Special Issue - Bottom-up approach for integrating sustainability in academia

Sustainability in academia involves a comprehensive integration of environmental stewardship, social equity, and economic viability into educational policies, curricula, and institutional operations. This approach is crucial for nurturing an academic culture that supports the holistic development of students as global citizens who are environmentally conscious and socially responsible. Specifically, it encompasses efforts to reduce environmental impacts, promote social justice, and ensure economic efficiency within and beyond the educational setting.

A key component of these efforts is aligning with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4, which aims to ensure inclusive, equitable quality education and promote lifelong learning opportunities. Specifically, SDG 4.7 focuses on equipping all learners with the knowledge and skills needed to promote sustainable development. Integrating sustainability in academics directly supports SDG 4.7 by broadening students’ understanding of sustainability across disciplines and preparing them to address complex global challenges. This approach enhances education quality by embedding critical thinking, problem-solving, and global awareness, which are essential for societal progress.

Despite the critical role of sustainability in shaping the future, academia struggles to fully embed these principles across its core activities, including education, research, operations, and community outreach (Ramos et al., 2015). To address this challenge, this article champions a foundational, bottomup approach to embed sustainability within the academic curricula. This strategic shift is essential not only for educating individuals and preparing them to address contemporary challenges holistically but also for transforming learning environments to produce future professionals capable of contributing effectively to global sustainability efforts, including the broader goals of education for all.

Challenges in sustainability education

There is often a myopic focus on the environmental dimension amongst the students and teachers (Birdsall, 2014; Silveira et al., 2021). This limited perspective neglects the crucial socio-economic aspects that are essential for a comprehensive understanding of sustainability. Sustainability, to be fully appreciated and effectively implemented, must integrate all these dimensions. Education should not only inform about environmental issues but also address the interconnectedness of societal and economic impacts.

Historical efforts and ongoing challenges

Historical efforts following the Talloires Declaration in 1990 began recognizing the role of educational institutions in promoting environmental sustainability (ULSF, 1990). Forums like the one at Macquarie University emphasized integrating sustainability into curricula (Reid & Petocz, 2006). However, initiatives such as the University of Pennsylvania’s Integrating Sustainability Across the Curriculum (ISAC) program have largely focused on specialized sustainability courses rather than integrating them across all disciplines (University of Pennsylvania Environmental Innovations Initiative, 2023). Studies indicate that while some Australian universities have incorporated sustainability in engineering curricula, the integration remains limited (Arefin et al., 2021). Similarly, Spanish universities have introduced sustainability through innovative methods in specific areas (Lafuente-Lechuga et al., 2024). This narrow focus highlights the challenge of achieving seamless integration of sustainability education across disciplines (Usha Iyer-Raniga et al., 2013).

Discrepancies between intent and implementation

The disconnect between initial commitments to sustainability, as outlined in the SDGs, and their comprehensive integration into educational curricula is highlighted by various studies. Observations show that even innovative teaching methods like flipped classrooms for courses such as “Economic Planning" and "Caribbean Social Problems” at the University of the West Indies are exceptions rather than the norm (Griffith & Moore, 2020). Further compounding this issue, the “Rethinking Schooling for the 21st Century” report exposes significant deficiencies in integrating sustainability into school curricula across Asia (Mochizuki & Vickers, 2019). Additionally, a report exposes significant deficiencies in integrating sustainability into school curricula across Asia. Secondary school economics curricula and textbooks were analyzed, revealing that textbooks often omit fundamental sustainability concepts like externality, green growth, limits to growth and planetary boundaries. Moreover, it was found that Indian textbooks inadvertently perpetuate gender norms. Interestingly, Bhutanese curricula that do incorporate sustainability principles still rely on Indian textbooks, which lack these essential teachings. This discrepancy highlights the gap between curricular intent, inspired by the SDGs, and actual educational delivery, emphasizing the need for textbooks that align closely with the curricula to ensure that the intended sustainability concepts are effectively taught.

Takeaways

Moving forward, it is crucial for the academic community to deeply embed sustainability principles from the ground up. By transforming our approach to education, we ensure that students not only learn about sustainability but are also fully prepared to apply these principles across various professional and personal contexts. This not only equips them as informed and capable global citizens who can drive sustainable development but also ensures that future professionals are ready to tackle the complex challenges of our times. Comprehensive commitment to these integrative efforts is essential for securing a sustainable future for all, and fostering an environment where innovation and responsiveness to global challenges flourish.

Srishti Goyal
MSCA - MFP COFUND Fellow
Universitat Rovira i Virgili
srishti.goyal1808@gmail.com

References:

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Birdsall, S. (2014). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20(6), 814–835.

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Usha Iyer-Raniga, A., Mary, D., & Andamon, M. (2013). ProSPER.Net working paper integrating sustainability education into existing and built environment curriculum. https://prospernet.ias.unu.edu/wp-content/uploads/2013/07/PROSPERNET_2013_WP_ENG.pdf