_overview

https://www.umu.se/en/education/courses/media-communication-and-sustainable-development/

https://ocasys.rug.nl/current/catalog/course/PSMSB-2

https://www.bristol.ac.uk/unit-programme-catalogue/UnitDetails.jsa?ayrCode=31%2F32&unitCode=SEMTM0008

https://pubs.aip.org/aapt/ajp/article-abstract/91/9/667/2906668/A-course-on-climate-change-and-sustainable?redirectedFrom=fulltext

https://ws.engr.illinois.edu/custom/getsyllabus.asp?id=2023

https://education.ki.se/course-syllabus/4TX036

https://www.drps.ed.ac.uk/23-24/dpt/cxcmse11522.htm

https://apps.uc.pt/courses/EN/unit/81667/16381/2024-2025?common_core=true&type=ram&id=5981

https://resources.environment.yale.edu/courses/detail/824

https://www.unibo.it/en/study/course-units-transferable-skills-moocs/course-unit-catalogue/course-unit/2023/400627

Resources

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:

Education for Sustainable Development (EDS)

Sustainable Development

more cards

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:

“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.

Student-centred learning

“Student-centred learning (SCL) is an approach to education, which aims at overcoming some of the problems inherent to more traditional forms of education by focusing on the learner and their needs, rather than being centred around the teacher's input.

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)

Sustainability competences

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)

GLOSSARY

Final Quiz of the module

10

Course completed!

Acknowledgements

Create a safe and inclusive space where students feel comfortable expressing their thoughts and opinions on sustainable development issues. Encourage open dialogue and respectful exchange of ideas, allowing students to explore diverse perspectives and challenge their own assumptions.

Encourage Open Dialogue

Lund University's dedication to sustainability in education is rooted in several pivotal documents designed to influence teaching methodologies throughout the institution. The Sustainable Development Policy establishes the university's primary objectives for embedding sustainability across its operations, including educational practices. The Education Quality Policy establishes benchmarks for academic excellence, requiring that relevant perspectives on sustainable development are emphasised in education. The Education Strategy offers a comprehensive plan, emphasising teaching methods that integrate sustainability.

LU Sustainability Policy in L&T

LU Sustainability Policy

The program aims to direct innovation towards more sustainable outcomes by examining manufacturing, design, and business-model perspectives. It will address contemporary issues in the field, including sustainability design principles.

Innovations in Sustainable Design and Manufacturing module

Innovations in Sustainable Design and Manufacturing

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment module

The Wild Literature and the Environment module

Impact of toxic chemicals and pollution on global health and sustainable development. It covers topics such as the Sustainable Development Goals (SDGs) related to toxicology, global environmental changes, and sustainable lifestyles.

Global Toxicology in a Sustainable Society module

Global Toxicology in a Sustainable Society

Hint: You embed Education for Sustainable Development (ESD) in learning and teaching, from course design to assessment. It includes key sustainable development issues like biodiversity, poverty, and climate change, using interdisciplinary learning, case studies, and expert lectures. Assessments may involve projects, portfolios, and peer reviews.

Hint: You incorporate in your course contents that address sustainable development, as, for example, specific modules describing the current challenges and needs, approaches based in systems thinking and interdisciplinarity, and/or designing a whole course related to the topic.

Encourage students to critically evaluate sustainability issues and develop solutions to complex problems. This could involve analyzing conflicting perspectives, evaluating the effectiveness of sustainability initiatives, and considering the ethical implications of different actions

Encourage students

The Institute for Sustainable Development (IDS) is a new interdisciplinary academic division linked with all 18 faculties of Catholic University, as well as the UC College and the Villarrica Regional Headquarters. The IDS is a collaborative initiative designed to address the challenges arising from the socio-environmental crisis. The aim of IDS is to enhance UC's role in sustainable development by providing an academic platform for transformative teaching, interdisciplinary and transdisciplinary research, and community partnerships

Institute for Sustainable Development (IDS)

Institute for Sustainable Development (IDS)

Incorporate case studies and examples that illustrate sustainability concepts in action. This could involve analyzing sustainability initiatives in different industries or exploring successful sustainability projects in your community.

Use case studies and real-world examples

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 Institute for Sustainable Development (IDS) is a new interdisciplinary academic division linked with all 18 faculties of Catholic University, as well as the UC College and the Villarrica Regional Headquarters. The IDS is a collaborative initiative designed to address the challenges arising from the socio-environmental crisis. The aim of IDS is to enhance UC's role in sustainable development by providing an academic platform for transformative teaching, interdisciplinary and transdisciplinary research, and community partnerships

Institute for Sustainable Development (IDS)

Institute for Sustainable Development (IDS)

Through this university-wide initiative to guide, link, aid, and streamline sustainability endeavours throughout the campus, Sustainable Stanford aims to set a precedent as a practical demonstration of sustainability principles in action. One of the actions is the integration of the topic in existing modules, promoting the approach of Living Labs, etc.

