APPENDIX PV3b
Education for Sustainable Development (ESD) Guidance
An overview of how the module contributes to ESD
When completing this section of the module descriptor, please refer to the Sustainability
Statement (section 3.8 of document PV2) and the relevant faculty sustainability plan.
All faculties have submitted sustainability plans which outline their interpretation of
sustainability and how they will embed ESD into the learning and teaching experience. These
can be downloaded from: http://www.uwtsd.ac.uk/inspire/.
1. Background
Since 2012 the University has made a commitment to embed ESD across all its degree
programmes. This commitment is judicious with the introduction of the Well-being of Future
Generations (Wales) Act 2015, the first of its kind in the world, where the well-being of future
generations will be considered at the heart of government decision making. Going forward
there will be a requirement for public bodies to make sure that when making decisions they
take into account the impact they could have on people living their lives in Wales in the
future. It will expect them to work together better, to involve people reflecting the diversity of
our communities, to look to the long term as well as focusing on now and to take action to try
and stop problems getting worse, or even stop them happening in the first place (Welsh
Government, 2015). The University is therefore well placed to not only meet the
requirements of the Act but also to support others to do so through its learning, teaching and
research activities. It is therefore imperative that embedded ESD is evidenced.
2. Definition of ESD
The University defines ESD in its broadest sense: deliberately and consciously recognising
the need for a balance between societal, economic, cultural and environmental needs both
now and in the future.
Helpful definitions include:
- Brundtland (1987): ‘Development that meets the needs of the present without
compromising the ability of future generations to meet their own needs’.
-
Welsh Government (2009): ‘In Wales, sustainable development means enhancing
the economic, social and environmental wellbeing of people and communities,
achieving a better quality of life for our own and future generations in ways which
promote social justice and equality of opportunity and in ways which enhance the
natural and cultural environment and respect its limits using only our fair share of the
earth’s resources and sustaining our cultural legacy. Sustainable development is the
process by which we reach the goal of sustainability’.
-
Council of Europe: ‘Sustainable Development stands for meeting the needs of
present generations without jeopardizing the ability of futures generations to meet
their own needs – in other words, a better quality of life for everyone, now and for
generations to come. It offers a vision of progress that integrates immediate and
longer-term objectives, local and global action, and regards social, economic and
environmental issues as inseparable and interdependent components of human
progress.’
-
Well-being of Future Generations (Wales) Act 2015: ‘Sustainable Development
means the process of improving the economic, social, environmental and cultural
well-being of Wales by taking action, in accordance with the sustainable development
principle, aimed at achieving the well-being goals.’
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APPENDIX PV3b
Each Faculty has interpreted ESD as appropriate to its disciplines, to ensure that the integrity
of these disciplines is respected and that care is taken to ensure subject bench mark
statements continue to be met at all times.
When completing the module descriptor, please consult with and adopt your Faculty Policy
on ESD.
3. Holistic ESD
The University’s focus is on embedding a framework for ESD in each Faculty, using a holistic
and integral approach, one which ensures that the emphasis is not merely on the content of
the different modules and programmes of study offered within the Faculty, but on the entire
learning and teaching experience.
3.1 The ‘Future Fit Framework’ (Sterling, 2012) stresses the following:
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The need to embed ESD within the curriculum;
The importance of relating ESD to other important agendas such as ‘employability’,
‘enterprise’, ‘quality’, and ‘internationalisation’;
The need to prepare people to cope with, manage, and shape social, economic and
ecological conditions characterized by change, uncertainty, risk, and complexity;
The importance to ensure cross-disciplinary , cross-Faculty, and cross-institutional
working since sustainability issues cannot be understood through single disciplines;
The fact that sustainability issues often present ethical challenges and dilemmas.
3.2 The UNESCO Five Essential Pedagogic Approaches:

Futures thinking
Futures thinking engages people in imagining preferred visions for the future. It
involves the exploration of assumptions and of meaningful understandings and
interpretations of sustainable development. This process of envisioning futures leads
people to take ownership and responsibility for more sustainable futures.

Critical and Creative thinking
Critical and creative thinking enables people to explore new ways of thinking and
acting, make informed decisions, and create alternatives to present choices. It
involves reflecting on how people interrelate with one other, understanding cultural
differences and creating alternative ways to live together.

