With over 27,000 students and 2,700 staff dispersed across 3 campuses and the Jordanstown Sports Village, the University’s day to day activities have a considerable impact on the environment, society and the economy, both locally in Northern Ireland and globally.
Through our People, Place and Partnership Strategy, we want to deliver Sustainable Futures for All by delivering a transformative student experience, and Education for Sustainable Development (ESD) is key to how we will achieve that.
ESD is an educational approach focused on empowering our students with the knowledge, skills, values, and attitudes to make informed decisions and take responsible actions that creates an economically viable, environmentally sound, and societally just world for present and future generations.
We do this through embedding the UN Sustainable Development Goals in our curriculum and developing a range of competencies in our students through teaching that is critical, inclusive and makes use of active learning.
Staff can access support for ESD in their modules and programmes through the Learning Enhancement Directorate via the staff below:
- Dr Amanda Platt, Senior Lecturer in Higher Education
- Dr Kieran Higgins, Lecturer in Higher Education Practice
The Sustainability website sets out the University’s strategic approach to managing its environmental impact and details the key initiatives both planned and in place to improve environmental performance. The sustainability office can be contacted via sustainability@ulster.ac.uk.
Components of ESD
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The Sustainable Development Goals
The Sustainable Development Goals (SDGs) encompass 17 global objectives set by the United Nations in 2015, intended to be achieved by the year 2030. They aim to focus our attention on a wide range of social, economic, and environmental challenges to create a more sustainable, safer, and prosperous planet for all humanity. All staff should embed the SDGs and their related subject knowledge in their modules and programmes.
To show our support for and raise awareness of the SDGs, Ulster University has taken part in the annual SOS SDGS Teach-In since 2019 and will once again be participating in 2024.
Learn more about how Ulster University's activities support the SDGs.
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Knowing, Being & Doing
Like our Integrated Curriculum Design Framework (ICDF), ESD is centred around giving students more than just subject knowledge and professional skills, but training them in personal and profession competencies that span the needs of a changing and uncertain world. Sometimes, this is called the "head, heart and hands" of ESD:
- Knowing, the head, refers to the cognitive domain of learning, the thinking abilities necessary to understand the problems of an unsustainable world. This includes the competencies of critical thinking, systems thinking and future-thinking.
- Being, the heart, refers to the socio-emotional domain of learning, the personal attributes that enable students to work with others, and to understand and regulate themselves. This includes self-awareness and normative competencies.
- Doing, the head, refers to the behavioural domain of learning, the practical skills that empower students to take action for a more sustainable world. This includes the competencies of collaboration, problem-solving and working collaboratively.
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Teaching that is critical and inclusive, and learning that is active
Critical pedagogy
Critical pedagogy focuses on helping students to recognise and understand the deeper societal structures and inequalities that contribute to unsustainable practices through our teaching. It encourages them to question and challenge these systemic issues, inspire them to actively participate in creating a more sustainable world. Critical pedagogy engages students in thinking about how they can effect change in the wider world.
Inclusive teaching
Inclusive teaching ensures that the diverse needs and perspectives of all learners are addressed. This is crucial in ESD, as sustainable development issues affect people differently based on their geography, culture, socio-economic status, and other factors. An inclusive approach ensures that all voices are heard and respected, fostering a deeper understanding of global interdependencies and encouraging collaborative solutions that are equitable and just.
Active learning
Active learning strategies engage students directly in the learning process, making the education more effective and memorable. This involves hands-on activities, real-world problem solving, and participatory learning experiences. These methods help students to connect theoretical knowledge with practical applications, enhancing their ability to implement sustainable practices in their own lives and communities.