Sustainable Stanford

Sustainable Stanford

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment course

The Wild Literature and the Environment module

Questions for self-reflection

Here are some ways to achieve this: - Encourage Open Dialogue - create a safe and inclusive space where students feel comfortable expressing their thoughts and opinions on sustainable development issues. Encourage open dialogue and respectful exchange of ideas, allowing students to explore diverse perspectives and challenge their own assumptions. - Facilitate Experiential Learning - Provide opportunities for hands-on, experiential learning activities that immerse students in real-world sustainability challenges. This could include field trips, service-learning projects, or simulations that encourage active engagement and critical reflection. - Promote Interdisciplinary Approaches - emphasize the interconnectedness of environmental, social, and economic systems by incorporating interdisciplinary perspectives into your teaching. Encourage students to explore the complex interactions between different aspects of sustainable development and consider how their own discipline contributes to broader sustainability goals. - Encourage Self-Reflection - incorporate reflective practices into your teaching to encourage students to critically reflect on their own values, beliefs, and behaviors in relation to sustainable development. Provide opportunities for journaling, self-assessment, or group discussions where students can examine their personal attitudes and motivations for sustainability action. - Emphasise Systems Thinking - teach students to think systemically by examining the interconnectedness and interdependence of environmental, social, and economic systems. Help them understand how changes in one area can have ripple effects across multiple dimensions of sustainability, fostering a holistic perspective on complex issues. - Challenge Assumptions and Paradigms - encourage students to question conventional wisdom and challenge dominant paradigms related to sustainable development. Explore alternative viewpoints, indigenous knowledge systems, and grassroots movements that offer fresh perspectives on sustainability issues. - Promote Active Citizenship - empower students to become active agents of change by engaging them in projects and initiatives that promote sustainability in their communities. Encourage them to identify opportunities for positive action and develop the skills and confidence to advocate for sustainable solutions. - Provide Mentorship and Support - offer mentorship and support to students as they navigate their transformative learning journey in sustainable development. Serve as a guide and facilitator, providing feedback, encouragement, and resources to help them develop their understanding and capabilities in this area.

The program aims to direct innovation towards more sustainable outcomes by examining manufacturing, design, and business-model perspectives. It will address contemporary issues in the field, including sustainability design principles.

Innovations in Sustainable Design and Manufacturing module

Innovations in Sustainable Design and Manufacturing

UNESCO, 2017

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.

Impact

When designing learning and teaching activities and materials as, for example, the resources used, take into consideration the consequences at a long-term of the sustainable development privileging the digital formats instead paper, understanding the sources and production of consumables for laboratories, etc.

The course intends to steer innovation towards more sustainable results. The module will examine manufacturing, design, and business-model viewpoints, addressing current issues such as sustainability design principles (including ecological, social, inclusive, and holistic-system perspectives), value considerations, the circular economy, risk management, and resilience in global supply chains, and organisational hurdles in implementing and progressing sustainability initiatives.

Innovations in Sustainable Design and Manufacturing

Innovations in Sustainable Design and Manufacturing

This course tackles the major issues of the twenty-first century, such as access to water, food, energy, and shelter, along with justice, all within the framework of a destabilizing climate and environmental resource degradation. It examines the principles, concepts, contexts, issues, and applications of sustainable development from various disciplinary perspectives, aiding students in understanding these debates and reflecting on their own viewpoints.

Sustainable Development 1a course link

Sustainable Development 1a: Introducing Sustainable Development

University of Edinburgh

Environmental psychology course

Environmental psychology studies the transaction between humans and their natural and built environment. Learning outcomes: . Evaluate how psychologists contribute to fostering a sustainable society. . Describe the interactions between humans and their natural and built environments. . Recognise the individual, social, and cultural factors that impact environmental behaviour. . Apply psychological theories and methods to understand and address environmental issues. . Identify interventions that can be used to manage environmental challenges . etc.

Environmental psychology

EHEA - Student-centred learning

European Higher Education Area

"In the Yerevan Communiqué (2015), the Ministers confirmed that "Enhancing the quality and relevance of learning and teaching is the main mission of the EHEA.""We will encourage and support higher education institutions and staff in promoting pedagogical innovation in student-centred learning environments and in fully exploiting the potential benefits of digital technologies for learning and teaching.""

The course aims to furnish with a comprehensive framework to deepen the comprehension of the health repercussions of climate change and to equip with the skills to advocate for sustainability within the clinical practice. The course is structured by medical specialties, including anaesthesia, general practice, radiology, psychiatry, surgery, and internal medicine. Residents are encouraged to investigate climate-related health issues across the full spectrum of medical disciplines.

Sustainability in medicine: Action plan for a climate emergency course

Sustainability in medicine: Action plan for a climate emergency

Organize debates or structured discussions where students explore different perspectives on environmental, social, and economic issues. Encourage them to defend their positions using evidence and logical reasoning. This promotes critical thinking and helps students understand the complexity of these issues.

Organize debates or structured discussions

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment module

The Wild Literature and the Environment module

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

Acknowledgements

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”

“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

This module will present the concepts, principles, and theoretical foundations of green and sustainable chemistry, framed within the context of the United Nations Sustainable Development Goals (UN SDGs) and systems-thinking.

Principles & Systems Thinking in Green & Sustainable Chemistry course

Principles & Systems Thinking in Green & Sustainable Chemistry

The course intends to provide the following learning outcomes: . Understand theoretical concepts and current debates in sustainability. . Explain how territorial management aids sustainable development. . Understand the impacts of leisure and tourism on regions, economies, and societies. . Identify key trends in leisure and tourism, including supply, demand, and destinations. . Discuss how innovation and creativity boost tourism competitiveness. . Recognise planning as essential for preserving tourism resources and enhancing benefits. . Demonstrate the importance of planning and management in tourism with models and case studies. . Analyse leisure and tourism policies and their outcomes across different regions.

Leisure, tourism and territorial sustainability course

Leisure, tourism and territorial sustainability

Impact of toxic chemicals and pollution on global health and sustainable development. It covers topics such as the Sustainable Development Goals (SDGs) related to toxicology, global environmental changes, and sustainable lifestyles.

Global Toxicology in a Sustainable Society module

Global Toxicology in a Sustainable Society

This allows students to gain insights from experts and see sustainability concepts applied in real-world contexts.

Invite guest speakers from relevant fields or organize field trips to sustainability-focused organizations.

Incorporation

In accordance with your students learning needs and the specificities of the discipline/study field, you decide to incorporate in your study program contents that address sustainable development, as, for example, specific modules describing the current challenges and needs, approaches based in systems thinking and interdisciplinarity, and/or designing a whole or specific/separate/special ? course related to the topic.

