The launch of our Education for Sustainable Development Framework, represents an important milestone for the sector, drawing on the ESD literature review, and building on the ESD Guidance published in 2021 to support the sector as it builds sustainability into the learning experience of every student.
Education for sustainable development (ESD) aims to support all learners to develop the knowledge, competencies and values to tackle interconnected global challenges, and have a positive impact on economic, social and environmental sustainability. It is encapsulated in UN SDG 4.7:
"By 2030 ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development."
Evidence from Students Organising for Sustainability indicates that 82% of students would like to see sustainable development actively incorporated and promoted through all courses; however, this is experienced by less than 43% of higher education students.
For over a decade, Advance HE and its legacy institution, the Higher Education Academy, have been championing ESD within the education sector. The systematic literature review published in September revealed some excellent emergent practices that support transformational and experiential learning approaches that provide the environment for sustainability competencies to flourish.
The review identified a typology of approaches to embedding ESD, from extra-curricular modules through to trans-disciplinary curricula. However, the review also underscored the need for more strategic and wide-reaching approaches that prepares all students for future careers and developing to develop and progress their sustainable citizenship.
The World Economic Forum recognised the growing importance of growing demand for professionals across all disciplines who understand sustainable development principles and can help implement sustainable strategies in the Future of Work report (2023):
"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 of all ages to make informed decisions and take individual and collective action to change society and care for the planet. ESD is a lifelong learning process and an integral part of quality education. It enhances the cognitive, socio-emotional and behavioural dimensions of learning and encompasses learning content and outcomes. pedagogy and the learning environment itself."
This Framework crystallises the literature since 2016 and builds on the ESD Guidance published jointly with the QAA in 2021. It recognises that everyone has responsibility for ESD: students, educators and colleagues from across the institution. It encourages students to reflect on the competencies they need and where and how they can act for sustainability. It supports individual educators and programme teams to consider what learning environments, teaching and assessment processes are required to facilitate the development of sustainable citizenship. It aims to support institutions prioritising a whole-institution approach where ESD is made a university priority driven by senior and distributed leadership that prevents ESD from becoming siloed within the institution. This requires a comprehensive approach that encompasses policy frameworks, supporting interdisciplinary and interprofessional learning, engagement with community groups and stakeholders.
I hope this Framework will serves as a catalyst for the conversations we urgently need to have within our institutions. It is a call to arms, rallying all stakeholders to come together and align our efforts towards the integration of sustainability into not just what students learn, but how and where they learn. I hope this Framework will support colleagues to transform their curricula and enable our students to become stewards of the planet.