Discover the latest report on SDGs activities carried out by the IAU HESD Cluster members:

2023-24 Activity Report: https://iau-hesd.net/sites/default/files/media_files/IAUHESDClusterReportActivities2023.pdf 

What is the HESD cluster?

Unlike other projects in this area, the IAU Global Cluster on HESD brings HEIs from all continents together, and encourages them to develop joint initiatives and synergies. This project is about bringing together universities to exchange and work on an equal footing.

The Cluster works on all dimensions of the SDGs, combining economic, social, cultural, and environmental sustainability. Especially the cultural dimension of SD will be at the core of this Cluster, since this is an area not touched-upon a lot by others. Yet, due to the diverse nature of the IAU, the association believes that this is the key to successful partnerships and a holistic understanding of the Global Goals.

The Cluster is composed of 16 lead Institutions, each championing and working on one specific SDG while at the same time linking it to other relevant SDGs. Work on goal 17, which consists of multiple organizations working together, is led by IAU. Gradually, additional institutions will be invited on board. The Cluster will be supported, monitored and steered by the IAU Working Group on HESD. Initiatives developed by the Cluster will be made available to all IAU Members.

Read more about the Cluster here: https://www.iau-hesd.net/index.php/IAU-Global-HESD-Cluster 

On 8 July, the opening day of the 2024 High-Level Political Forum (HLPF) for Sustainable Development at the United Nations, Associate Professor Kerry Ryan Chance from the Department of Social Anthropology at the University of Bergen and principal investigator of the Habitable Air research project spoke in the second plenary session, representing both EASG and the IAU. 

This is a full transcript of her speech during the session “Science, technology and innovation: Triggering transformation and sustaining science-driven solutions”:

Thank you, Chairperson.

I represent the Education & Academia Stakeholder Group, the International Association of Universities, the University of Bergen in Norway, and The Habitable Air Project. Air pollution multiplies crises: it negatively impacts public health, heightening cancer and asthma rates among the most vulnerable, and it contributes to global warming. Our multi-country air monitoring study found: (1) a lack of publicly available information about exposure to air pollution, such as SO2, in poor communities; and (2) that regulatory guidelines do not address local or cross-border air pollution effectively. These findings underscore the urgency of SDG#1 – No Poverty, and SDG#13 – Climate Action.

There is a need for governments to work across borders, and together with grassroots communities, to provide more support for those who bear the brunt of air pollution and climate change, and for whom energy transition is a lifeline. There is also a need to measure and make public air pollution’s impacts, to advance research that starts with local knowledges, and for higher education to stand as a strong partner in catalysing this cooperation between sectors (policymakers, industry, academia, and communities).

The Habitable Air Project and its partners, in pursuit of the Sustainable Development Goals, aims to put the unequal distribution of air pollution globally on the agenda for climate change policy at the HLPF and beyond.

Thank you.
 

You can watch the speech in this recording from the UN web TV. Kerry Ryan Chance speaks at 3h12min.

Learn more about the University of Bergen's engagement at the joint side event with IAU at the HLPF 2024 here.

The International Association of Universities and Students Organising for Sustainability (SOS-UK) collaboration for the Responsible Futures supported change programme embeds sustainability through all aspects of teaching and learning. By working in partnership with students at universities around the world, Responsible Futures aims to increase buy-in and support from senior leadership to drive ESD forward, increase capacity and resourcing for developing curricula with sustainability, and foster collaboration and interdisciplinary experiences for students and institutions alike.

As such, we're pleased this month to highlight Responsible Futures International pilot institution Mykolas Romeris University (MRU, Lithuania) and their latest work related to Responsible Futures!

MRU fosters a whole-institution approach to sustainable development by embracing it's environmental, economic and social impact on the local community and society. MRU is committed to learning and sharing their knowledge on ESD by creating new and updating existing study programs, carrying out research and social innovations, implementing national and international projects, organizing events and educational activities.

How are they working to ensure these goals are met?
➡ Consultations with students on sustainability perspectives, knowledge and skills. 
➡ Analysis of student needs and expectations for ESD.
➡ Support from senior leadership and community engagement.

What does MRU have planned for 2024?
💡 Consultation with the academic staff on the competences and confidence for ESD.
📚 Preparation for the student-led audit. 
🔎 Engagement with the student-led audit as part of the Responsible Futures project.

Learn more here about the Responsible Futures International Programme.

See more photos here.

We're thrilled to announce the finalists of the 2024 International Green Gown Awards, delivered by EAUC.

The International Green Gown Awards are endorsed by United Nations Environment Programme and are supported by the Association of Commonwealth Universities (ACU), L’Agence universitaire de la Francophonie (AUF) and International Association of Universities (IAU).

Now in their 10th year, the Awards recognise the outstanding and innovative sustainability projects being implemented in tertiary education institutions around the world. This year, we have 95 finalists from 28 countries across eight categories!

-> See which projects, institutions and countries made the shortlist on the Green Gown Awards website. 