Learning goals of the course: • Establish a baseline understanding of the current state of sustainability in the aviation industry • Instill “sustainability thinking” for use on future complex, multi-disciplinary problems • Relate high-level ideas of energy, power, propulsion, operations and systems design • Understand and model implications of power and energy life cycles • Demonstrate technical independence and effective communication of critical ideas

Sustainable Aviation course

Sustainable Aviation

Emphasize the interconnectedness of environmental, social, and economic systems by incorporating interdisciplinary perspectives into your teaching. Encourage students to explore the complex interactions between different aspects of sustainable development and consider how their own discipline contributes to broader sustainability goals.

Promote Interdisciplinary Approaches

Organise

Integrate

Promote

Provide

Awareness

Promote awareness and improve or support/facilitate advancement of students’ competences and mindsets in relation to sustainable development

Incorporate reflective practices into your teaching to encourage students to critically reflect on their own values, beliefs, and behaviors in relation to sustainable development. Provide opportunities for journaling, self-assessment, or group discussions where students can examine their personal attitudes and motivations for sustainability action.

Encourage Self-Reflection

An intermediate-level course for physics students, addressing Sustainable Development through active learning and group projects.

Physics for Sustainable Development course

Physics for Sustainable Development

• Participatory Action Research

• Jigsaw/Interlinked Teams

• Community Service Learning

Social Pedagogical Approaches

The program aims to direct innovation towards more sustainable outcomes by examining manufacturing, design, and business-model perspectives. It will address contemporary issues in the field, including sustainability design principles.

Innovations in Sustainable Design and Manufacturing module

Innovations in Sustainable Design and Manufacturing

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment module

The Wild Literature and the Environment module

Provide opportunities for hands-on, experiential learning activities that immerse students in real-world sustainability challenges. This could include field trips, service-learning projects, or simulations that encourage active engagement and critical reflection.

Facilitate Experiential Learning

For this you will need pedagogical strategies (see slide 8) that foster active learning, critical thinking, and reflection. Here are some effective approaches: - Try Problem-based Learning (PBL). Present students with authentic, real-world problems related to environmental, social, or economic issues. Allow them to work collaboratively to analyze the problem, conduct research, and propose solutions. PBL encourages critical thinking and problem-solving skills while addressing complex issues. - Organize debates or structured discussions where students explore different perspectives on environmental, social, and economic issues. Encourage them to defend their positions using evidence and logical reasoning. This promotes critical thinking and helps students understand the complexity of these issues. - Use case studies to examine how environmental, social, and economic factors intersect in real-world scenarios. Analyzing case studies allows students to apply theoretical concepts to practical situations, fostering critical thinking and decision-making skills. - Integrate service-learning projects into your curriculum where students address environmental, social, or economic issues through community service. This experiential learning approach combines academic learning with real-world action, encouraging critical reflection and civic engagement. - Incorporate reflective writing assignments where students analyze their own beliefs, values, and experiences related to environmental, social, and economic issues. This encourages metacognition and helps students develop a deeper understanding of these complex topics. - Utilise multimedia resources, such as documentaries, podcasts, or interactive simulations, to engage students and facilitate critical inquiry into environmental, social, and economic issues. Technology can also provide platforms for collaborative learning and research.

This course aims to focus on the interdisciplinary nature of the field, equipping learners with comprehensive knowledge to grasp the potential applications of nanotechnology at the intersection of Energy, Environment, and Sustainable Development

Nanomaterials for Sustainable Energy and Environment course

Nanomaterials for Sustainable Energy and Environment

Engineering

Empower students to become active agents of change by engaging them in projects and initiatives that promote sustainability in their communities. Encourage them to identify opportunities for positive action and develop the skills and confidence to advocate for sustainable solutions.

Promote Active Citizenship

Sustainable engineering systems are designed to use resources efficiently, ensuring they meet demands without depleting supplies and can even enhance resource availability. The module encourages a re-evaluation of engineering practices. It encompasses methods like water harvesting, power co-generation, and utilising renewable energy sources. More fundamentally, it involves creating intelligent, adaptable structures and technologies

Sustainable engineering systems course

Sustainable engineering systems

Provide opportunities for students to engage in hands-on activities or experiential learning projects related to sustainability. This could involve conducting environmental audits, participating in community service projects, or designing solutions to real-world sustainability challenges.

Try experiential learning

An overview of the legal obligations and foundational principles of key American legislation, such as the Clean Air Act, Clean Water Act, and laws covering waste, food safety, and hazardous materials. This course explores current methods for managing pollution and resources, alongside emerging regulatory tactics like economic incentives, voluntary emission cuts, and transparency mandates.

Environmental Law and Policy course

Environmental Law and Policy

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!

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

The course is part of the teacher training program: . It examines how evolving knowledge shapes the perception of education for sustainable development. . It emphasises understanding diverse interpretations of knowledge and their role in fostering a sustainable society. . Students will learn to choose methods and organise their teaching effectively. . Through lectures, textbooks, and seminars, the course promotes a critical and reflective stance on sustainable development from various perspectives.

Knowledge forming and sustainable development course - *pdf format

Knowledge forming and sustainable development

Objectives of the course:

• Describe current sustainability challenges and their connection to global cycles and processes.
• Explain key sustainability concepts and analyze sustainability problems using various methodologies.
• Be able to defend and present scientific findings on sustainability to diverse audiences.

Sustainable Development: Big Issues New Answers module

Sustainable Development

Big Issues New Answers

Objectives of the course:

• Describe current sustainability challenges and their connection to global cycles and processes.
• Explain key sustainability concepts and analyze sustainability problems using various methodologies.
• Be able to defend and present scientific findings on sustainability to diverse audiences.

