Our role as an educator is a privilege and a responsibility. A privilege to have the opportunity to teach hungry, open and creative minds, and a responsibility for delivering learning that meets the needs of our  students, now and in their roles following their graduation.

What is Education for Sustainable Development (ESD)?

The UN defines it as:  “a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources.”

The student demand for sustainable development has never been higher; an NUS study found “Eight in every ten students consistently believe that sustainable development should be actively incorporated and promoted by universities, and this increases as respondent’s progress through their studies. International students are significantly more likely to agree that action should be taken by universities in this way.”

Climate change is the biggest global threat of the 21st century and without action it will continue to affect people and our natural environment across the world. Supporting action is a global responsibility, with a UN driven ambition to limit climate temperature increase to no higher than 2oC. These are legally binding commitments which are aimed at every organisation to achieve a reduction of 80% of greenhouse gas emissions by 2050, as set out in the Climate Change Act (2008).

Current graduates will therefore be faced with great challenges, but with those challenges come opportunity. As a teaching institution we must ensure that our students have the necessary knowledge and skills to deal with these issues, and regardless of career sector can drive forwards positive change for a sustainable legacy.

ESD at Greenwich

In January 2015 we started research into the most appropriate approach to deliver ESD. We presented our results to our Academic and Quality Standards Committee (AQSC) in  September 2015. A further piece of research and analysis  to set out approaches for ESD application was initiated in January 2016 and presented to AQSC in July 2016.  This work was supported by the work our Sustainability Hub did in delivering the NUS’s Responsible Futures Framework.

Moving forwards, in 2020-21 the University developed, approved and launched the Curriculum Framework, which includes 8 dimensions that all teaching will have to integrate into teaching and learning, including sustainable development and all areas have the capability of sustainable inclusion:

• Inclusivity
• Personalised learning
• Employment-focused & Industry-led
• International
• Student-informed
• Research and pedagogy-informed
• Wellbeing and
• Sustainable development.

The University’s Academic Council is responsible for ensuring the success of the Curriculum Framework with students represented by our elected SU officers to ensure our teaching is relevant and appropriate. Student representatives were involved with the development of the Curriculum Framework Dimensions with Greenwich Students’ Union Officer Niel Lewis a member of the writing and steering groups of the Sustainable Development Dimensions.

The institutional lead for the Curriculum Framework is Dr Jenny Marie, Head of Academic & Learning Enhancement, ultimate responsibility is with Jane Roscoe, Deputy Vice-Chancellor for Learning and Teaching.

The University provides training and workshops for our academics to learn about the relevance of sustainability in their programmes and we utilise the UN’s Sustainable Development Goals as the framework to illustrate the applicability of sustainability to programmes across the board. Sustainable student inductions are also available.

We still have a way to go, but are committed for sustainability to be included as a core element of all teaching.

Exploration of sustainability can also occur through our ‘living laboratory‘, utilising the campus itself for research.  

Progress is reported to the Sustainability Management Board and including  representatives from all Faculties, Students Union, Directors of Learning and Teaching and Directors of Student Experience.

ESD Community of Practice

A staff led community of practice is available for any staff to join to learn about and share best practice about the application of sustainability in teaching across the university. To join this hybrid meeting please contact sustainability@gre.ac.uk to be added to the members list. This group meets every two months with staff creating the ongoing content.

ESD Greenwich Resource Bank:

To support the delivering of Sustainable Development Teaching and supporting the Curriculum Framework the University has produced a Resource Bank. This is supported by a Moodle site with information to help academic staff identify resources that support their sustainability application in their subject areas.

Shift Conference 2022

Sustainability was one of the four key themes as part of the UoG Shift Conference in 2022, open to UoG and university and other educational experts from national and international HEIs. Many papers, and professional development presentations were given focused on ESD.

The university encourages and supports the inclusion of key issues relating to the university’s sustainability ambitions and expectations into teaching. This for example includes teaching around Fairtrade, and Net Zero Carbon Planning.

ESD Case Studies:

• Simple change tools, Future Fit Framework
• Complete HEA Future Fit Framework
• Examples of ESD in all faculties
• Plymouth 7 Steps to ESD 2012
• Gloucester Educators Guide
• Gloucester Managers Guide
• Lessons and tips from Bradford, Plymouth and Gloucester
• How to include ESD into teaching
• A Framework for Environmental Education Strategies (Monroe et al)

Chapters from ‘The Handbook of Sustainability Literacy’

• Eco-criticism (Greg Garrard)
  • The ability to investigate cultural artefacts from an ecological perspective.
• Optimisation (John Naish)
  • The art of personal sufficiency
    • How our constant striving for greater consumption is driving depression, stress and anxiety, and how consumer culture in on a direct collision course with ecological collapse
  • Grounded Economic Awareness (Satish Kumar)
    • Based on ecological and ethical values. Understanding the broader ecological effects that the pursuit of money as an end it itself has. ‘Place-based economic awareness’
  • Advertising awareness (Arran Stibble)
    • The ability to expose advertising discourses that undermine sustainability
  • Commons Thinking (Justin Kenrick)
    • The ability to envisage and enable a viable future through connected action
  • Systems Thinking (Glenn Strachan )
    • The ability to recognize and analyse the inter-connections within and between systems

For a full list see: http://arts.brighton.ac.uk/stibbe-handbook-of-sustainability/chapters