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The SDGs, Sustainability Competencies and AHEP 4 learning outcomes encourage programme and module leaders to:
The SDGs, Sustainability Competencies and AHEP 4 learning outcomes encourage programme and module leaders to:
identify strategies that support a more equitable and environmentally sustainable future;
raise awareness of relevant education for sustainable development competencies with appropriate sustainable development goals;
introduce and develop sustainability literacies within the context of their discipline;
develop skills that support socially and environmentally critical thinking;
encourage reflection on the value of inclusivity to support education for sustainable development; and
provide opportunities for students to question norms, practices and opinions and their impact on the natural and social environment.
Curriculum design questions for programme and module teams to reflect on:
Curriculum design questions for programme and module teams to reflect on:
Where in our programme/module are we able to explore definitions of sustainability, taking account of social equity, economic viability and environmental sustainability?
Where in our programme/module is there discussion of how we can increase our agency in relation to sustainability?
How does our programme/module support us and our students in developing our active citizenship around social, economic, environmental and cultural global challenges?
Where in our programme/module can we develop the knowledge and skills needed to promote sustainable lifestyles, human rights, gender equality, a culture of peace and non-violence, and an appreciation of cultural diversity?
How will we be able to have safe but challenging discussions about differing views about sustainability?
How is our programme/module preparing students for a working life as changemakers in a greener, more circular economy?
How does our programme/module support students to develop the emotional, intellectual and practical capacities to live well with each other and with the planet in the era of climate change/crisis?
How does our programme/module help us to move from ‘safe’ spaces to ‘brave spaces’ in respect of sustainability?
[Oxford Brookes Future Pathways for Sustainable Development]
By considering these questions, programme and module teams will be able to demonstrate more clearly where the 17 UN Sustainable Development Goals, the 8 UNESCO competencies and the 18 AHEP 4 learning outcomes are articulated and met in their curricula. This is also an ideal opportunity to invite students to co-design the curriculum. Most importantly, students will be able to evidence their learning against these.
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