{"id":334,"date":"2023-07-20T10:14:16","date_gmt":"2023-07-20T09:14:16","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=334"},"modified":"2024-12-19T08:13:00","modified_gmt":"2024-12-19T08:13:00","slug":"sustainable-pedagogies","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/sustainability\/sustainable-pedagogies\/","title":{"rendered":"What Do We Mean By Sustainability?"},"content":{"rendered":"
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A Sustainability theme page<\/h3>\n

In clarifying our approach to the theme of Sustainability in this Toolkit, we need to look at some definitions.<\/p>\n

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\n Chevron right<\/title>\n <\/path>\n<\/svg> Sustainability<\/h2>

Sustainability<\/strong> can be understood in a number of ways.<\/p>\n

In Higher Education<\/strong>, \u2018sustainability\u2019 is a broad concept that goes beyond just environmental issues. It refers to how universities operate, teach, and contribute to society in ways that are environmentally responsible, socially fair, and economically viable for the long term.<\/p>\n

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Sustainability in learning and teaching<\/strong>
\nFor Higher Education, it is part of our duty to prepare students to co-shape a more equitable and sustainable future.<\/strong>\u00a0 This involves integration of the idea across all disciplines and contexts in the university.<\/p>\n

This might look like;
\n\u2022 Embedding sustainability into courses and teaching practices (such as engaging with wicked problems, the Sustainable Development Goals -SDGs)
\n\u2022 Helping students develop knowledge, skills, and values to tackle global challenges (such as embedding the 8 UNESCO Sustainability Competencies or supporting learners with Problem Based Learning)
\n\u2022 Encouraging critical thinking about issues like climate change, inequality, and resource use (through active learning such as role play, debates and discussions. This can also involve interdisciplinary working)<\/p>\n

It also involves our Research and Innovation.<\/strong> For this, we contribute by:
\n\u2022 Conducting research on climate change, renewable energy, and sustainable systems
\n\u2022 Supporting innovation that benefits society and the environment<\/p>\n

Beyond this, \u2018sustainability\u2019 also applies to how universities run on campuses<\/strong> through:
\n\u2022 Reducing carbon emissions and aiming for net zero targets
\n\u2022 Managing energy, waste, and resources responsibly
\n\u2022 Using campuses as \u201cliving labs\u201d for sustainability innovation<\/p>\n

It also means taking local and global responsibility, such as:<\/strong>
\n\u2022 Working with local communities and industries
\n\u2022 Promoting global citizenship and ethical awareness
\n\u2022 Supporting policies like the Well-being of Future Generations (Wales) Act 2015, which encourages long-term thinking and collaboration<\/p>\n

And, it supports lifelong learning<\/strong> and skills for the future. At Cardiff, a key aim is to produce sustainability-aware graduates who:
\n\u2022 Understand sustainability challenges
\n\u2022 Can solve real-world problems
\n\u2022 Are employable in a green and socially responsible economy<\/p>\n

Activity:<\/strong> What does Sustainability mean to you? Add an Image to the Padlet<\/a>\u00a0<\/strong><\/p>\n

Reflect on the following:<\/p>\n

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  1. What does sustainability mean to you and how does your photo depict this?<\/li>\n
  2. Why is sustainability important to you?<\/li>\n
  3. How should higher education institutions teach about sustainability so that it is inclusive and relevant to everyone?<\/li>\n<\/ol>\n<\/div> <\/div>
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    \n Chevron right<\/title>\n <\/path>\n<\/svg> The 3 Pillars of Sustainability<\/h2>
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    Reference is often made to the \u20183 Pillars of Sustainability\u2019:<\/p>\n

    1. Environmental stewardship <\/strong>refers to our physical environment \u2013 the biosphere. This includes water, air quality, soil fertility, food sources and nature. It considers the ecosystems that perpetuate our physical environment.<\/p>\n

    2. Economic efficiency <\/strong>refers to standard of living for all systems. This includes considering carefully any harmful environmental trade-offs that could affect future generations. This also includes energy conservation, reducing carbon footprints and minimising waste. The main concept for economic sustainability is rejecting short-term processes and considering the planet\u2019s long-term well-being.<\/p>\n

    3. Social responsibility <\/strong>refers to treating everyone fairly by ensuring equity. This also links to social justice, which considers how the structures of society support fair social systems and targets issues that hinder this. In addition, the social aspect of sustainability involves maintaining the health and well-being of people and communities.<\/p>\n<\/div> <\/div>

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    \n Chevron right<\/title>\n <\/path>\n<\/svg> Sustainable Development<\/h2>
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    International and national policies from the late 1980s have shifted the focus away from the environmental movement and pollution concerns of the 1970s, where the main goal was on protecting the natural environment, towards \u2018sustainable development\u2019.<\/p>\n

    A widely cited definition of \u2018sustainable development\u2019 comes from the 1987 report of the World Commission on Environment and Development (WCED)<\/a>, commonly known as the Brundtland Report<\/em>.<\/p>\n

    \u2018Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.\u2019 <\/em><\/strong><\/span><\/p>\n

    See the UN Sustainable Development Goals (SDGs)<\/a> or the Why Sustainability?<\/a> page for more on this.<\/p>\n<\/div> <\/div>

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    \n Chevron right<\/title>\n <\/path>\n<\/svg> Education for Sustainable Development (ESD)<\/h2>
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    \u2018Education for Sustainable Development\u2019 (ESD) has largely taken the place of traditional environmental education in policies and academic discussions.<\/p>\n

    Unlike environmental education, which is more focused on nature and ecosystems (ecocentric), ESD takes a holistic approach that focuses on human well-being, including issues such as poverty and social inequality.<\/p>\n

    ESD is interdisciplinary, meaning it draws from multiple fields of study, and emphasises teaching skills and critical thinking to help individuals take meaningful action towards creating a more sustainable society.<\/p>\n

    ESD also requires subjective interpretation and involves making value judgments, as it deals with complex and often controversial issues.<\/p>\n

    ESD aligns with a view of knowledge as multi-faceted, evolving through interactions and shaped by our ever-changing world.<\/p>\n

    See the QAA \/ Advance HE Education for Sustainable Development Guidance<\/a>, or the Why Sustainability?<\/a> page for more on this.<\/p>\n<\/div> <\/div><\/div>\n

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    Deeper dive<\/h2>\n
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    \n Chevron right<\/title>\n <\/path>\n<\/svg> Share your feedback<\/h2>

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