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 

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.

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 Trinity College Dublin and their latest work related to Responsible Futures!

In 2023, TCD approved its 2023-2025 Sustainability Strategy and Action Plan. The purpose of this plan is to ensure that "All Trinity staff and students will be empowered to develop the knowledge, skills and attitudes necessary to act as agents of change, individually and collectively, in working for Sustainable Development within planetary boundaries."

How are they working to ensure these goals are met?
➡ ESD Fellowship Programme: Five academic staff members and four ESD student interns are working to develop an implementation plan for ESD and co-create ESD resources.
➡ Consultation with the Trinity Staff and Students: In pursuit of input and guidance on the development of an implementation plan for ESD, meetings were held with various College level committees, individual Schools and departments, and the Trinity Students Union. This consultation culminated with TCD's 1st Citizens' Assembly on ESD for staff and students.
➡ Co-creation of a Common Module for ESD: Utilising a "student-as-partner" approach, TCD developed a common undergraduate module for ESD.

What does TCD have planned for 2024?
💡 Further develop the undergraduate common module for ESD
📚 Development of an ESD professional development programme for staff
🔎 Engage with the student-led audit as part of the Responsible Futures project

Learn more here

Responsible Futures International Programme: https://www.responsiblefutures.org.uk/international-programme 

ESD at TCD: https://www.tcd.ie/teaching-learning/ESD/

Over the last few decades, the concept of sustainable development has grown out of the interconnected environmental, ecological, social and economic challenges facing the planet, and has increasingly coalesced into a driving paradigm in policy, governance and education. Education for sustainable development (ESD) calls for an education that is transformative, which empowers lifelong learners with the knowledge, skills, values, attitudes, to not only make informed decisions but also to bring about the individual and collective change required to positively impact our societies, particularly in face of the climate crisis. The 2023 ESD-NET global meeting focused on sharing the implementation and progress of the ESD for 2030 country initiatives, trends and innovation in the context of Agenda 2030 and discussed action points in 2024-2025. 

During the Regional group meetings for Asia-Pacific region, these representatives presented the ESD national initiatives, plans, and priorities of their respective countries.  This meeting also allowed representatives from Central Asian countries to identify the regional priorities with their counterparts from the Asia-Pacific region, and establish new professional links and partnerships with global partners. 

IAU Participation at the 2023 ESD-NET Global Meeting

Session VI-D: ‘Stepping up ESD agenda in Higher Education: A Call for Action', was co-organised by the IAU and the United Nations Institute for Training and Research (UNITAR). The session explored possible approaches to transforming higher education so that HEIs can fully play their role in enabling societies to move towards more sustainability and inclusion through the provision of quality, holistic, trans-disciplinary education, problem-oriented research, and community engagement. More specifically, the objectives of this session included discussing  how to enable HEIs to inspire societal change, to outline core sustainability competencies and interdisciplinarity, and to illustrate good practices of HEIs as critical and equal partners. 

The session focused on going beyond outdated educational approaches and using transdisciplinary and multidisciplinary methods connected to real-world contexts. This included addressing societal transformation, embracing greening education, and moving to a whole institution approach. IAU Secretary General Hilligje Van't Land talked specifically about the importance of embracing transdisciplinary education as a way to connect learning to reality, understand localised challenges, and embrace diversity and inclusiveness, emphasising how ESD is a valuable framework for impacting the higher education system as a whole. 

The session also discussed a number of best practices in achieving the ESD agenda, notably the IAU Global Cluster on HESD, which brings together HEIs from all over the world and encourages collaborations on ESD initiatives. The IAU Global Cluster includes York University and Inland Norway University of Applied Sciences, both of whom work specifically on SDG 4: Quality Education. Mayad Belal, Professor at Helwan University in Egypt, also discussed best practices in Egypt, including a competition to green Egyptian universities. Reita Furusawa, of Chubu University in Japan, emphasized how biodiversity projects in Japanese universities promote ESD by connecting nature with higher education. All in all, the importance of fostering global dialogue for knowledge exchange and encouraging communication across different parts of the world was central to the discussion. 

More Information

For more information about the ESD-NET Global Meeting here or watch the recorded portion of the event here. The schedule for the event is located here, and includes more information about Session VI-D and IAU participation.

About

The WHO announced that the COVID pandemic was no longer a health emergency on May 23, 2023. However, the emergency left in its wake many challenges that countries are now dealing with, one of them being the increase of mental health issues. Current health systems are having trouble matching the increase in demand related to mental health. Addressing mental health issues as they arise, and preventive measures are key to improving mental health at university and in society, and to avoiding more severe cases.

During this Webinar on 16th November 2023, experts from the IAU HESD Cluster on SDG 3: Good Health and Wellbeing discussed lessons learned from higher education and research, and the role of e-health in reducing the burden on health care systems.

Speakers

• Chair: Hilligje van’t Land, Secretary General, International Association of Universities
• Marta Aymerich, eHealth Center Director, Universitat Oberta de Catalunya
• Tania Perich, Senior Lecturer, School of Psychology, Western Sydney University
• Dickens Akena, Senior Lecturer and Psychiatrist, Department of Psychiatry, Makerere University
• Diana Setiyawati, Director of The Centre for Public Mental Health (CPMH) and Leader in the Mental Health working team of Health Promoting University, Universitas Gadjah Mada
• Oscar Mauricio Castaño Ramírez, Psychiatrist, Department of Mental Health and Human Behavior, Universidad de Caldas
• Sofía Seinfeld, Associate professor, Department of Psychology and Educational Sciences, Universitat Oberta de Catalunya
• Carlos Contreras, Professor-Researcher, Department of Sociology, Universidad Autónoma Metropolitana de Mexico

Watch the recording

https://youtu.be/-JZ9PZRUJA0?si=4EdhHPuZlrMylh1x 

Read the article and summary of the discussion

https://www.uoc.edu/portal/en/ehealth-center/actualitat/noticies/2023/noticia_report-mental-health-digital-health.html 

Intersecting Global Crises Cannot Be Solved Without Gender Equality

The compounding global crises that have emerged and amplified over the past two years require transformative, structural solutions if we are to build and shape sustainable and peaceful societies. Education has experienced the largest disruption in history as a result of the COVID-19 health crisis. Biodiversity has seen a steep decline – at alarming rates – on both land and in the ocean. Conflicts and emergencies that destabilise progress towards just and peaceful societies have increased in number, while human rights violations are multiplying in new contexts, including online and offline. The decisions we make and the actions we take – now – will have consequences for generations to come. None of these intersecting crises can be solved by one country alone and none of them are gender neutral. Placing gender equality at the heart of multilateral action can harness the talents, ingenuity, and visions of one-half of the world’s population. The standards of ethics and human rights demand gender equality. So, too, do the numbers. Some of humankind’s greatest challenges require efficient and tangible solutions. The paradigm shift is needed now.

The report includes various examples across different educational and social contexts, and is organised in 4 main chapters/priority objectives:

1. Achieve Gender Equality in and through Education
2. Empower Women in Science and Technology for environmental action
3. Promote Inclusion and combat Gender-based violence
4. Bridge the Digital Gender Divide
   
   Read the full report here: https://unesdoc.unesco.org/ark:/48223/pf0000387300