Integrating sustainability into university teaching

Context

Universities not only have a moral obligation to take an active role in tackling climate change and bringing about environmental justice; they have international obligations under the action plan adopted at COP27 to empower all of society to engage in climate action through education in order to meet Article 12 of the Paris Agreement.  Nevertheless, progress in mainstreaming is slow.  A survey conducted by SOS in 2020 found that whilst 92% of their HE student respondents around the world agree that  all universities and colleges should actively incorporate and promote ‘sustainable development’, 40% report low or no coverage of the concept in their course curriculum (SOS, 2020).  This is reflected in recent research analysing countries’ UNFCCC submissions (McKenzie, 2021) which found that whilst climate change education and communication content appeared in submissions, little was suitable for monitoring purposes and that there were important gaps in activities, with an emphasis on cognitive knowledge over affective and action-oriented approaches. Although many countries have laws, plans and policies for climate change in higher education, few have publicly available budgets for climate change education (UNESCO, 2023) and few call for compulsory climate education as a strategy (Kwauk, 2021). 

The key research question guiding this collaboration is: where is there potential to overcome challenges in integrating environmental sustainability into teaching in the different social contexts of two universities: the University of Belgrade (UB) and University of York (UoY)?

Aims and Objectives

The aim of the collaboration is to exchange experiences in integrating environmental sustainability into higher education (HE) and to explore staff experiences of agency in relation to incorporating environmental sustainability into higher education.  Overall, the fellowship will enable us to:

1. Gain insights into existing structures, projects and policies supporting integration of sustainability into teaching in both universities.
2. Organize meetings with stakeholders and decision makers influencing/ contributing to sustainability integration in both universities.
3. Conduct interviews with staff, in order to understand their perspectives on challenges and supporting practices influencing integration of sustainability into teaching within the specific social context of universities.
4. Share experiences and reflect on different models for integration of sustainability in teaching and further collaboration in this field.