Education with sustainable impact

This tip is partly based on the online 'Platform voor duurzaam hoger onderwijs' (platform for sustainable higher education – only in Dutch) from the Sustainable Education Hub, the Flemish government's expertise centre on sustainability education.

Sustainability is no longer just about reducing emissions and using more sustainable materials – it involves shaping a future for us all. Higher education has a unique role in this: we educate the generations who will make this future possible. Every discipline can play a role in this. But as a teacher, how can you incorporate sustainability into your teaching in a meaningful way?

Already in a previous ECHO education tip (Think big, act small! The first steps towards sustainability education, 2022) we discussed the concept of sustainability, teaching about sustainability, teaching for sustainability and the sustainability competences. Now, in this tip, using an example, we explore sustainable starting points, your personal role as a teacher, sustainable teaching methods and opportunities for collaboration.

From idea to impact: a fictional example

As part of the Communication Management programme component of the Communication Studies study programme, the teacher added the new theme of 'communication as a driver for sustainable behavioural change’. This meant adding two new final competences: (1) by the end of this programme component, the student will be able to develop an ethical communication campaign in a group, and (2) by the end of this programme component, the student will be able to analyse possible future scenarios within communicative issues and develop strategic communication suggestions. 

The teacher’s starting point was Sustainable Development Goal (SDG) 12 'Responsible consumption and production’, linking this to a specific and recognisable theme for students: fast fashion. Links were also made with SDG 13 'Climate action' and SDG 8 'Decent work and economic growth'.

Students were introduced to the topic through a guest lecture on ethical marketing strategies, a short documentary on the impact of fast fashion and literature on greenwashing. They then worked in groups on an assignment aimed to give them a better understanding of the role of communication in sustainable transitions. They developed a communication campaign encouraging young people to make more sustainable clothing choices, without coming across as judgemental, while also anticipating possible long-term scenarios in the fashion industry.

To work on the latter, the teacher used the 'backcasting' teaching method: students first had to formulate a sustainable end scenario for the fashion sector in 2050 and then work backwards to identify the steps needed today to achieve that future vision.

The teacher plans to look at possible interdisciplinary collaborations with other courses, such as Business (e.g. impact of sustainable business on economic growth), Socio-Economic Sciences (e.g. analysis of purchasing power and poverty), Law (e.g. international labour law) and Psychology (e.g. influence of identity and motivation on buying behaviour). In addition, the teacher sees opportunities to involve the professional field through transdisciplinary cooperation, for example through second-hand shops or sustainable fashion brands.

Additional inspiration for developing this example was gathered through ChatGPT (OpenAI, 2025).

Inspiring examples at UAntwerp can be found in the brochure 'Sustainability in Educational Practice: Always better together'.

More sustainable course design: where to start

The above example gives us some crucial takeaways. First, the SDGs provide a valuable basis for establishing relevant links to course content. By connecting different SDGs, students gain insight into the complex dynamics between consumer behaviour, ecological impact and economic systems.

What’s more, it becomes clear that sustainability challenges are ideal focal points to get students involved. By choosing a specific relatable sustainability challenge from students' lifestyles, the teacher provided a motivation to engage. Moreover, a suitable sustainability challenge allows different areas of knowledge and perspectives to be connected, teaching students to identify connections within and beyond the boundaries of their own discipline. Fast fashion is also a complex challenge, with intersections within all dimensions of sustainability, but also offers opportunities for specific partial solutions and steps to be taken by the students. In this way, students can develop several sustainability competences (see ECHO education tip 'Think big, act small! The first steps towards sustainability education', 2022).

Finally, the example illustrates that including sustainability in a programme component does not mean working with students to solve the entire sustainability issue. You might choose to teach students new competences that will later better prepare them for sustainable challenges within their field of work. In the example, the teacher introduced a completely new topic with new content and a group assignment, but this doesn’t have to happen every time. Often, it’s enough to choose a different angle within your existing course design, for example by linking an existing group assignment to a relevant sustainability challenge.

If you want to learn more about sustainability challenges and the characteristics of good sustainability challenges for use in your lessons, be sure to check out the learning track 'Duurzaamheidsuitdagingen als vertrekpunt' (Sustainability challenges as a starting point – only in Dutch) in the 'Module Duurzaamheidseducatie' (Sustainability Education module – only in Dutch).

Different roles: the teacher as... 

The example also makes it clear that the teacher switched between different roles depending on the predefined goals, context and lesson activities. Research shows that each teacher has their own way of contributing to sustainability education. Vandenplas and Van Poeck (2021) identified eight typical roles in which teachers can identify themselves.

Although these roles are described separately, in practice they often intertwine. In the example, for instance, the teacher shifted from being a tutor during the introduction of the content, to a coach during group work and an activator when initiating concrete actions. This shows that sustainability education does not require one fixed role. Instead, it requires deliberate switching between different roles according to the purpose of the education and the chosen teaching methods.

Therefore, it makes sense to use the roles not as labels, but as a tool to more consciously choose how to act in different learning situations. They invite you to reflect on what your goals are and which roles best support them. At the same time, not every role might feel right: it’s just as important to work from an approach that feels credible and comfortable for you. By switching between roles that fit both your teaching goals and your own style as a teacher, you can work authentically to build students' knowledge, engagement and critical understanding.

Want to know more about these different roles? Then check out the learning path 'De docent als motor' (The teacher as a driving force – only in Dutch) within the 'Module Duurzaamheidseducatie' (Sustainability Education module – only in Dutch).

Get started: sustainable teaching methods

In many cases, traditional teaching methods can still be used in sustainability education. Nevertheless, students still often need to actively engage with the learning content so that they acquire and practice new skills to gain the intended sustainability competences. This means that other activating teaching methods are needed, just like in the example where the teacher uses backcasting. Below is an overview of several activating teaching methods that are suitable for working on various sustainability competences.

• ​Backcasting _{(only in Dutch)}
• ​Project education _{(only in Dutch)}
• ​Case study
• ​Wicked problems plaza
• ​Worldcafé
• ​Fishbowl _{(only in Dutch)}
• ​Systems mapping _{(only in Dutch)}

Opportunities for collaboration: inter- and transdisciplinary work

Finally, the example illustrates that sustainability education encourages collaboration. Since sustainability challenges are so wide-ranging, it’s often necessary to collaborate with other study programmes or disciplines. By sharing insights and pooling expertise, students experience how different disciplines reinforce each other in analysing and tackling complex problems. Interdisciplinary education also supports the development of various (generic and sustainability) competences, such as systems thinking, collaboration and critical thinking (see ECHO education tip 'When disciplines meet: inspiration for interdisciplinary education', 2025).

In fact, such opportunities for collaboration go beyond the boundaries of the university. Stakeholders from the field can also play a valuable role. Think of sustainable enterprises, local policymakers, civil society organisations, etc. Stakeholders can be used to deliver a guest lecture, participate in a panel discussion, help create assignments or provide feedback. Through transdisciplinary education, students gain access to realistic cases and current challenges (see ECHO education tip 'When disciplines meet: inspiration for interdisciplinary education', 2025).

​Lees deze tip in het Nederlands​