University of St.Gallen launches Sustainability in Academia platform

Before walking into any sustainability classroom, I ask myself one question: "Am I living the change I'm teaching?" This question stops me cold every time. Because here's the truth—students can smell authenticity from miles away. They know if you're just reciting SDGs from textbooks 📚 Or if sustainability principles actually flow through your daily choices. At the University of Sustainability Vienna, I've learned that transformative education happens when educators embody their message. Your passion becomes their inspiration. Your genuine commitment becomes their roadmap. The most powerful sustainability lessons aren't taught—they're caught. Students watch how you travel to conferences, what you eat for lunch, how you handle classroom waste. Every action either reinforces or undermines your message. The question isn't whether you're perfect. The question is whether you're genuinely trying. #SustainabilityEducation #TransformativeEducation #SDGs #TeachingSustainability #AuthenticEducation Photo by Ivy Dao on Unsplash.

Empowering Student Voice in Sustainability Education It’s incredible what happens when students take full ownership of their learning. At our class’s Sustainability Conference 2025, students became expert keynote speakers and thoughtful delegates: researching, collaborating, and critically evaluating real-world sustainability issues. They turned science into action and ideas into impact. Watching them lead discussions, challenge assumptions, push their own boundaries, and connect their learning to global challenges was a powerful reminder: authentic education isn’t just about delivering content, it’s about creating spaces for curiosity, courage, and change. #SustainabilityEducation #EducationalLeadership #InnovativeTeaching #StudentVoice #STEM #InquiryLearning #FutureReady #EducationForChange #TeachingAndLearning

Embedding sustainable development goals (SDGs) into the curricula using an interdisciplinary problem-based approach | Journal of Perspectives in Applied Academic Practice https://lnkd.in/gRd3hPCZ #sdgs #research

"Sustainability is a hot topic in Australian business schools. However, teaching about the possible need to limit economic growth – whether directly or indirectly related to sustainability – is uncommon."

🧬 We’re delighted that Verena Grubmüller-Régent, Senior Researcher at WPZ Research GmbH and coordinator of the GET-AHED project, will be moderating several sessions at the upcoming GET-AHED conference. “The conference is a great opportunity to present the thorough work of the past years in the GET-AHED project, and to discuss the important topic of sustainability in the higher education sector on a broader scale,” Verena notes. Verena looks forward to inspiring discussions and valuable exchanges on how universities can contribute to a sustainable future.  Next to chairing the keynote sessions, she will hold a presentation on the GET-AHED project and provide insights into the resulting platform together with consortium partners. 📅 October 21, 8:30-9:00 AM 🏛️ Presenting the GET AHED project I In this session, Verena Régent from WPZ Research, Austria, as well as Bárbara Coelho Gabriel and Robertt Valente from the University of Aveiro, Portugal will present the GET-AHED project and the Green Self-Assessment toolkit. The toolkit helps HEIs to assess themselves in terms of the level of integration of sustainability and green transition across a range of indicators and dimensions, including: Organisational Management, Operations, Education and Curricula, Research, Development and Innovation, Community and Outreach, and Assessment, Reporting and Evaluation. 📅 October 21, 10:45-11:30 AM 🏛️ Presenting the GET AHED project II In this session, Rebecca Robinson from the MTU Hincks Centre for Entrepreneurship, Ireland, Elias Eder from Vorarlberg University of Applied Sciences, Austria, together with Jeremiah Spillane and Darragh Coakley from the Department of Technology Enhanced Learning at MTU, Ireland, will present Green Training, Green Case Studies and the overall platform. 📚 Green Training provide HEIs with comprehensive training materials. Each module contains a series of interactive lessons covering key sustainability topics. 🌳 Green Case Studies is a collection of case studies that highlight successful strategies for enhancing sustainability and green transition in higher education institutions. #GETAHED2025 #Sustainability #WPZResearch #SDGs

New Research on Measuring Sustainability Knowledge in Higher Education! In a new study in the Journal of Cleaner Production we introduce The Assessment of Sustainability Knowledge (TASK) — a new tool for measuring how well students understand sustainability as an interconnected system of ecological, social, and economic dimensions. By using Multidimensional Item Response Theory, we challenge one-dimensional assessments and offer a more reliable way to capture complex sustainability knowledge. A big step forward for sustainability education and curriculum design. https://lnkd.in/ejUFNXX3 #Sustainability #HigherEducation #OpenUniversiteit #ManagementSciences

🌱 𝗙𝗿𝗼𝗺 “𝗮𝗱𝗱-𝗼𝗻” 𝘁𝗼 𝗰𝗼𝗿𝗲: 𝗲𝗺𝗯𝗲𝗱𝗱𝗶𝗻𝗴 𝘀𝘂𝘀𝘁𝗮𝗶𝗻𝗮𝗯𝗶𝗹𝗶𝘁𝘆 𝗮𝗰𝗿𝗼𝘀𝘀 𝗮𝗹𝗹 𝗱𝗶𝘀𝗰𝗶𝗽𝗹𝗶𝗻𝗲𝘀 To tackle today’s ecological and social challenges, sustainability can no longer be treated as an optional activity. It must be 𝗶𝗻𝘁𝗲𝗴𝗿𝗮𝘁𝗲𝗱 𝗮𝘁 𝘁𝗵𝗲 𝗵𝗲𝗮𝗿𝘁 𝗼𝗳 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻, across all fields — from engineering and business to law, design, and health. In our latest blog, we explore best practices for structured, discipline-relevant integration of sustainability in curricula, with examples from UniLaSalle and University of Sussex. 💡 𝗧𝗔𝗦𝗞™ plays a key role: providing a diagnostic, tracking progress, and guiding learning pathways for students. 📖 Read the full blog: https://lnkd.in/eAXn_asR