We pleased are that several IAU Members are amongst the finalists:

• American University Bangladesh
• University of Coimbra
• Concordia University
• Daffodil International University
• International Islamic University Malaysia
• Siam University
• Western Sydney University
• York University

A UNESCO analysis of 100 national curriculum frameworks in 2021 revealed that nearly half (47%) do not mention climate disruption. Only 23% of teachers felt able to properly address climate action in their classrooms and 70% of young people surveyed could not explain climate disruption, and expressed concerns about the way in which it is currently taught. 

If significant progress has been made over the past three years by UNESCO Member States to integrate environmental topics across curricula, a new report co-published today by the Organization cautions that formal education has focused too much on imparting knowledge about environmental issues, rather than driving action, and is failing to show learners the role they can play in tackling the climate crisis. The report argues that sustainable development education must also focus on first-hand experiences which are more likely to lead to change. 

To this end, today UNESCO is promoting two concrete tools for its Member States and educational communities around the world:

UNESCO’s new Greening Curriculum Guidance is a practical manual providing, for the first time, a common understanding of what climate education should consist of and how countries can mainstream environmental topics across curricula, with detailed expected learning outcomes according to age group (from 5-year-olds to 18+). It focuses on the importance of promoting active learning and designing a range of hands-on activities. 

UNESCO’s new Green School Quality Standard, developed in partnership with other UN agencies, civil society and countries, sets the minimum requirements on how to create a “green school ”by promoting an action-oriented approach. It recommends that all schools set up green governance committees including students, teachers, and parents to oversee sustainable management. It also calls to encourage teacher training, conduct audits of energy, water, food, and waste audits, while also calling for stronger ties with the wider community to help students address environmental issues at local level. 
 

IAU is part of UNESCO's Greening Education Partnership (GEP).

The International Association of Universities and Students Organising for Sustainability (SOS-UK) collaboration for the Responsible Futures supported change programme embeds sustainability through all aspects of teaching and learning. By working in partnership with students at universities around the world, Responsible Futures aims to increase buy-in and support from senior leadership to drive ESD forward, increase capacity and resourcing for developing curricula with sustainability, and foster collaboration and interdisciplinary experiences for students and institutions alike.

We're pleased this month to highlight Responsible Futures International pilot institution Murdoch University and their latest work related to Responsible Futures!

As part of their 'MU Signature Experience,' Murdoch University has invited Brighter Futures Scholarship Students to co-design the Boodiyar Djena Biddi (Leadership Path) Certificate, also known as the Murdoch Mettle. Brighter Futures Scholarship Students have been selected to co-design and pilot this new leadership programme because of their demonstrated outstanding leadership and engagement in endeavours that have led to positive outcomes.

The Murdoch Mettle is a series of immersive experiences which aims to offer students hands on learning on Sustainability, Equity, Diversity, Inclusion, and First Nations. The programme includes three levels of growth: Banskia, Quenda, and Cockatoo. Once students complete all three levels, they will receive the Boodiyar Djena Biddi Certificate.

To complete each level of the programme, students must meet the following criteria: 
🌷 Banksia: Immerse themselves in TED-talk style panel discussions with leading experts (primarily in the fields of our strategic themes).
🐁 Quenda: Build Equity, Diversity and Inclusion / Sustainability / First Nations knowledge through expert-led workshops.
🦅 Cockatoo: Put their passion and skills into practice by choosing and driving a project aimed at implementing impactful solutions to real-world problems.

Congratulations Murdoch University on all of your impressive work!

See photos of the badges and the design process here (IAU Linkedin). 

Learn more about Responsible Futures 2024-25:

https://www.responsiblefutures.org.uk/post/online-information-session-join-us-to-learn-more-about-joining-the-2024-25-responsible-futures-international-cohort 

Okayama City (Japan) and the ESD Okayama Award Steering Board are calling for initiatives that contribute to the spread of ESD in local communities anywhere in the world and serve as models of good practice. The award is looking for projects that educate and develop people to learn from each other and take action toward the creation of a sustainable society from various perspectives, such as environmental conservation, community development, inheritance of traditional culture, and diversity and inclusion, and more. This year marks the 10th anniversary of the ESD Okayama Award. Be sure to send your applications!

• Eligibility: Organizations implementing ESD projects anywhere in the world 
• Number of Awards: One or Two project(s)
• Prize: US $3,000 each
• Deadline for Application: 12 July 2024 (Friday), 5pm (Japan Standard Time) 
• Award Ceremony: One representative from the organization(s) implementing the awarded project(s) will be invited to the Award Ceremony in Okayama, Japan and requested to give a presentation on the project. The scheduled date is 23 November 2024 (Saturday).

For the application guideline and the application form, please visit our official website

For the information about the past awards and winners
 

EAUC interviewed Maria Kirrane, Head of Sustainability and Climate Action at University College Cork, to find out more about their International Green Gown Award-winning green campus programme. 

Can you tell us a bit more about your Green Campus Programme and its impact?   