Sustainable Development: Big Issues New Answers course

Sustainable Development

Big Issues New Answers

- Organise debates or structured discussions where students explore different perspectives on environmental, social, and economic issues. Encourage them to defend their positions using evidence and logical reasoning. This promotes critical thinking and helps students understand the complexity of these issues. - Integrate service-learning projects into your curriculum where students address environmental, social, or economic issues through community service. This experiential learning approach combines academic learning with real-world action, encouraging critical reflection and civic engagement. - Promote Active Citizenship - empower students to become active agents of change by engaging them in projects and initiatives that promote sustainability in their communities. Encourage them to identify opportunities for positive action and develop the skills and confidence to advocate for sustainable solutions. - Provide Mentorship and Support - offer mentorship and support to students as they navigate their transformative learning journey in sustainable development. Serve as a guide and facilitator, providing feedback, encouragement, and resources to help them develop their understanding and capabilities in this area.

Awareness

Promote awareness and improve or support/facilitate advancement of students’ competences and mindsets in relation to sustainable development

This can be done in number of ways: - Identify Relevant Topics - Assess your course objectives and identify areas where sustainability concepts can be integrated. This can include discussions on environmental conservation, social justice, ethical business practices, or sustainable development goals. - Try to apply interdisciplinary approach - explore connections between sustainability and other disciplines relevant to your course. For example, in a business course, you could discuss sustainable business practices or the role of corporations in addressing environmental challenges. - Use case studies and real-world examples - incorporate case studies and examples that illustrate sustainability concepts in action. This could involve analyzing sustainability initiatives in different industries or exploring successful sustainability projects in your community. - Try experiential learning - provide opportunities for students to engage in hands-on activities or experiential learning projects related to sustainability. This could involve conducting environmental audits, participating in community service projects, or designing solutions to real-world sustainability challenges. - Invite guest speakers from relevant fields or organize field trips to sustainability-focused organizations. This allows students to gain insights from experts and see sustainability concepts applied in real-world contexts. - Incorporate sustainability in your teaching practices by reducing waste, incorporating digital resources, and promoting sustainable behaviors in the classroom. - Encourage students to critically evaluate sustainability issues and develop solutions to complex problems. This could involve analyzing conflicting perspectives, evaluating the effectiveness of sustainability initiatives, and considering the ethical implications of different actions

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

Hint: You take into consideration the consequences at a long-term of the sustainable development when designing learning and teaching activities and materials as, for example, the resources used, privileging the digital formats instead paper, understanding the sources and production of consumables for laboratories, etc.

The University of Melbourne has developed a Sustainability Strategy that involves embedding sustainability principles into teaching and learning. They provide courses that integrate sustainable concepts, motivating students to tackle practical sustainability challenges through research and hands-on projects.

Sustainability plan 2030

Sustainability Plan

The course offers both strategic and technical insights into discussions surrounding ESG (Environmental, Social, and Governance) decision-making, reporting standards, investor responsibilities, and the latest trends in integrating environmental and social factors into investment processes. It is ideal for students aiming for careers in investment management who wish to deepen their understanding of environmental and social risks and opportunities within portfolios. Additionally, it is valuable for any students involved in organisations facing investment pressures concerning their ESG impact.

Accounting, sustainability and finance course

Accounting, sustainability and finance

The course intends to steer innovation towards more sustainable results. The module will examine manufacturing, design, and business-model viewpoints, addressing current issues such as sustainability design principles (including ecological, social, inclusive, and holistic-system perspectives), value considerations, the circular economy, risk management, and resilience in global supply chains, and organisational hurdles in implementing and progressing sustainability initiatives.

Innovations in Sustainable Design and Manufacturing

Innovations in Sustainable Design and Manufacturing

Humanities

Business & Economics

Natural Sciences

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!

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

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

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

Education for Sustainable Development (EDS)

Hint: You promote awareness and enhance students’ competences and mindsets in sustainable development through diverse pedagogical strategies. These may include: (i) universal approaches, such as case studies and concept maps; (ii) community and social justice-focused methods, like participatory action research; and (iii) environmental education techniques, such as traditional ecological knowledge. These strategies foster the development of key sustainable development competences.

The University of Melbourne has developed a Sustainability Strategy that involves embedding sustainability principles into teaching and learning. They provide courses that integrate sustainable concepts, motivating students to tackle practical sustainability challenges through research and hands-on projects.

Sustainability plan 2030

Sustainability Plan

An intermediate-level course for physics students, addressing Sustainable Development through active learning and group projects.

Physics for Sustainable Development course

Physics for Sustainable Development

Education

Key Actions: 1. Identify relevant SDGs: Review the list of 17 SDGs and select those that naturally align with your course content. For example:

• A biology course might focus on SDG 13 (Climate Action).
• An engineering course might focus on SDG 9 (Industry, Innovation, and Infrastructure).

2. Set measurable learning outcomes: Frame course objectives in terms of how students will contribute to these SDGs, e.g., “Students will evaluate renewable energy solutions to reduce greenhouse gas emissions.”

Alignment

Align Course Objectives with Sustainable Development Goals (SDGs)

Impact of toxic chemicals and pollution on global health and sustainable development. It covers topics such as the Sustainable Development Goals (SDGs) related to toxicology, global environmental changes, and sustainable lifestyles.

Global Toxicology in a Sustainable Society course

Global Toxicology in a Sustainable Society

. Project and/or Problem-based learning

. Mind and Concept maps

. Lecturing

. Interdisciplinary team teaching

. Case Studies

Universal 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:

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment course

The Wild Literature and the Environment module

Incorporate sustainability in your teaching practices by reducing waste, incorporating digital resources, and promoting sustainable behaviors in the classroom.

Incorporate sustainability in your teaching practices

Objectives of the course:

• Describe current sustainability challenges and their connection to global cycles and processes.
• Explain key sustainability concepts and analyze sustainability problems using various methodologies.
• Be able to defend and present scientific findings on sustainability to diverse audiences.

