Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change

Nicholson, Dawn T.; Vargas, Valeria Ruiz; Skelly, Gerald U.

doi:10.1108/ijshe-07-2022-0225

Cited by 3 publications

(1 citation statement)

References 38 publications

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“…Framing learning within the context of sustainable development is an aspect that has gradually expanded, and thus the conceptual basis is somewhat fragmented and not well-aligned with module assessment. Without diluting the essential skills teaching, there was a desire to exploit the synergies between skills development and key competencies for the SDGs (Nicholson et al, 2023).…”

Section: Aspirations For Learning Designmentioning

confidence: 99%

Transformative learning design for ESD in a skills-based module

Nicholson,

Vargas,

Price

et al. 2024

oSoTL

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The CoDesignS ESD learning design presented in this case study was created by a team of three academics working in collaboration with a team of four, first year undergraduate students at Manchester Metropolitan University (MMU) in the UK. The case study concerns Professional Geographer, an existing undergraduate module focused on academic, personal, and professional skills development. Analysis of the new learning design shows that significant changes have been made to the learning activity types employed, and this is now very close to the idealised breakdown. Also, by integrating a number of new learning activities drawing on transformative pedagogies, the specific learning domains are much more evenly balanced in the new learning design. The new learning design was applied to Professional Geographer in 2022-23 and its impact evaluated. Academic members of the Bootcamp team concluded that the CoDesignS ESD Toolkit provides a tried and tested, robust approach for embedding Education for Sustainable Development (ESD) in curriculum design at MMU. This has resulted in the creation of a suite of Continuing Professional Development (CPD) resources for supporting colleagues to embed ESD. Faculty and Department champions are being identified to help test these resources before integrating them in academic staff development aligned to the University’s new (2023) transformational and active learning Education Strategy. These plans advance MMU’s Sustainability Strategy (2022-26) targets, in which ESD is a key theme. Team members have benefitted personally and professionally from their participation in the Bootcamp. For example, the academic team are now undertaking research to evaluate large scale application of the Toolkit across the institution; the team academic lead is steering the implementation of transformative, active learning pedagogies at institutional level; and a student team member has secured an industrial placement as an Ethics, Sustainability and Policy Coordinator for a large national retailer.

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Section: Aspirations For Learning Designmentioning

confidence: 99%

Transformative learning design for ESD in a skills-based module

Nicholson,

Vargas,

Price

et al. 2024

oSoTL

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Validation of an organizational sustainable development questionnaire: Exploring dimensions and implications

Na-Nan,

Phanniphong,

Niangchaem

et al. 2024

Sustainable Futures

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Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education

Price,

Nicholson,

Dunk

et al. 2024

IJSHE

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Purpose Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings. Design/methodology/approach The approach is mixed-methods action research framed within a revised institutional strategy. The authors place this in the wider context of ESD in higher education. Findings Embedding ESD in curricula and recognition of its relevance across all disciplines were important to stakeholders. These outcomes translated into strategic commitments. Within the first year of the strategy, Carbon Literacy was embedded in almost 20% of courses and in progress in a further 25%; ESD was embedded in 42% of courses and in progress in a further 7%; and over 80% of students agreed with the statement “My course provides me with the opportunities to gain knowledge and skills relating to sustainable development”. Originality/value This work demonstrates effective measures that can be amplified across the sector, framed by two overarching principles that are effective regardless of context: demonstration that sustainability adds value to academic activities and consultation and co-creation to build a shared vision and support for change.

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Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change

Cited by 3 publications

References 38 publications

Transformative learning design for ESD in a skills-based module

Transformative learning design for ESD in a skills-based module

Validation of an organizational sustainable development questionnaire: Exploring dimensions and implications

Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education

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