Environmental sustainability of learning and teaching: Thematic Peer Group Report (Learning and Teaching Paper #14)

This report provides an overview of the findings of the EUA Thematic Peer Group “Environmental sustainability of learning and teaching”. The group was tasked with discussing how learning and teaching can embrace and promote sustainability, and whether existing approaches to learning and teaching are sustainable. The report seeks to promote and guide action to enable the embedding of a holistic approach to sustainability in education and learning across higher education institutions. As the UN Sustainable Development Goals (SDGs) frame much of the existing activity and national and international debate in this area, the group chose them as the basis for its discussions. In addition, Education for Sustainable Development, a concept developed by UNESCO that acknowledges the central role of education in supporting sustainable development, guided the group’s work. In higher education, Education for Sustainable Development is not just an objective in itself, but also responds to many other objectives influencing the sector. Examples of such objectives include graduates developing creative approaches to address complex problems, institutions supporting social and economic development within their communities, and institutions instigating an adequate response to the global climate emergency. Sustainability agendas are reflected in multiple frameworks covering the higher education sector, such as the SDG Accord, the UN Academic Impact Initiative, and the Higher Education Sustainability Initiative and incorporation of sustainability issues into the activities of universities is sought by students (e.g. see National Union of Students Skills Survey) Further, the topic is also gaining traction at the European policy level, as evidenced by the European Commission‘s work on a Council Recommendation on Education for Environmental Sustainability. Because of the scope of action necessary to effectively incorporate the sustainability agenda into education and learning, the group argues that this cannot be confined solely to the “sustainability” remit of an institution. Rather, in order to achieve an effective and authentic delivery of sustainability in higher education, institutions need to engage their staff, students and partners in all areas of activity. This requires a transdisciplinary and cross-departmental approach, that aligns and embeds sustainability within all institutional strategic priorities, safeguarding against waning commitment, as for example has been witnessed in the context of the COVID-19 pandemic. The following realms in any institution must be strategically and practically engaged.

• Sustainability as a value must be at the heart of all strategic activities and governance. • Sustainability must be acknowledged and effective as a framework for all educational activity, including all programmes, modules and extra-curricular activities. • Both the scope and delivery of research should be infused with the values of sustainability. • The management of the university and its facilities should reflect sustainability principles, such as the reduction of waste and efficient energy use. By doing so, the estate can serve as a “living lab”, enabling students and staff to experience and practically learn about sustainable lifestyles outside of the formal curriculum. • Institutional procurement strategies should incorporate a commitment to fair trade and to locally and environmentally sustainable principles. • Sustainability principles need to be embedded within civic engagement activities locally, nationally and globally.

In order to achieve this ambition, the group argues that an institution must commit adequate resources, establish a common cause throughout its activities, develop the knowledge and skills of its staff, and be authentic in all its activities. Such a combination of high commitment and high capacity in implementing Education for Sustainable Development will lead to what the group terms “Integrated Impact”.