Abstract:

In 2015 the United Nations (UN) announced its 2030 Sustainability Agenda, along with 17 Sustainable Development Goals (SGDs) aimed at creating a global framework to achieve a sustainable future for all. An essential strategy to support SDGs is the integration of Education for Sustainable Development (ESD) into Higher Education (HE). By aligning and embedding subject-specific content and pedagogy with sustainable development principles, HE institutions are well placed to foster a transformative learning environment centred on sustainability, as well as providing an invaluable platform to engage students with local and global real-world challenges. ESD equips graduates with the competencies- the skills, attributed and values- needed to contribute to a more sustainable future.

This study examines and reflects on how immersive, field based active pedagogies, centred on ESD, have influenced the long-term sustainability outlook of recent HE graduates. The participants engaged in extended local (Ireland, Burren-based) and international (Bornean Rainforest-based) field activities during their undergraduate studies in the Biosciences (all participants are within five years of graduation). The findings highlight the positive impact of including ESD pedagogies in promoting long -term sustainable thinking. The graduates appreciated how field-based activities connected learning to real-world issues, fostering an understanding of complex solutions. Notably, working with NGOs during these experiences significantly influenced their long-term sustainability actions. Overall, this study underscores the continuing need to promote, development and incorporate ESD across HE curriculums.

Keywords:

Sustainability, Field-Based, Active Pedagogies, Education.