Sustainable Development: Big Issues New Answers course

Sustainable Development

Big Issues New Answers

The course is designed for individuals aiming to deepen their understanding of environmentally friendly and sustainable pharmaceutical manufacturing. It is ideal for those keen to drive change within their organisation. The course will explore the challenges and prospective eco-friendly solutions throughout the entire pharmaceutical production sector.

Green & sustainable pharmaceutical production course

Green & sustainable pharmaceutical production

This approach has many implications for the design and flexibility of curriculum, course content, and interactivity of the learning process and is being increasingly used at universities across Europe.” Source:

Assess your course objectives and identify areas where sustainability concepts can be integrated. This can include discussions on environmental conservation, social justice, ethical business practices, or sustainable development goals.

Identify Relevant Topics

The program aims to direct innovation towards more sustainable outcomes by examining manufacturing, design, and business-model perspectives. It will address contemporary issues in the field, including sustainability design principles.

Innovations in Sustainable Design and Manufacturing module

Innovations in Sustainable Design and Manufacturing

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment course

The Wild Literature and the Environment module

Impact

When designing learning and teaching activities and materials as, for example, the resources used, take into consideration the consequences at a long-term of the sustainable development privileging the digital formats instead paper, understanding the sources and production of consumables for laboratories, etc.

Business & Economics

Explore connections between sustainability and other disciplines relevant to your course. For example, in a business course, you could discuss sustainable business practices or the role of corporations in addressing environmental challenges.

Try to apply interdisciplinary approach

The aim of the programme is to equip graduates with the expertise and capabilities to effectively manage and sustainably utilise agricultural resources. Students will gain a comprehensive understanding of economic principles, enabling them to address agricultural and environmental challenges holistically.

Agricultural Economics course

Agricultural Economics

The program is dedicated to addressing environmental challenges and ensuring a green transition towards societies that thrive in both environmental and economic sustainability.

Sustainable Development - Theory and Policy course link

Sustainable Development - Theory and Policy

University of Copenhagen

Integrate service-learning projects into your curriculum where students address environmental, social, or economic issues through community service. This experiential learning approach combines academic learning with real-world action, encouraging critical reflection and civic engagement.

Integrate service-learning projects

Teach students to think systemically by examining the interconnectedness and interdependence of environmental, social, and economic systems. Help them understand how changes in one area can have ripple effects across multiple dimensions of sustainability, fostering a holistic perspective on complex issu

Emphasise Systems Thinking

Course provides students with the tools to understand issues related to the economics of natural resources and its relationship with economic sustainability.

Sustainable Resource Economics and Policy course

Sustainable Resource Economics and Policy

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.

Sustainable Development Competenses

Impact of toxic chemicals and pollution on global health and sustainable development. It covers topics such as the Sustainable Development Goals (SDGs) related to toxicology, global environmental changes, and sustainable lifestyles.

Global Toxicology in a Sustainable Society course

Global Toxicology in a Sustainable Society

Incorporate reflective writing assignments where students analyze their own beliefs, values, and experiences related to environmental, social, and economic issues. This encourages metacognition and helps students develop a deeper understanding of these complex topics.

Incorporate reflective writing assignments

This course aims to focus on the interdisciplinary nature of the field, equipping learners with comprehensive knowledge to grasp the potential applications of nanotechnology at the intersection of Energy, Environment, and Sustainable Development

Nanomaterials for Sustainable Energy and Environment course

Nanomaterials for Sustainable Energy and Environment

Humanities

The course focuses on media, communication, and journalism and their importance for sustainable development in society, both at a local and global level. It provides a comprehensive understanding of pertinent theoretical viewpoints in this field and demonstrates the potential roles that media, communication, and journalism can fulfil in fostering sustainable development and societal transformation

Media, communication and sustainable development course

Media, communication and sustainable development

Utilise multimedia resources, such as documentaries, podcasts, or interactive simulations, to engage students and facilitate critical inquiry into environmental, social, and economic issues. Technology can also provide platforms for collaborative learning and research.

Utilise multimedia resources

The course is designed for individuals aiming to deepen their understanding of environmentally friendly and sustainable pharmaceutical manufacturing. It is ideal for those keen to drive change within their organisation. The course will explore the challenges and prospective eco-friendly solutions throughout the entire pharmaceutical production sector.

Green & sustainable pharmaceutical production course

Green & sustainable pharmaceutical production

Education

• Traditional Ecological Knowledge

• Supply chain/Lify cycle analysis

• Placed-based environmental education

• Eco-justice and community

Environmental Pedagogical Approaches

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment module

The Wild Literature and the Environment module

. Traditional Ecological Knowledge

. Supply chain/Lify cycle analysis

. Placed-based environmental education

. Eco-justice and community

Environmental Pedagogical Approaches

The program is dedicated to addressing environmental challenges and ensuring a green transition towards societies that thrive in both environmental and economic sustainability.

Sustainable Development - Theory and Policy course link

Sustainable Development - Theory and Policy

University of Copenhagen

. Participatory Action Research

. Jigsaw/Interlinked Teams

. Community Service Learning

Social Pedagogical Approaches

Lund University's dedication to sustainability in education is rooted in several pivotal documents designed to influence teaching methodologies throughout the institution. The Sustainable Development Policy establishes the university's primary objectives for embedding sustainability across its operations, including educational practices. The Education Quality Policy establishes benchmarks for academic excellence, requiring that relevant perspectives on sustainable development are emphasised in education. The Education Strategy offers a comprehensive plan, emphasising teaching methods that integrate sustainability.

LU Sustainability Policy in L&T

LU Sustainability Policy

Encourage students to question conventional wisdom and challenge dominant paradigms related to sustainable development. Explore alternative viewpoints, indigenous knowledge systems, and grassroots movements that offer fresh perspectives on sustainability issues.

