These are the updated resources for 2025-26. You can download these, and they are free to edit/personalise.   

If you would like to collaborate on this, Karen Cripps is happy to support and/or deliver to your university either online or in person.  

 Scroll down for testimonials from educators, career professionals and students   

I have found the 'Careers Storytelling for the SDGs' activity extremely useful and wanted to share my experience of using the resources that you produced. 

I integrated the 'Career Storytelling for the SDGs' into my first year undergraduate module called Developing an Enterprising Mindset in 2025, following its inclusion within the 'Sustainability Mindset toolkit' Enterprise Educator-funded project (2023), and again in 2026 with a new cohort of students. This toolkit has been widely disseminated across workshops and led to further funding through the PRME UK and Ireland Innovative Pedagogy Competition (2024-25).  

To date, I have personally delivered the activity to approximately 230 students. The session enhances the module by encouraging students to reflect on their personal values and engage with critical questioning encouraging them to consider the complex practice of making their own personal connections to the UNESCO sustainability competencies using their lived experiences and reflect upon the impact on their values and future career choices.

Over 2025-2026, I incorporated the accompanying worksheet, which comes with the resource, into the module by inviting students to submit it as a formative assignment. I was impressed with the rich responses by students and the depth of their reflections, and how they planned to consider and prepare themselves for green job opportunities in the future. The completion of the worksheet supported them in producing a summative assessment which required them to consider how their personal values and interests, and the UNSDGs influenced their ideation for a business proposition of their choice.

By embedding this activity within the first year of study, I was able to extend and deepen students’ engagement with the topic through a core second-year module. Teaching the same cohort across both modules ensured continuity of learning and fostered an ongoing dialogue around the issues introduced in the activity.

I particularly like this activity as it shifts the narrative from a predominantly neoliberalist focus on income generation to a consideration of people and planet in business decision making and encourages students to challenge their preconceptions about the aims of business.

                                     Student stories ...