Participation and Participatory learning
The engagement of people is needed to build sustainable futures collectively.
Engaging diverse stakeholders and communities is essential, as they value and
include differing knowledge systems and perspectives. The process of participation is
also important for creating ownership and empowerment.

Systemic thinking
Thinking systemically is essential to sustainable development, as piecemeal
approaches have proved not to work - instead resolving one issue while creating
other problems. Sustainable development requires approaches which go beyond
analysis in terms of ‘problem-solving’ and/or ‘cause-effect’.

Partnerships
Partnerships are a motivating force towards change. They empower people and
groups to take action, to take part in decision-making processes and to build capacity
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for sustainable development. Intercultural and multi-sectoral partnerships in particular
are often highlighted as critical in ESD approaches.
3.3 Sustainability Lens:
Delivering the student experience through a sustainability lens involves helping students
critically analyse the issues surrounding the challenges we face in society and understand
how this influences thinking within their own subject area. Importantly, it encourages cross
and interdisciplinary thinking, thus students should be encouraged to reflect on relevant
issues beyond of their own specialism, to recognise and analyse interconnections between
systems (Haslett et. al., 2011).
Thus it is suggested that education for sustainability is focused on the development of:
 Students who are capable of envisioning alternative futures
 Techniques for working collectively towards positive and democratic change
 Participatory engagement to explore shared and divergent interests and needs
 Challenges to the mind-sets and priorities that drive unsustainable development
 Graduates who understand their professional responsibilities in this area (Ryan and
Tilbury, 2011).
4. Useful Resources:
HEA QAA Guidance:
 Education for Sustainable Development: Guidance for UK Higher Education Providers
(2014), published by The Quality Assurance Agency for Higher Education (QAA) and the
Higher Education Academy (HEA) was formally adopted by the University in 2015 as the
‘go-to’ document for academics who are looking for guidance on how to embed ESD in
their modules. http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainabledevelopment-Guidance-June-14.pdf
This document is intended for educators working with students to foster their knowledge,
understanding and skill in the area of sustainable development. In the first instance, it is
suggested that academics refer to this document for guidance.
Other useful resources include the following:
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Drayson, R., Bone, E., Agombar J. and Kemp, S. 2013. Student attitudes towards and
skills for sustainable development.
http://www.heacademy.ac.uk/assets/documents/sustainability/ESD_student_attitudes_20
13_v4.pdf
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Haslett, S. K., France, D. & Gedye, S. (eds), 2011. Pedagogy of Climate Change. Higher
Education Academy, York.
http://www.gees.ac.uk/pubs/other/pocc/Climate%20Change.pdf
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Ryan A. and Tilbury D. 2011. Education for Sustainability: A Guide for Educators on
Teaching and Learning Approaches. University of Gloucestershire.
http://insight.glos.ac.uk/sustainability/Education/Documents/EfS%20Educators%20Guide
%20FINAL%207July11.pdf
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Sterling, S. 2012. The Future Fit Framework: An Introductory guide to teaching and
learning for sustainability in HE.
http://www.heacademy.ac.uk/assets/documents/esd/Future_Fit_270412_1435.pdf
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UNESCO. Five Essential approaches to teaching and learning for ESD.
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UWTSD/SMU’s staff sustainability skills surveys.
http://www.uwtsd.ac.uk/inspire/inspire-activity/an-inspired-education/
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APPENDIX PV3b
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Welsh Government, 2009. One Wales, One Planet.
http://wales.gov.uk/docs/desh/publications/090521susdev1wales1planeten.pdf
In addition, there are a number of Journal Publications dedicated to ESD with discipline
specific exemplars. These include:
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Journal of Sustainability Education: http://journalofsustainabilityeducation.org/
The Journal of Sustainability Education (JSE): http://www.jsedimensions.org/wordpress/
The Journal of Education for Sustainable Development (JESD): http://jsd.sagepub.com/
International Journal of Sustainability in Higher Education:
http://www.emeraldinsight.com/loi/ijshe
The international journal of sustainability education: http://ijsed.cgpublisher.com/
The Journal of Environmental Education:
http://www.tandfonline.com/toc/vjee20/current#.VdSSlk3wv4g
Environmental education research:
http://www.tandfonline.com/toc/ceer20/current#.VdSSuU3wv4g
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