Supporting the role of universities in leading individual and societal transformation through education for sustainable development

Elizabeth A C Price,Kate Mori,Carolyn S Hayles,Chris Preist,Patrick Baughan,Rehema M White,James Longhurst,Georgina Gough

doi:10.1007/s43621-021-00058-3

Abstract

There is growing recognition of the value of Education for Sustainable Development (ESD) for all learners, and of the unique role that universities play in the transformation of individuals, institutions and societies towards more sustainable futures. Universities engage and even lead in several areas: education, research and community engagement, all of which are essential in this transformation. Further, given their focus and influence, universities are pivotal to action needed to realise the UN Sustainable Development Goals (SDGs) but, to date, UK university integration of ESD and engagement with the SDGs is relatively limited. In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the SDGs, the UK ESD Guidance has been comprehensively revised to support universities to deliver education which enables students to acquire sustainability competencies, equipping them to play leadership roles in an increasingly uncertain world. In this case study, we critically analyse the role of universities and explore why ESD needs to be more urgently integrated in teaching and learning. We review the barriers to achieving ESD in UK universities at political and institutional levels. Finally, we explore the policy-practice interface and outline how the new UK ESD Guidance can support universities in leading individual and societal transformation through ESD and act as a stimulus for embedding ESD in university curricula in both UK and international contexts. We conclude that universities have as yet unfulfilled potential to explore and facilitate ESD for sustainability leadership.

Highlights

In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the Sustainable Development Goals (SDGs), the United Kingdom (UK) Education for Sustainable Development (ESD) Guidance, has recently been comprehensively revised by Quality Assurance Agency (QAA)/ Advance HE and was published in March 2021
The aim of this paper is to examine the role of leadership on ESD within universities in supporting the individual and societal transformation necessary to create a better future
The consultation document was widely advertised via QAA and Advance HE networks and contributions sought from anyone with an interest in higher education in the UK, including representatives from all four countries of the UK; prospective, current and past students; staff from the full range of higher education providers, including academic staff and staff with responsibilities for quality assurance; and from employers, who depend upon the abilities, skills and knowledge of graduates

Summary

Introduction

We are facing global environmental challenges that threaten to overstep our planetary boundaries, whilst social inequalities have been exacerbated [1, 2]. Sustainable development is offered as a route to envision better futures and address these challenges. It is no longer a marginal concept and has been mainstreamed in policy, business and many practice contexts across society as a whole. The UN Sustainable Development Goals (SDGs) were launched in 2015 to create a global framework and impetus for action in transforming our world for a more sustainable future [3].

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