Embedding Education for Sustainable Development through existing processes: pilot report

Our research on sustainability in college learning and teaching from 2024 showed that, to embed sustainability meaningfully in post-16 education, we need 'key enabling' approaches that create ripple effects - especially in challenging times like those the sector is currently facing.

This pilot programme, therefore, set out to explore whether working through people, practices and processes with reach across an institution could accelerate and deepen the integration of Education for Sustainable Development (ESD) and Learning for Sustainability (LfS). With EAUC resource funded by the Scottish Funding Council, four Scottish institutions were selected to participate in the programme: Fife College, Glasgow Kelvin College, Royal Conservatoire of Scotland and University of Stirling.  

Across these four very different institutions, the programme, which centred on values of collaboration, empathy, integrity, ambition and empowerment, found that relatively small, targeted interventions can create ripple effects and wide-reaching change, even in times of low staff capacity.  

Projects included embedding sustainability within staff development, in performance review processes, and in quality assurance and curriculum planning, as well as through creating opportunities for students to lead and shape sustainability action within their institution.

The report on this page provides further detail on how institutions developed and implemented these projects, engaging over 900 people directly in conversations and actions on sustainability, and embedding ESD into 10 existing institutional processes and structures. The programme also produced 20 different additional resources that are available to EAUC members.  

Key findings of the programme 

• Creating space for reflection matters: dedicated time for strategic thinking helped institutions maintain momentum and identify opportunities for meaningful change. 
• Building on strengths works: recognising existing practice often proved more effective than focusing on gaps or deficits.
• There is no one-size-fits-all approach: different institutions benefited from different forms of support depending on their context, priorities and stage of development.
• Influential people and processes create ripple effects: working through existing structures with broad reach can generate impact that extends far beyond an individual project or a group of people with a pre-existing interest in ESD/LfS.
• Progress does not require perfect conditions: meaningful change remained possible despite restructuring, competing priorities and capacity pressures. 

Finding your key enablers  

Alongside the pilot programme, EAUC developed a key enablers framework to help institutions identify people, practices, processes and priorities that could accelerate and deepen ESD/LfS within their own context. Drawing on literature, institutional experience and learning from the pilot, the framework provides reflective questions across multiple groups of potential key enablers, followed by examples of enablers that were identified by participating institutions. 

Whether you are just beginning your ESD/LfS journey or looking to create greater impact from existing activity, the framework can help you identify opportunities for change that are meaningful and impactful, and embedded within existing process, priorities and practices.

The framework is available to download on the right hand side of this page. If you have any thoughts on how this resource could be developed further, please get in touch with our Senior Sustainability in Learning and Teaching Lead Kathrin by emailing kmobius@eauc.org.uk.

What programme participants said 

Aishling O’Sullivan, Fife College said:

“It was a wonderful, enriching programme to participate in and I am delighted that it leaves a long-term legacy in embedding fundamental changes which benefit our students, our communities and our planet.” 

Sarah Shea, Glasgow Kelvin College said:

“From the support and encouragement of the EAUC team, to the thoughtful insights provided by our peer advisors, to the opportunity to work closely with colleagues across the College, the entire experience was positive, collaborative and genuinely enjoyable. The programme created opportunities for conversations that might not otherwise have happened and struck a wonderful balance between providing structure and allowing institutions to shape their own journey. I’m grateful to have been part of such a supportive community of people.”

Pamela Mathieson, Royal Conservatoire of Scotland said:

“The programme has been a great opportunity to broaden conversations about sustainability in teaching and learning, encouraging us to zoom out and consider what sustainability means across our institution, from curriculum and culture to our own perceptions and ways of working. While it promotes systems change, it doesn't feel overwhelming because the focus is on recognising opportunities to embed sustainability into evolving practices and processes, rather than creating additional work.” 

Craig Anderson, University of Stirling said:

“A highlight of the programme was working collaboratively and getting the support and network resource of the EAUC.”