In operation since 2007, our Green Campus Programme is student-led, research-informed and practice-focused. Highlights include the establishment of the University’s Saver Saves Scheme for energy reductions, the development of a teaching toolkit aligned to the United Nation’s Sustainable Development Goals, the establishment of a Green Campus Living Laboratory Programme, the decision to rewild most of the green space on campus and self-organised student climate assemblies.  

We have reduced our overall carbon emissions by 26% (absolute reduction) and waste tonnage by 40%. In 2023, UCC completely banned the sale of disposable cups (of any kind) and plastic bottles on campus.  In the first year of this initiative, we diverted more than 1 million disposable cups from landfill and significantly improved our recycling rates.  The introduction of an AI toll for monitoring kitchen bins has resulted in an 18% reduction in food waste.   Many of these achievements are down to the inclusion of sustainability criteria within all of our tendering processes.  This ensures buy-in from service providers and a collaborative approach to the rollout of sustainability projects on campus. 

How have different members of University College Cork played a role in?  

Our Saver Saves scheme sees Green Teams established within different schools and units across campus.  The scheme acts as a “revolving fund”, whereby the monetary savings from energy reductions remain with the team to reinvest in other environmental projects.  This has been transformational in engaging the entire community through devolving decision making to building users.  At a broader level, the community can engage with UCC Green Campus through the Green Campus Committee which is co-chaired by the Student Union and Environmental Society, the Green Forum, which is co-chaired by the President and Director of Buildings and Estates, and a newly established University Leadership Team Subcommittee on Sustainability and Climate Action.  Thus, there are varying levels of engagement and multiple opportunities.  Much of the activity is coordinated by a newly established Office of Sustainability and Climate Action, which is based within the President’s Office. 

You won Sustainability Institution of the Year at the 2023 International Green Gown Awards. How have awards and accolades changed or influenced your work on sustainability?   

Awards and accolades are a great way to celebrate the engagement of the whole community.  For sustainability to really be transformational it has to become part of every role and every facet of university life.  This means that students, staff and service providers must all be open to learning how to do their job in a different way.  It can be a big ask and being able to celebrate significant achievements is a great way of rewarding these mostly voluntary efforts.  Awards are also a great way of getting our story out there and demonstrating to others that change can happen.  It also ensures that senior management see value in sustainability from a reputational perspective. 

What piece of advice would you give to another college or university who are just starting out on their sustainability journey?  

Our main piece of advice would be to just start somewhere!  Identifying quick wins can be a really great way to drive greater engagement and get more people on board.  From a management perspective you should always have long-term strategic plans in mind, as well as shorter term “quick-wins” that will drive buy-in from stakeholders.  Try to identify the co-benefits of what you are implementing, for example some energy conservation projects might also improve wellbeing and comfort levels in a building.  Sustainability is, to a large extent, a change management programme and doing your best to understand the culture within your institution and how to influence that will be essential.  Having a bottom-up drive from students and staff and top-down buy-in from management can really drive transformation. 

More information is available at https://www.ucc.ie/en/sustainability-climate-action/
 
University College Cork are an EAUC member and IAU member.

You can apply for a Green Gown Award: 
International Green Gown Awards – Deadline: 29th April 2024  
UK & Ireland Green Gown Awards – Deadline: 5th June 2024 
Australasian Green Gown Awards – Deadline: 26th June 2024

This interview was originally published on EAUC’s Blog, April 2024, reposted with permission. Photo credits: University College Cork.

To enable a true cultural shift that accelerates education for sustainability, listening is vital. In partnership with HESI, Campus de la transition, CGE, CIRCES, EFMD, Enseignants de la transition, GRLI, IAU, THE, PRME, and with the support of UNESCO, UNITAR, UNU, Sulitest launched a global survey titled Exploring Perception of Faculty Engagement in Sustainability: An International Survey Identifying Levers of Action and Best Practices in April 2024. The report with findings was presented during a side event at the HLPF in July 2024.

At the heart of our mission lies a commitment to accelerating sustainability education. We recognize the pivotal role that faculty members play in shaping the future of sustainability within higher education. Hence, our primary objective is to delve deeper into understanding their approaches and perspectives towards this vital movement.  

Discover the results of the survey!

More information: https://www.sulitest.org/news/global-survey-faculty-engagement-in-sustainability 

Read the survey Report:  https://cdn.prod.website-files.com/65280e69dc36aa08d8c6a40e/669e2918fa5c9260dbb6b1f4_faculty-engagement-sustainability-survey-report.pdf 

In honor of International Women’s Day 2024, the IAU and EWORA invited interested participants and experts in higher education to discuss the challenges that remain for gender equality in academic institutions, including invisible barriers and the notorious ’glass ceiling’ that prevents women from progressing to senior positions. University leaders have the responsibility to put in place policies that actively encourage and support staff in their career paths and professional development. Speakers will include university leaders and experts in the field from IAU and EWORA Member universities, presenting examples of good practice and institutional and organisational perspectives.

Learn more about the webinar here: https://www.iau-aiu.net/IAU-Webinar-Series-on-the-Future-of-Higher-Education-929 

Watch the recording here.