Sustainable Development: Essential Practices For Educational Institutions
By Harjot Dhatt
Radius Global
Our planet and humanity face a unique historical juncture. The 2030 Agenda for Sustainable Development aims to improve the well-being of humanity and the planet equitably, so that all may experience peace and prosperity - a rising tide that lifts all boats.
However, the world has become increasingly complex and uncertain, as exemplified by the global COVID-19 pandemic, necessitating a new vision for how higher education can contribute to the common good.
Given society's growing complexity, a systems-based approach is required to better comprehend the interrelated components, accompanied by a humanistic value system to guide humanity in the right direction.
With the 2030 Agenda's launch in 2015 by the global community, this approach has been adopted, defining specific objectives and targets to foster a healthier, more diverse, equitable, and prosperous world for present and future generations.
The concept of sustainability emphasizes the interdependence of human, animal, and plant welfare with humanity's capacity to coexist harmoniously within the natural environment. In essence, sustainability involves the integration of sustainability principles into the economic, social, and environmental domains. Sustainable development is a model of progress that fulfills the needs of the present generation without jeopardizing the ability of future generations to meet their own requirements.
Embarking on the path of sustainable development will require a profound transformation in how we think and act. To create a more sustainable world and to engage with sustainability-related issues, individuals must become sustainability change makers. This requires knowledge, skills, values, and attitudes that empower individuals to contribute to sustainable development. Education therefore, is crucial for achievement of sustainable development.
Educational institutions, especially in higher education, play a vital role in promoting sustainability and sustainable practices. They can drive sustainability through their core mission of teaching, research, and community engagement. Education for Sustainable Development has been identified as a key enabler for the achievement of the Sustainable Development Goals (Risopoulos-Pichler et al., 2020) (Parry & Metzger, 2023).
Some key practices that education institutes can adopt for sustainable development include:
1. Adopt green practices and policies within campus operations
One key aspect of sustainable development that educational institutions can address is the adoption of sustainable practices within their own operations. Universities and colleges can lead by example by implementing renewable energy sources, energy-efficient technologies, and carbon-neutral initiatives to reduce their environmental footprint. This not only demonstrates a commitment to sustainability but also provides valuable learning opportunities for students to engage with real-world solutions. (Popescu, 2019).
Develop energy-efficient, eco-friendly buildings and implement waste reduction, water conservation, and recycling programs This would also provide students with opportunities for internships and better career prospects in the emerging green economy.
For instance, clean water and sanitation (SDG 6) could be taught as a course within the ecology and-or city planning disciplines, or its principles could be integrated into existing courses across disciplines. In addition, economic growth (SDG 8) and industry, innovation and infrastructure (SDG 9) could be taught as a course within the economics and business disciplines or its principles could be integrated into existing courses.
2. Incorporate sustainability education into the curriculum and pedagogy, and align it with national and global goals and standards.
Furthermore, educational institutions can integrate sustainability into their curriculum, empowering students to develop the critical thinking skills and interdisciplinary knowledge necessary to address complex, multifaceted sustainability challenges (Truţă et al., 2018) (Popescu, 2019). By incorporating sustainability-focused courses, research projects, and experiential learning opportunities, institutions can equip students with the tools to become agents of change, driving progress towards a more sustainable future.
3. Provide opportunities for students to engage in experiential learning
Educational institutions should consider providing a wide range of experiential learning opportunities to foster environmental awareness and action among students. These may include field trips to local environmental conservation sites, hands-on projects that address sustainability challenges, internships with organizations focused on environmental issues, and community service initiatives that engage students in addressing local environmental concerns. To create more of these impactful experiential learning opportunities, colleges and universities should first establish robust partnerships with local organizations, businesses, and community groups actively involved in environmental conservation efforts. Developing active and sustained industry partnerships focused on sustainability should be a key strategic priority for academic institutions, as these collaborations can provide students with invaluable real-world learning experiences and opportunities to apply their knowledge to make a tangible difference in their communities.
4. Think local, act local
Encourage hope by showcasing the results of students' actions. Colleges and universities can install in-house projects that explore the local impacts of the climate crisis and their underlying causes. They can then collaborate with community-focused non-governmental organizations to address these issues through a variety of educational activities, service-learning projects, and community engagement approaches. By highlighting the positive outcomes of student-led initiatives, institutions can inspire their student bodies and local communities to become actively involved in sustainability efforts, fostering a sense of empowerment and agency in addressing the pressing environmental challenges they face.
5. Rebalance Inequalities for Under-represented groups of Society
To further support sustainable development, educational institutions can also prioritize student engagement and retention, particularly among underrepresented or marginalized groups. By creating inclusive and equitable educational opportunities, institutions can contribute to the broader goals of social justice and sustainable development (Truţă et al., 2018).
As outlined in UNESCO's 2030 Agenda for Sustainable Development, ensuring inclusive and equitable quality education is a key priority. Educational institutions can support this goal by implementing policies and practices that address barriers to access and success, such as providing financial aid, mentoring programs, and targeted outreach to underrepresented communities. This not only promotes social equity but also helps to build a diverse pipeline of future leaders and problem-solvers capable of driving sustainable change.
Overall, educational institutions have a critical role to play in fostering sustainable development through a multifaceted approach that encompasses campus operations, curriculum, experiential learning, community engagement, and inclusive practices. By setting an example and empowering students to become active agents of change, these institutions can make significant contributions towards a more sustainable and equitable future. (Fraile et al., 2020) (Truţă et al., 2018)
Reference:
Fraile, M N., Lacambra, A M M., & Vélez, A P. (2020, April 21). Sustainability Teaching Tools in the Digital Age. Multidisciplinary Digital Publishing Institute, 12(8), 3366-3366. https://doi.org/10.3390/su12083366
Parry, S E., & Metzger, E P. (2023, January 30). Barriers to learning for sustainability: a teacher perspective. , 6(1). https://doi.org/10.1186/s42055-022-00050-3
Popescu, C. (2019, October 9). Adaptive Sustainable Academic Management Practices. IntechOpen. https://doi.org/10.5772/intechopen.87018
Risopoulos-Pichler, F., Daghofer, F., & Steiner, G. (2020, July 27). Competences for Solving Complex Problems: A Cross-Sectional Survey on Higher Education for Sustainability Learning and Transdisciplinarity. Multidisciplinary Digital Publishing Institute, 12(15), 6016-6016. https://doi.org/10.3390/su12156016
Truţă, C., Pârv, L., & Topală, I. (2018, December 6). Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education. Multidisciplinary Digital Publishing Institute, 10(12), 4637-4637. https://doi.org/10.3390/su10124637