Strategic Version: From Short-Term Projects to Systemic Change For too long, sustainability education has relied on short-term projects, one-off theme days, and disconnected classroom activities. While these can ignite interest, they rarely lead to the long-term mindset shifts or green skill development our learners — and our planet — urgently need. At The Sustainables Academy, we believe it’s time to move beyond the “project-based” approach and towards a systematic, age-progressive model of sustainability learning. Just as nature functions in interconnected systems and adaptive cycles, education too must become cyclical, connected, and regenerative. Research and global frameworks such as the SDGs clearly show that deep, consistent learning progression — not sporadic exposure — builds the knowledge, values, and competencies learners need to thrive in a sustainable future. Our 12 Pathways Curriculum provides this structure, embedding sustainability and the circular economy across all subjects and age groups, from early years to post-16. Through our free, not-for-profit framework, educators gain access to: A progressive curriculum linking sustainability concepts and the SDGs through each developmental stage. Integrated teaching resources that connect sustainability with literacy, numeracy, science, and the arts. Practical guidance for embedding circular economy thinking and green skills across the curriculum. Support for educator confidence — shifting sustainability from isolated activities to a consistent, empowering practice. Nature teaches us that systems thrive when conditions are right, and fail when isolated. The same is true of education. Let’s learn from nature — and design sustainability learning that is enduring, connected, and transformative. CRITS Circular / Regenerative/Innovative Transformative Sustainability #SystemsThinkingInEducation #TransformEducationNow #EducationForTheFuture #EcoLiteracyMatters #SustainabilityLeadership #WholeSystemsChange https://lnkd.in/etjjrNx6

𝗧𝗵𝗲 𝗠𝗮𝘀𝘁𝗲𝗿’𝘀 𝗶𝗻 𝗦𝘂𝘀𝘁𝗮𝗶𝗻𝗮𝗯𝗶𝗹𝗶𝘁𝘆 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻𝘀: 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗶𝗻 𝗠𝗼𝘁𝗶𝗼𝗻 𝗳𝗼𝗿 𝗮 𝗦𝘂𝘀𝘁𝗮𝗶𝗻𝗮𝗯𝗹𝗲 𝗙𝘂𝘁𝘂𝗿𝗲 Taught at De Haagse Hogeschool / The Hague University of Applied Sciences, the Master’s in Sustainability Transitions takes education far beyond the classroom. From walking discussions in nature to working on real-life transition projects, students are invited to explore, move, reflect, and act while shaping the systems that define our collective future. According to program coordinator Veronika Brantova, the master’s combines academic depth with practical learning and personal leadership development. Students engage with real transition projects in fields such as energy, healthcare, transportation, and education, building the skills and mindset needed to become effective transition makers. Associate professor Bas van den Berg emphasizes the importance of connecting learning with the world around us. By taking education outdoors, the classroom expands both physically and mentally. This approach encourages new ways of thinking, fosters creativity, and strengthens collaboration between students and their environment. The program stands out for its integration of theory, practice, and personal growth. It challenges students to approach complex sustainability issues, often called wicked problems, with creativity, critical thinking, and care. The Master’s in Sustainability Transitions is designed for those who want to contribute to a healthier, fairer, and more resilient planet. It offers an inspiring and transformative learning journey for anyone ready to explore what it truly means to lead change. Interested in learning more? Join us for our Open Day on 1 November at The Hague University of Applied Sciences and discover how you can become a transition maker. Watch the video to see how this master’s is reimagining what education for sustainability can look like.

Most graduates think they're ready for the sustainability transformation. But no, they're not. 🌱 Here's what I've observed in my teaching experience: Students master the theory. They know the SDGs by heart. They can discuss circular economy principles with confidence. But when faced with real organizational resistance? When budgets get tight? When stakeholders push back? Many freeze. The gap isn't knowledge—it's application under pressure. Traditional sustainability education focuses heavily on frameworks and best practices. But the real world demands: → Navigating complex stakeholder dynamics → Building business cases during uncertainty → Leading change when others resist → Making tough trade-off decisions These skills aren't taught in isolated courses about sustainability. We need educational approaches that simulate real-world complexity. That challenge students to think beyond ideal scenarios. That weave sustainability into the whole curriculum, like we do at University of Sustainability What's your experience? Have you noticed this preparedness gap in your field? What skills do you wish were emphasized more in sustainability education? #SustainabilityEducation #SDGs #SustainabilityCareers #TeachingInnovation #GraduatePreparedness Photo by Braden Collum on Unsplash.