Exploring Attitudes towards Embedding Education for Sustainable Development in Curriculum Design

Abstract

This paper shares insights from the research conducted during the 2022-2023 Learning Design and Education for Sustainable Development Bootcamp. The Bootcamp was designed by the Association for Learning Design and Education for Sustainable Development (ADLESD) and delivered in collaboration with UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC). The Bootcamp is supported by the CoDesignS ESD Framework and has been executed in collaboration with several prestigious institutions. The study aimed to identify any changes in attitudes towards embedding Education for Sustainable Development (ESD) into curriculum design following the Bootcamp. Using a validated survey that measured four attitude components - affective, perceived control, usefulness, and behavioural - significant variations were observed in the latter three components post-Bootcamp. This shows an increased perception of ESD's practical value, participant confidence in implementing it, and readiness to adjust behaviours to accommodate ESD principles. However, the affective component, or emotional response to ESD, remained largely unchanged, likely due to the Bootcamp participants' self-selection. Particularly notable was the boost in the perceived control element, possibly due to the clear pedagogical framework and toolkit provided during the Bootcamp. This improvement in the Control component and the overall positive impact of the Bootcamp are consistent with feedback obtained from participants in the final evaluation survey. These findings indicate that the Bootcamp and the use of the CoDesignS ESD Framework and Toolkit Planner significantly increased participants' willingness, confidence, and ability to integrate ESD into curriculum design effectively.

CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design

“…However, some would realize that these competencies are similar to the learning outcomes already in place and would look at this toolkit as a way of enhancing those outcomes for sustainability in a balanced way. The toolkit and these objectives can therefore act as a reference point and make it easier to link to possible assessments and projects while keeping existing learning objectives as they are [22]. The presence of some of the ideas in the toolkit in existing courses could also make it more intuitive and easier to incorporate into curricula.…”

“…An overarching theme that emerged during the interview and focus group discussions is the knowledge-action gap. Participants frequently mentioned that there is a gap between theory and hands-on approaches [22,28]. In other words, students understand sustainability concepts and have developed critical thinking skills but are unable to practically create solutions due to a lack of guidance and channels [32].…”

“…A participant explained that students come from diverse backgrounds with different ways of thinking, behaving, and being. Therefore, transforming their perception of the world, how they react to it, and how they integrate into it is very important, as these are ingredients for survival [20,22].…”

“…[1,15] (p. 11). Recent research suggests that the use of the CoDesignS ESD Framework and Toolkit Planner significantly increased participants' willingness, confidence, and ability to integrate ESD into curriculum design effectively [22].…”

“…The CoDesignS ESD Toolkit with its example case studies (referred to as 'cases') and the CoDesignS ESD Toolkit Planner have been developed to support the implementation of the CoDesignS ESD Framework, encouraging a co-creation and co-design approach [45]. The CoDesignS Toolkit takes the form of a set of cards and cases that are freely available to download from the CoDesignS Education for Sustainable Development website under a Creative Commons License [45].…”