Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education

Abstract

Purpose

Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings.

Design/methodology/approach

The approach is mixed-methods action research framed within a revised institutional strategy. The authors place this in the wider context of ESD in higher education.

Findings

Embedding ESD in curricula and recognition of its relevance across all disciplines were important to stakeholders. These outcomes translated into strategic commitments. Within the first year of the strategy, Carbon Literacy was embedded in almost 20% of courses and in progress in a further 25%; ESD was embedded in 42% of courses and in progress in a further 7%; and over 80% of students agreed with the statement “My course provides me with the opportunities to gain knowledge and skills relating to sustainable development”.

Originality/value

This work demonstrates effective measures that can be amplified across the sector, framed by two overarching principles that are effective regardless of context: demonstration that sustainability adds value to academic activities and consultation and co-creation to build a shared vision and support for change.

Citation

Price, E., Nicholson, D.T., Dunk, R., Lawler, C., Carney, M., Vargas, V.R., Veitch, S., Leigh, S., Singleton, M. and Mottram, S. (2024), "Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education", International Journal of Sustainability in Higher Education, Vol. 25 No. 7, pp. 1333-1350. https://doi.org/10.1108/IJSHE-02-2024-0112