A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy

Willats, Jessica; Erlandsson, Lina; Molthan‐Hill, Petra; Dharmasasmita, Aldilla; Simmons, Eunice

doi:10.1007/978-3-319-70281-0_5

Cited by 21 publications

(20 citation statements)

References 6 publications

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“…One challenge concerns terminology. Certainly, "sustainable" content and approaches to learning and the education enterprise are currently still being trialled and adapted, and/or incorporated in many curricula around the globe (Barth and Rieckmann 2012;Schneider et al 2018;Willats et al 2018), though often going by other names. Further, the concepts of "sustainable learning" and "sustainable education" are still new to many academics or their meaning is contested.…”

Section: Beneficiariesmentioning

confidence: 99%

Sustainable learning and education: A curriculum for the future

Hays¹,

Reinders

2020

Int Rev Educ

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This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and methods of learning and teaching. These are designed to instil in people the skills and dispositions to thrive in complicated, challenging and ever-changing circumstances, and contribute to making the world a better place. This article contributes to the literature by (1) elucidating the concept and purpose of SLE; (2) enumerating principles of sustainability that apply in the educational and professional development context; and (3) proposing a curriculum for SLE framed as a university course or professional development programme. The authors emphasise the importance of systems and ecological thinking and the essential role of self-sufficiency as both a means and an end of sustainable learning and education. They conclude with a comment on community: the more fully we accept and appreciate our neighbours, organisations and societies as important, interdependent and deserving of a viable future, and the more we engage with them towards positive ends, the more universally accepted the imperative of sustainability will be, and the more likely we are to attain it.

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Section: Beneficiariesmentioning

confidence: 99%

Sustainable learning and education: A curriculum for the future

Hays¹,

Reinders

2020

Int Rev Educ

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“…La educación superior está trabajando para abordar los ODS con actividades de aprendizaje, proyectos académicos, definición de competencias, cursos, actividades extracurriculares, etc. (Albareda-Tiana et al, 2017; SDSN Australia/Pacific (2017); Willats et al, 2018;Brugmann et al, 2019;Leal et al, 2019;Aleixo et al, 2020). De acuerdo con SDSN Australia/Pacific (2017) para que los estudiantes puedan convertirse en implementadores efectivos de los ODS necesitan tanto habilidades transversales y 'competencias clave' que sean relevantes para abordar todos los ODS como una comprensión básica de las áreas temáticas de cada uno de los ODS, así como conocimiento y comprensión del marco de los ODS.…”

Section: Perspectivas De Futurounclassified

¿Qué saben de los ODS los alumnos de la UPV? Análisis preliminar

Lull

Castro

Leiva-Brondo

et al. 2021

Libro De Actas IN-RED 2021: VII Congreso De Innovación Edicativa Y Docencia en Red

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Las universidades juegan un papel importante en el cumplimiento de los Objetivos de Desarrollo Sostenible (ODS), ya que en el proceso de enseñanza-aprendizaje equipan al alumnado con conocimiento y habilidades para abordar los desafíos de la sostenibilidad. Urge la puesta en marcha del conocimiento de los ODS entre profesorado y alumnado, resultando fundamental conocer su nivel previo de conocimiento.Con el fin de evaluar el conocimiento previo sobre los ODS del alumnado de diferentes grados y másteres de la Universitat Politècnica de València (UPV), se diseñó un cuestionario, que fue respondido por un total de 425 alumnos/as de distintas titulaciones de la UPV. El análisis del cuestionario reveló la necesidad de revisar alguna de las preguntas, así como la conveniencia de incluir otras que recojan información sobre fuentes de información e implicaciones profesionales y personales de los ODS. En general, los resultados mostraron un nivel elevado de conocimiento sobre ODS. Las diferencias observadas entre asignaturas podrían estar relacionadas con su contexto dentro de la titulación, así como con el perfil del alumado de cada una de ellas. La información obtenida se orientará al diseño de actividades para la formación del alumado de las distintas asignaturas en relación a los ODS.

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“…Here, Education for Sustainable Development is defined as the process of equipping students with knowledge and understanding, as well as the skills and attributes required to work and live in such a way that safeguards environmental, social and economic wellbeing both now and in the future (QAA, 2014). The project portrayed in this paper is following this definition captured in the 'Future Thinking Framework' used at XXX (Willats et al 2018). Much has been made of the importance of Education for Sustainable Development in a higher education setting, both because of the role of higher education institutions in preparing professionals who will influence society's institutions (Cortese, 2003), but also because of the potential to change behaviours as students are undergoing a major life course transition, making them more likely to shift behaviours (Verplanken et al, 2008).…”

Section: Levels Of Influence On Education For Sustainability In Highementioning

confidence: 99%

“…The adoption of Education for Sustainable Development at an organisational or programme level may be influenced by competition at a higher-level level, whether competition between universities (supported by meso-level instruments such as awards and league tables), or competition within institutions. In this respect, some HEIs are beginning to develop institutionally wide policies around Education for Sustainable Development such as embedding the UN Sustainable Development Goals into their organisational strategies (Fleacă et al, 2018;Willats et al, 2018).…”

Section: Micro-level (Institution and Individual)mentioning

confidence: 99%

Reducing carbon emissions in business through Responsible Management Education: Influence at the micro-, meso- and macro-levels

Molthan‐Hill

Robinson

Hope

et al. 2020

The International Journal of Management Education

Self Cite

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There has long been an understanding that to achieve meaningful progress against sustainability challenges, action is required at multiple levels. With regards to education initiatives, these levels range from macro-level international agreements and activities such as the United Nations Sustainable Development Goals and the United Nations Principles of Responsible Management Education, meso-level influences such as the role of national bodies supporting sustainability in higher education, and micro-level influences such as the commitment of individual universities or departments. However, decision makers are individuals and the development and delivery of such initiatives requires action at the level of the individual. This paper explores the impact of working within and across these different levels and how jointly they help to work towards addressing carbon reductions in a partnership setting between a business school and various organisations. The paper explores the case of an educational initiative carried out in the United Kingdom where students conduct a carbon footprint of an organisation and recommend measures to reduce the company's greenhouse gas emissions. The total recommended greenhouse gas emissions savings from two years of the project were 507, 435 kg CO2e, averaging over 10 tonnes per organisation and 2 tonnes per student. If this project was extended over 5 years and taken on by an additional educator, the potential reductions increase to 2,562,418 kg CO2e. It demonstrates that action undertaken at the micro-level can result in significant impact at the macro-level when scaled up and provide significant benefits to actors across all levels from individuals though to all participating organisations.

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A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy

Cited by 21 publications

References 6 publications

Sustainable learning and education: A curriculum for the future

Sustainable learning and education: A curriculum for the future

¿Qué saben de los ODS los alumnos de la UPV? Análisis preliminar

Reducing carbon emissions in business through Responsible Management Education: Influence at the micro-, meso- and macro-levels

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