Facing a climate and ecological polycrisis, human society needs to make a transition to restore life on earth to a sustainable footing.
This is particularly true for those parts of the world sufficiently prosperous to have well-developed higher education systems, both because there is capacity and because the causes and effects of the crisis are uneven.
Education for this purpose is variously called “education for sustainable development”, “teaching the crisis”, “climate and sustainability education” and other alternatives. There are good conversations to be had about the relative merits of these terms – what they invite, what they close off – but those are for a different piece. For this one we can go with EfS – education for sustainability.
For those unconvinced
In addressing the question of how higher education curricula can accelerate this transition, it helps to engage with the reservations. While many professionally oriented degrees already have some variant of sustainability in the criteria set by their accrediting body, it tends to be the harder, purer disciplines that pose the toughest questions about EfS.
One position is that, as a matter of academic freedom, sustainability should not be imposed on higher education curricula. It’s true that coercion sits problematically with the kind of criticality and individual judgement higher learning demands. Yet students are already implicitly treated as prospective custodians of their discipline, and while on the surface this can look very diverse, there is a common basis of consistent reasoning, intellectual humility, collective endeavour, ethical practice, and academic integrity.
It seems a small step to include the kind of integrative, future-oriented learning that characterises EfS – especially given that EfS exists to preserve and uphold the existing values. To underline this point, see the revised QAA Subject Benchmark statements, which begin to distinguish what EfS could be for different subject areas.
Another concern is that there is no space for EfS in a given curriculum. It’s true that EfS needs thinking through to make it relevant to disciplinary teaching and learning. It’s also true that all curricula are all more or less time sensitive and are developed by module and programme leaders drawing on their evolving expertise and foresight. A case in point is the medical degree, perhaps the most pressured of all curricula.
The General Medical Council takes a position that Education for Sustainable Healthcare and the concept of Planetary Health are key to addressing the greatest threats to health we face, and consequently medical curricula are integrating these.
Somebody else’s problem
The assumption that somebody else should do the EfS is common. It often comes from a place of humility and self-doubt – a belief that there are colleagues better qualified to lead this work, with better-suited modules. But in a modularised system this is a trap that needs to be sidestepped. EfS is most meaningful when integrated rather than adjunct, and strongest when it connects deeply with the disciplines students have signed up to study; it belongs in the core of a curriculum at each level. Viewed in this way, supporting core module leaders to develop themselves to teach the climate and environmental crisis through the lens of their discipline, along with ways students and graduates can contribute to addressing it, does not seem much different from any other continuous self-development a disciplinary expert and educator would undertake.
Another reservation is that students of a given subject or discipline don’t need sustainability as part of that education. In response to that, an appeal: the polycrisis is existential and it needs you.
This makes sense if we recognise climate breakdown, biodiversity collapse and all that follows from those as a “wicked” (nexus) problem that cannot be addressed by one discipline alone, but needs a plurality of perspectives within and beyond academia.
For example, the modelling that informs the planetary boundaries framework depends on mathematicians, who in turn depend on scientific researchers collecting data out in the field, who in turn use bespoke equipment and software created by engineers with particular cases in mind. The modelling needs visualisation by scientific communication specialists, and it needs the kind of readiness abundant in arts and humanities to imagine and inculcate the social transformation implied. The transformation requires specialists in economics, law and policy, and the creativity of business and management. The impetus for all of this is health, and its dependency on our life support, a stable planet. So, education for sustainability doesn’t take students away from their discipline but draws deeply on it. This ability and intent to bring their disciplinary learning to the world beyond academia is what any academic hopes their students will do.
Beyond the UN goals
In some quarters there is a perception of EfS as teaching about the United Nations Sustainable Development Goals, and this is a misunderstanding which partly explains the reservations about disciplinary fit above. A simple explanation for why the SDGs on their own have not successfully averted the polycrisis is that they are in considerable tension with each other and require trade-offs. Education for Sustainability is an action-oriented education focused on empowering students to navigate these competing goods, cognisant that the basis for all of them is a habitable planet. It recognises that being able to mobilise knowledge does not necessarily follow from knowing alone.
Hence the EfS emphasis on holistic thinking that recognises disciplinary boundaries and is curious beyond them, dialogue towards a shared, multifaceted understanding of the problem at hand, and the ability to contribute the most relevant of one’s own disciplinary perspectives and methods, in negotiation with others, to arrive at a collective plan of action which deals justly with conflicts of interests.
This kind of education has always been valuable. In current times, where collective human behaviour is key to averting hunger, forced migration and conflict, it is not only valuable but urgent.
