Development of student sustainability competencies through curricular, co-curricular and extra-curricular learning activities

Summary

Globally, Universities are transforming their learning provision to align with the UN Sustainable Development Goals (SDGs) as well as with the sustainability competences needed to empower learners to become future sustainability change agents and make a positive impact on society. There is abundance of research that aims to conceptualise what sustainability competences are, but there is limited evidence on the practical development of sustainability competences through Higher Education teaching and learning as well as its links with specific pedagogies and assessments. The aim of this PhD research is to investigate sustainability competences and generate an inclusive framework for Higher Education which explores how curricular, co-curricular and extra-curricular activities link with sustainability learning outcomes and that is co-produced with the students. It will use creative case studies to explore links between competences and pedagogies or engagement approaches.

Globally, Universities are transforming their learning provision to align with the UN Sustainable Development Goals (SDGs) as well as with the sustainability competences needed to empower learners to become future sustainability change agents and make a positive impact on society. Sustainability competences have received a lot of attention in the literature and UNESCO internationally, as well as Advance HE and QAA (Quality Assurance Agency) in the UK, have published guidance around the definition and implementation of core sustainability competences in Higher Education. There is abundance of research that aims to conceptualise what sustainability competences are, but there is limited evidence on the practical development of sustainability competences through Higher Education teaching and learning as well as its links with specific pedagogies and assessments.

In 2019 the University of Leeds agreed seven principles to address the climate crisis, including setting an ambitious 2030 net zero greenhouse gas target. These principles have been transformed into the Climate Plan, a holistic 10-year strategy. The Climate Plan is a collaborative effort across the University community, involving our academic staff, professional services, and students. It maps out how we will deliver our key commitments, reducing greenhouse gas emissions, supporting a net zero city, delivering sustainable travel, enabling responsible investment, shaping institutional decision-making, and refocusing research and education towards sustainability.

The Sustainable Curriculum is one of the principles of the Climate Plan and aims to enable all students at all levels to have the opportunity to study, research, work and participate in sustainability and climate issues as part of their degree. This will be accomplished through empowering all students with the knowledge and skills they need to have a positive impact in the world and to contribute sustainable solutions in our local community, and globally in an equitable and just way. Further, it is aspired that students will be actively involved in shaping the sustainable curriculum.

The aim of this PhD research is to investigate sustainability competences and generate an inclusive framework for Higher Education which explores how curricular, co-curricular and extra-curricular activities link with sustainability learning outcomes and that is co-produced with the students. The most important objectives of the project will be to: 1) conceptualise sustainability competences in Higher Education including student voice, 2) consider how these competences can be operationalised through student education provision using participatory approaches and 3) clarify the links between sustainability competence development and pedagogy for teaching and learning or engagement through creative case-studies studies (one of which could be the University of Leeds).

The student will have the opportunity to work with the Sustainable Curriculum leadership group, the Sustainability Service, and engage with other networks of the University such as the experiential learning, community engagement networks, as well as with other Universities in the UK and internationally.

The project would suit a student who is passionate about sustainability and making a positive impact on student learning in Higher Education.

Applicants to research degree programmes should normally have at least a first class or an upper second class British Bachelors Honours degree (or equivalent) in an appropriate discipline. The criteria for entry for some research degrees may be higher, for example, several faculties, also require a Masters degree. Applicants are advised to check with the relevant School prior to making an application. Applicants who are uncertain about the requirements for a particular research degree are advised to contact the School or Graduate School prior to making an application.

The minimum English language entry requirement for this project is an IELTS of 6.5 overall with at least 6.0 in each component (reading, writing, listening and speaking) or equivalent. The test must be dated within two years of the start date of the course in order to be valid. Some schools and faculties have a higher requirement.