Innovation for SDGs: inspirational

Innovation for SDGs: inspirational tools towards sustainability challenges

Communication and Advocacy for the 2030 Agenda and the SDGs

Rachel Soper – Senior Project Manager for

Education (SOS-UK)

All content © SOS-UK 2021

Version 1.0

What we’ll cover

• Student demand for sustainability

• SOS-UK’s engagement with the SDGs

• Case studies from SOS-UK’s work

• Students as agents for change

Innovation for SDGs: SOS-UK

Introductions


INTRODUCTION TO SOS-UK

Students Organising for Sustainability UK charity, launched October 2019

Part of the NUS family with 550 students’ union members representing 7 million students.

SOS-UK engages, inspires and empowers students to lead on sustainability. Ours is a long-term investment in education today for a better future tomorrow.

Our Mission

● Getting more students leading on, and learning about,

sustainability.

● Embedding sustainability in formal education, from

early years to adult learning.

● Making sustainability more inclusive, for everyone.


http://facebook.com/sosukcharity

https://www.instagram.com/sosuk_charity/

https://twitter.com/sosukcharity

https://www.linkedin.com/company/students-organising-for-sustainability/

Student & staff perceptions


Growing concern about climate change

76% 74%77%

80%* 81%

74% 74% 74%*

82%*77%

81%84%* 83% 84% 85% 85% 87%

91%*

68% 66%

70%

71%74%

80%

60%65%70%75%80%85%90%95%

100%

NUS research

Source: NUS Student Opinion Climate Change | Base: See brackets - respondents in higher and further

education across the UK

Q: “How concerned, if at all, are you about climate change?”[Responses shown for very or fairly concerned]

“The biggest problem/threat we face is climate change and pollution. We are rapidly

destroying our planet and it's environment. To secure a future for the next generation we

must ensure that positive change occurs” – Student respondent, NUS Skills survey 2019.


We know students want more…

Source: NUS Sustainability Skills Survey 2019-20 | Base: c.6000 respondents in higher education across the UK

83% would like to see sustainable

development actively incorporated

and promoted through all courses

91% say they agree their place

of study should actively

incorporate and promote

sustainable development

65% say sustainable

development is something they

would like to learn more about


Career aspirations

/ relevance

To make a difference to

our collective future

Motivations for learning about sustainable development

How students want to learn


83%

74%

76%

73%

72%

70%

0% 20% 40% 60% 80% 100%

Offer placements or work experience

Link coursework or dissertations to theissues

Build the material into the existingcontent in the course

Offer a specific module on the course

Run extra-curricular activities withindepartments

Run extra-curricular activities within thestudents' union

2015-16 2016-17 2017-18 2018-19 2019-20

Q: Imagine all university/college courses are required to include the) skills and knowledge needed to

help other people and the environment. What do you think the most relevant way of including the skills

and knowledge needed to help other people and the environment within your own course would be?

Staff know it is important…

Q. In your opinion, how important is it that students leave their time in formal education with the

knowledge and skills required to address environmental sustainability and social responsibility

challenges?

Sustainability in Education survey, 2018. Research by NUS, EAUC, UCU AoC and CDN. 566 staff

from universities, colleges and students’ unions. 139 had formal remit for sustainability, 234 do so

on an informal basis and 193 have no remit or responsibility for sustainability


Student perspectives on issues related to the SDGs: research report

Innovation for SDGs: SOS-UK Student perspectives on issues related to the SDGs. Student opinion survey conducted

by NUS, October 2017 – February 2019.

• Between January 2018 and February 2019, awareness of

the SDGs significantly increased, from 28% to 34, but 61%

had not heard of them.

• The government is seen as playing a strong role in leading

and supporting the achievement of the SDGs (81% agree).

73% see a strong role for universities in this area, and 64%

think individuals should be actively playing a role in the

achievement of the SDGs.

• 70% of respondents said they wanted to learn more about

the SDGs in. 57% want to be more involved in action that

helps achieve the SDGs.

• Climate action and no poverty are seen as the “most

important” of the Goals.

SOS-UK’s engagement with the SDGs


Global Goals Teach-In


The Global Goals Teach In is our annual two-week campaign to

encourage educators to incorporate the SDGs into their teaching

and learning.

sustainability.nus.org.uk/sdgteachin

• Raise awareness of the importance of sustainable development.

• Catalyse curriculum reform and test new ideas.