Challenge Assumptions and Paradigms

The course aims to furnish with a comprehensive framework to deepen the comprehension of the health repercussions of climate change and to equip with the skills to advocate for sustainability within the clinical practice. The course is structured by medical specialties, including anaesthesia, general practice, radiology, psychiatry, surgery, and internal medicine. Residents are encouraged to investigate climate-related health issues across the full spectrum of medical disciplines.

Sustainability in medicine: Action plan for a climate emergency course

Sustainability in medicine: Action plan for a climate emergency

The course is part of the teacher training program: . It examines how evolving knowledge shapes the perception of education for sustainable development. . It emphasises understanding diverse interpretations of knowledge and their role in fostering a sustainable society. . Students will learn to choose methods and organise their teaching effectively. . Through lectures, textbooks, and seminars, the course promotes a critical and reflective stance on sustainable development from various perspectives.

Knowledge forming and sustainable development course - *pdf format

Knowledge forming and sustainable development

Present students with authentic, real-world problems related to environmental, social, or economic issues. Allow them to work collaboratively to analyze the problem, conduct research, and propose solutions. PBL encourages critical thinking and problem-solving skills while addressing complex issues.

Try Problem-based Learning (PBL)

This unit will cover various mathematical methods applicable to modelling socio-technical systems and their use within the wider framework of sustainable development. Techniques explored may encompass complex network theory, simulation technologies, data assimilation, operations research, and the theory of emergent phenomena like tipping points, resilience, and synchronicity.

Mathematical Modelling for Sustainable Development course

Mathematical Modelling for Sustainable Development

Use case studies to examine how environmental, social, and economic factors intersect in real-world scenarios. Analyzing case studies allows students to apply theoretical concepts to practical situations, fostering critical thinking and decision-making skills.

Use case studies

Hint: You incorporate content into the course that addresses sustainable development, such as dedicated modules exploring current challenges and needs, approaches based on systems thinking and interdisciplinarity, or the design of an entire course focused on the topic.

Participants learn why market economies generate pollution and the necessity of regulations. Social solutions to the problem are explored, and participant understand how to evaluate the effectiveness of different control measures and policies.

Environmental Economics course link

Environmental Economics

University of Gothenburg

Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.

The program aims to direct innovation towards more sustainable outcomes by examining manufacturing, design, and business-model perspectives. It will address contemporary issues in the field, including sustainability design principles.

Innovations in Sustainable Design and Manufacturing module

Innovations in Sustainable Design and Manufacturing

Courses in general

This course tackles the major issues of the twenty-first century, such as access to water, food, energy, and shelter, along with justice, all within the framework of a destabilizing climate and environmental resource degradation. It examines the principles, concepts, contexts, issues, and applications of sustainable development from various disciplinary perspectives, aiding students in understanding these debates and reflecting on their own viewpoints.

Sustainable Development 1a course link

Sustainable Development 1a: Introducing Sustainable Development

University of Edinburgh

Natural Sciences

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)

The course intends to provide the following learning outcomes: . Understand theoretical concepts and current debates in sustainability. . Explain how territorial management aids sustainable development. . Understand the impacts of leisure and tourism on regions, economies, and societies. . Identify key trends in leisure and tourism, including supply, demand, and destinations. . Discuss how innovation and creativity boost tourism competitiveness. . Recognise planning as essential for preserving tourism resources and enhancing benefits. . Demonstrate the importance of planning and management in tourism with models and case studies. . Analyse leisure and tourism policies and their outcomes across different regions.

Leisure, tourism and territorial sustainability course

Leisure, tourism and territorial sustainability

The program aims to direct innovation towards more sustainable outcomes by examining manufacturing, design, and business-model perspectives. It will address contemporary issues in the field, including sustainability design principles.

Innovations in Sustainable Design and Manufacturing module

Innovations in Sustainable Design and Manufacturing

Courses in general

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.

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!

(c) Considering ESD assessment approaches (for example, real-world projects, portfolios, case-study analysis, peer and self-assessments, etc).

- Try problem-based learning (PBL). Present students with authentic, real-world problems related to environmental, social, or economic issues. Allow them to work collaboratively to analyze the problem, conduct research, and propose solutions. PBL encourages critical thinking and problem-solving skills while addressing complex issues. - Use case studies to examine how environmental, social, and economic factors intersect in real-world scenarios. Analyzing case studies allows students to apply theoretical concepts to practical situations, fostering critical thinking and decision-making skills. - Incorporate reflective writing assignments where students analyze their own beliefs, values, and experiences related to environmental, social, and economic issues. This encourages metacognition and helps students develop a deeper understanding of these complex topics. - Utilise multimedia resources, such as documentaries, podcasts, or interactive simulations, to engage students and facilitate critical inquiry into environmental, social, and economic issues. Technology can also provide platforms for collaborative learning and research.

(b) Considering Learning & Teaching methods and strategies that foster active learning, critical thinking, and reflection.

- Identify Relevant Topics - Assess your course objectives and identify areas where sustainability concepts can be integrated.- Try to apply interdisciplinary approach - explore connections between sustainability and other disciplines relevant to your course. - Use case studies and real-world examples - incorporate case studies and examples that illustrate sustainability concepts in action. - Invite guest speakers from relevant fields or organize field trips to sustainability-focused organizations.

(a) Addressing key sustainable development issues (for example, biodiversity, poverty, energy consumption, water waste and management, climate change, etc).

Application

Effectively apply the principles of Education for Sustainable Development in all the process or phases of Learning & Teaching, from or including course design, implementation, and assessment. It may be done by:

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

Sustainable engineering systems are designed to use resources efficiently, ensuring they meet demands without depleting supplies and can even enhance resource availability. The module encourages a re-evaluation of engineering practices. It encompasses methods like water harvesting, power co-generation, and utilising renewable energy sources. More fundamentally, it involves creating intelligent, adaptable structures and technologies

Sustainable engineering systems course

Sustainable engineering systems

Course objective is participants to gain the essential knowledge and skills needed to propose, analyze, and assess environmental engineering solutions for Arctic communities.

