Why and How?



The UK Sustainable Development Strategy, which aims to secure 'a sustainable, innovative and productive economy' and 'a just society that promotes social inclusion, sustainable communities and personal wellbeing', is clear on the role of education and training. It identifies 'a need to make 'sustainability literacy' a core competency for professional graduates'.

Students’ expectations

The 2016-7 NUS Sustainability skills survey was completed by over  University of Leicester students. 86% of Leicester students believed that universities should actively incorporate and promote sustainable development, with 78% of Leicester respondents stating that sustainable development should be actively incorporated and promoted within their degree courses.

ESD offers relevance and renewal in curriculum and pedagogy

The work of the Higher Education Academy ESD Project demonstrated that many academics found that curriculum initiatives built around sustainability themes and innovative pedagogies led to renewed student interest.

A HEFCE ‘strategic review’ that researched the prevalence of teaching and learning related to sustainability in English HEIs in 2008 states:

… in general, good sustainable development pedagogy is often simply good pedagogy. Hence its promotion is broadly consistent with a commitment to improve quality in the sector. (Policy Studies Institute et al. 2008, p34)


The Sustainability Task and Finish group is able to support programmes to identify and incorporate sustainability into their curricular. If you would like a member of group to visit your teaching team do get in touch via Sarah Gretton.

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