"How can Universities Embed Sustainability into the Curriculum? - This research project, carried out collaboratively through the LSE Changemakers Programme 2024-25, was developed from this question offered by Martina Rotolo, Programme Manager, Education for Sustainability, Eden Centre, The London School of Economics and Political Science (LSE).
Background
Embedding Education for Sustainable Development (ESD) across the teaching and learning experiences is part of LSE’s Sustainability Strategic Plan and also aligns with delivering ‘LSE 2030 Priority 1: Educate for Impact.’ To support this vision and the Eden Centre’s ongoing work under the ‘Education for Sustainability’ vertical, the research goals are twofold; a) enhancing the visibility of ESD commitment and expanding learning opportunities within the school; and b) enabling the adoption of pedagogical best practices. ESD research and implementation are globally channelled through a 4Cs approach encompassing Campus, Curriculum, Culture, and Community (RCECAC, 2013). While the literature review covered the 4Cs, the scope of primary data collection and recommendations is limited to ‘Curriculum’.
Methodology
The research design followed a four-layered approach; REVIEW - LISTEN - INVESTIGATE - REPRESENT. Firstly, we reviewed the existing literature on ESD, including the policy papers published by various United Nations subsidiaries and good practices benchmarked by the LSE Sustainability Programme Manager from around thirty universities. Based on this understanding, we employed three strategic listening-based qualitative research methods: questionnaire surveys from 35 student respondents (from thirteen departments) and five online focus group discussions with a total of fourteen student participants (representing nine departments) to capture their perception of ESD, and three expert interviews with ESD practitioners to triangulate recommendations. Following that, we synthesised the findings from the literature review and primary data through thematic analysis. Lastly, the recommendations are presented as two outputs: a creative and adaptable ESD curriculum integration framework for universities and a catalogue of ideas to enhance ESD’s visibility at LSE.
Data Analysis and Findings
The primary focus of the data collection process was to capture students’ general understanding of ‘sustainability’ and their perception of LSE’s ESD initiatives. Here are some key insights:
a. Only 27% of survey respondents had heard of the LSE Sustainability Strategic Plan, though 84% of them expressed an interest in the environment, sustainability, and climate change. This suggests a potential gap at LSE’s end in disseminating the core ESD message and vision, even among those with the greatest interest.
b. Nearly half of the survey respondents (44%) mentioned that ESD integration is either poor or non-existent in LSE, and 64% of the respondents feel that their modules do not devote enough attention to the environment, climate change, and sustainability even when there is scope for it. This suggests the need to increase the number of courses with direct ESD value and evaluate the existing course curricula from an ESD perspective.
c. “If you want to include sustainability… in almost all courses, you could include it, but I don’t know if it would fit in, and if professors will have the expertise to teach that” | “It’s going to feel as if this concept of sustainability is forced when it’s parachuted on [professors], and it won’t make sense in the flow of the lectures.” These quotes from students express their apprehension about mandatorily embedding ESD in all courses and suggest the need for a strategic, voluntary adoption of ESD.
Recommendations
A catalogue of ideas to enhance ESD’s visibility at LSE under three categories with case references:
Curriculum review and reporting: Appoint department-wise ESD representatives to audit courses and support students in choosing suitable ESD-informed modules.
Outreach: Develop a communication and influence strategy to disseminate information about the LSE Sustainability Strategic Plan and update the course directory with a tagging system that enables students to see the core themes of each module, including various components of ESD. The Eden Centre and the Student Union could also collaboratively deliver ‘ESD Induction Sessions’ during Welcome Week to orient freshers on informed course selection.
Incentivize ESD adoption: Offer awards for contributions to ESD initiatives and create opportunities for practical, skills-focused engagement with ESD in alignment with career goals.
ESD Curriculum Integration Framework
An ESD curriculum integration framework for universities is conceptualised as an easy-to-use template with five layers sequentially covering Course Team, Course Vision, Course Goals, Course Pedagogy, and Course Competencies. It suggests a collaborative, stepwise process for integrating ESD into any course curriculum. For simplicity, these layers have been kept with minimal components drawn from key literature references. Based on the need and complexity of course modules, the Course Team could further expand this framework with new entries. The below illustration showcases an ESD integration pathway for a sample course module using the proposed framework.
The proposed recommendations and the framework offer a starting point to expand the conversation and outreach around ESD at the LSE. However, rigorous research is required to develop pathways and models for supporting students to achieve ESD learning outcomes.
Credits
This research was carried out in collaboration with Joss Harrison and under the guidance of Dr Afroditi Koulaxi. The project was funded and managed by the Eden Centre, LSE, through the LSE Changemakers Programme 2024-25.