Environmental Engineering in the Arctic course link

Environmental Engineering in the Arctic

Technical University of Denmark

• Considering ESD assessment approaches (for example, real-world projects, portfolios, case-study analysis, peer and self-assessments, etc).

• (Considering Learning & Teaching methods and strategies that foster active learning, critical thinking, and reflection.

• Addressing key sustainable development issues (for example, biodiversity, poverty, energy consumption, water waste and management, climate change, etc).

Application

Effectively apply the principles of Education for Sustainable Development in all the process or phases of Learning & Teaching, from or including course design, implementation, and assessment. It may be done by:

The University of Cape Town in South Africa has adopted a comprehensive strategy towards sustainability, establishing a specialised institute, the Sustainability Institute, to promote sustainability throughout its activities and educational programmes.

Sustainability Institute of Cape Town University

Sustainability Institute

Participants will learn why market economies generate pollution and the necessity of regulations. Social solutions to the problem will be explored, and participants will understand how to evaluate the effectiveness of different control measures and policies.

Environmental Economics course link

Environmental Economics

University of Gothenburg

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)

An intermediate-level course for physics students, addressing Sustainable Development through active learning and group projects.

Physics for Sustainable Development course

Physics for Sustainable Development

Learning goals of the course: • Establish a baseline understanding of the current state of sustainability in the aviation industry • Instill “sustainability thinking” for use on future complex, multi-disciplinary problems • Relate high-level ideas of energy, power, propulsion, operations and systems design • Understand and model implications of power and energy life cycles • Demonstrate technical independence and effective communication of critical ideas

Sustainable Aviation course

Sustainable Aviation

Incorporation

In accordance with your students learning needs and the specificities of the discipline/study field, you decide to incorporate in your study program contents that address sustainable development, as, for example, specific modules describing the current challenges and needs, approaches based in systems thinking and interdisciplinarity, nd/or designing a whole or specific/separate/special course related to the topic.

Environmental psychology studies the transaction between humans and their natural and built environment. Learning outcomes: . Evaluate how psychologists contribute to fostering a sustainable society. . Describe the interactions between humans and their natural and built environments. . Recognise the individual, social, and cultural factors that impact environmental behaviour. . Apply psychological theories and methods to understand and address environmental issues. . Identify interventions that can be used to manage environmental challenges . etc.

Environmental psychology course

Environmental psychology

Engineering

• Project and/or Problem-based learning

• Mind and Concept maps

• Lecturing

• Interdisciplinary team teaching

• Case Studies

Universal Pedagogical Approaches

Here are some ways to achieve this: - Encourage Open Dialogue - create a safe and inclusive space where students feel comfortable expressing their thoughts and opinions on sustainable development issues. Encourage open dialogue and respectful exchange of ideas, allowing students to explore diverse perspectives and challenge their own assumptions. - Facilitate Experiential Learning - Provide opportunities for hands-on, experiential learning activities that immerse students in real-world sustainability challenges. This could include field trips, service-learning projects, or simulations that encourage active engagement and critical reflection. - Promote Interdisciplinary Approaches - emphasize the interconnectedness of environmental, social, and economic systems by incorporating interdisciplinary perspectives into your teaching. Encourage students to explore the complex interactions between different aspects of sustainable development and consider how their own discipline contributes to broader sustainability goals. - Encourage Self-Reflection - incorporate reflective practices into your teaching to encourage students to critically reflect on their own values, beliefs, and behaviors in relation to sustainable development. Provide opportunities for journaling, self-assessment, or group discussions where students can examine their personal attitudes and motivations for sustainability action. - Emphasise Systems Thinking - teach students to think systemically by examining the interconnectedness and interdependence of environmental, social, and economic systems. Help them understand how changes in one area can have ripple effects across multiple dimensions of sustainability, fostering a holistic perspective on complex issues. - Challenge Assumptions and Paradigms - encourage students to question conventional wisdom and challenge dominant paradigms related to sustainable development. Explore alternative viewpoints, indigenous knowledge systems, and grassroots movements that offer fresh perspectives on sustainability issues. - Promote Active Citizenship - empower students to become active agents of change by engaging them in projects and initiatives that promote sustainability in their communities. Encourage them to identify opportunities for positive action and develop the skills and confidence to advocate for sustainable solutions. - Provide Mentorship and Support - offer mentorship and support to students as they navigate their transformative learning journey in sustainable development. Serve as a guide and facilitator, providing feedback, encouragement, and resources to help them develop their understanding and capabilities in this area.

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.

R. Lozano, 2017

Rodrigo Lozano . Systems thinking . Interdisciplinary work . Anticipatory thinking . Justice, responsibility and ethics . Critical thinking and analysis . Interpersonal relations and collaboration . Empathy and change of perspective . Communication and use of media . Strategic action . Personal involvement . Assessment and evaluation . Tolerance for ambiguity and uncertainty

GreenComp, 2022

GreenComp - The European Sustainability competence framework. Valuing sustainability . Supporting fairness . Promoting nature . Systems thinking . Critical thinking . Problem framing . Futures literacy . Adaptability . Exploratory thinking . Political agency . Collective action . Individual initiative

UNESCO

UNESCO, 2017, page 14

Several authors and tools address Sustainability competences

. Systems thinking . Critical thinking . Anticipatory thinking . Normative thinking . Strategic thinking . Collaboration . Self-awareness . Integrated problem-solving

An overview of the legal obligations and foundational principles of key American legislation, such as the Clean Air Act, Clean Water Act, and laws covering waste, food safety, and hazardous materials. This course explores current methods for managing pollution and resources, alongside emerging regulatory tactics like economic incentives, voluntary emission cuts, and transparency mandates.

Environmental Law and Policy course

Environmental Law and Policy

This module will present the concepts, principles, and theoretical foundations of green and sustainable chemistry, framed within the context of the United Nations Sustainable Development Goals (UN SDGs) and systems-thinking.

Principles & Systems Thinking in Green & Sustainable Chemistry course

Principles & Systems Thinking in Green & Sustainable Chemistry

Hint: You promote awareness and improve students’ competences and mindsets in relation to sustainable development using pedagogical strategies, as for example: i) universal – case studies mind and concept maps; or ii) Community and social justice – participatory action research; or iii) Environmental education - Traditional ecological knowledge, etc, that increase the development of sustainable development competences.

The course Presents the fundamental methodologies of sustainable architecture, urban, and landscape planning, and examines and assesses the intersections and interactions of these disciplines within the overarching system.

Sustainable architecture, urban and landscape planning course

Sustainable architecture, urban and landscape planning

Course provides students with the tools to understand issues related to the economics of natural resources and its relationship with economic sustainability.

Sustainable Resource Economics and Policy course

Sustainable Resource Economics and Policy

Participants will learn why market economies generate pollution and the necessity of regulations. Social solutions to the problem will be explored, and you will understand how to evaluate the effectiveness of different control measures and policies.

Environmental Economics

Environmental Economics

University of Gothenburg

The University of Cape Town in South Africa has adopted a comprehensive strategy towards sustainability, establishing a specialised institute, the Sustainability Institute, to promote sustainability throughout its activities and educational programmes.

Sustainability Institute of Cape Town University

Sustainability Institute

The course Presents the fundamental methodologies of sustainable architecture, urban, and landscape planning, and examines and assesses the intersections and interactions of these disciplines within the overarching system.

Sustainable architecture, urban and landscape planning course

Sustainable architecture, urban and landscape planning

The course offers both strategic and technical insights into discussions surrounding ESG (Environmental, Social, and Governance) decision-making, reporting standards, investor responsibilities, and the latest trends in integrating environmental and social factors into investment processes. It is ideal for students aiming for careers in investment management who wish to deepen their understanding of environmental and social risks and opportunities within portfolios. Additionally, it is valuable for any students involved in organisations facing investment pressures concerning their ESG impact.

Accounting, sustainability and finance course

Accounting, sustainability and finance

Hint: You consider the long-term impact of sustainable development when designing learning and teaching activities and materials. This includes prioritising digital resources over paper, assessing the sources and production of laboratory consumables, and making environmentally responsible choices in resource use.

Offer mentorship and support to students as they navigate their transformative learning journey in sustainable development. Serve as a guide and facilitator, providing feedback, encouragement, and resources to help them develop their understanding and capabilities in this area.

Provide Mentorship and Support

This unit will cover various mathematical methods applicable to modelling socio-technical systems and their use within the wider framework of sustainable development. Techniques explored may encompass complex network theory, simulation technologies, data assimilation, operations research, and the theory of emergent phenomena like tipping points, resilience, and synchronicity.

Mathematical Modelling for Sustainable Development course

Mathematical Modelling for Sustainable Development

Objectives of the course:

• Describe current sustainability challenges and their connection to global cycles and processes.
• Explain key sustainability concepts and analyze sustainability problems using various methodologies.
• Be able to defend and present scientific findings on sustainability to diverse audiences.

Sustainable Development: Big Issues New Answers module

Sustainable Development

Big Issues New Answers

Hint: You create and effectively apply Education for Sustainable Development in all the process of Learning & Teaching from course design, implementation, and assessment. It includes addressing key sustainable development issues, for example, the biodiversity, poverty, energy consumption, water waste and management, climate change, etc. Considering learning & teaching methods and strategies for ESD examples are interdisciplinary learning, experiential learning; problem and project-based learning; case-based studies and concept-maps, sustainable development experts lectures, etc. ESD assessment examples are real projects, portfolios, case-study analysis, peer and self-assessments, etc.

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

An intermediate-level course for physics students, addressing Sustainable Development through active learning and group projects.

Physics for Sustainable Development course

Physics for Sustainable Development

The course focuses on media, communication, and journalism and their importance for sustainable development in society, both at a local and global level. It provides a comprehensive understanding of pertinent theoretical viewpoints in this field and demonstrates the potential roles that media, communication, and journalism can fulfil in fostering sustainable development and societal transformation

Media, communication and sustainable development course

Media, communication and sustainable development

The aim of the programme is to equip graduates with the expertise and capabilities to effectively manage and sustainably utilise agricultural resources. Students will gain a comprehensive understanding of economic principles, enabling them to address agricultural and environmental challenges holistically.

Agricultural Economics course

Agricultural Economics

Course objective is participants to gain the essential knowledge and skills needed to propose, analyze, and assess environmental engineering solutions for Arctic communities.

Environmental Engineering in the Arctic course link

Environmental Engineering in the Arctic

Technical University of Denmark

Through this university-wide initiative to guide, link, aid, and streamline sustainability endeavours throughout the campus, Sustainable Stanford aims to set a precedent as a practical demonstration of sustainability principles in action. One of the actions is the integration of the topic in existing modules, promoting the approach of Living Labs, etc.

Sustainable Stanford

Sustainable Stanford

Social Sciences

Overview: This literature course explores the relationship between literary texts and environmental issues.Content: The curriculum includes readings of classic and contemporary literary works that address themes of nature, ecology, and sustainability. Students analyze how literature reflects and influences environmental attitudes and policies, contributing to the broader understanding of sustainable development.

The Wild: Literature and the Environment course

The Wild Literature and the Environment module

Social Sciences