• Embed sustainability and social responsibility across all learning.

• Link teaching, learning, and assessment to local and global concerns.

• Prepare students with the knowledge, skills, and attributes to tackle

the world's greatest challenges.

https://sustainability.nus.org.uk/sdgteachin

The 2021 campaign had a bigger reach than ever before

The 2020-21 campaign saw the highest number of educators taking part, the highest number of students reached and the highest number of institutions taking part since the campaign’s inception in 2018.

496 educators pledging to

incorporate the Global

Goals into their teaching

and learning

47,292 students &

learners reached through

lessons, workshops and

tutorials

48 educational institutions

taking part, including schools,

colleges, universities,

students’ unions and training

providers

Innovation for SDGs: SOS-UK sustainability.nus.org.uk/sdgteachin


Why do educators take part?

“It connects the students to their responsibilities as future leaders”

Fashion Marketing lecturer, UK university


“I see my role as an educator to make students aware that by adopting and incorporate these goals both personally and within

business models that positive change can happen.”

Marketing lecturer, UK university

“I believe they should be inherent in all teaching and integrated without needing isolated focus. That has a tendency to make them optional as opposed to universally essential to us all.”

Architecture, building and planning lecturer, UK university

“It is essential that the next generation of teachers are both informed and enabled with the tools they need to begin their career - having insights

into the climate crisis and global goals, pedagogies and resources to support them is crucial.”

Education lecturer, UK university


Global Goals curriculum mapping


Through a student-led audit, we map the inclusion of the Global Goals across all modules/courses within a university, college, or faculty.

Can lead to…

• Institution-wide engagement with the SDGs

• Identifying many unknown pockets of good practice and allies

• Student skills development and leadership

• Increased buy-in from faculties

• Increased support for academics

Case studies


University of Bristol Medical School SSC


Elective placement module for Year 2 medicine students within doctors’ surgeries and hospital wards:

• The UK NHS (national health service) contributes ~4-5% of the country’s carbon footprint, and ~1% of the UK’s waste.

• Placement provides opportunity to learn about their role as future healthcare professionals within a sustainable health system

• Through the placement, students are trained and supported to design and implement an impactful project or initiative, which improves both sustainability and patient care

• Projects have included deprescription and social prescription, green space projects, travel schemes and promoting alternative pharmaceuticals with lower environmental impact

SHAPE Sustainability Impact Projects


Demonstrating the importance of the arts, humanities and social sciences in a sustainable future:

• Funded by the British Academy in collaboration with SOS-UK

• Students formed inter-disciplinary teams to problem-solve real world sustainability challenges, set by their university

• ‘Living Labs’ approach, with students’ own universities and local communities serving as the testbed for their ideas

• A strong focus on environmental, societal and the economic impacts of the projects

“I have understood more about the need for an interdisciplinary approach to tackling

sustainability issues, and how there needs to be more action from everyone at all levels. I have

also seen how little sustainability is involved in the curriculum, meaning that many people,

including myself, don't fully understand the issues the world currently faces.” SHAPE student

project leader

Invest for change


Invest for Change is a campaign which aims to radically reform how universities invest their money, creating a more resilient and sustainable economy through investments.

• Builds on the divest movement, campaigning for universities to divest from the fossil fuel industry

• Aim for university money to act in the interests of students and the world they will graduate into, not against them

• Supports students to run campaigns on campus, as well as working directly with universities and investment managers

• Financing solutions to environmental and social challenges such as renewable energy or social housing projects

https://www.investforchange.uk/

Prestwick Academy, South Ayrshire: Higher Spanish Class


Enabling students to make connections with different people and their culture and play a fuller part as global citizens:

• Watched a documentary about the Barefoot Foundation (Pies Descalzos) in Colombia, which focuses on education, inequalities and food production & distribution

• Students were tasked with producing a short essay or presentation in Spanish to talk about the work of the Barefoot Foundation and links with the SDGs, as well as reflecting on whether the issues faced by children in Colombia are similar to those faced by young people in Scotland

“This project is an example of how we can use SDGs as a viable

context for language learning and developing cultural

awareness.” Ashleigh Evans, Modern Languages Teacher

Agenda 2030: Students as agents for change


Formal, informal and subliminal curriculum


Formal Curriculum

Informal Curriculum

Subliminal Curriculum

Education about sustainable development vs Education for Sustainable development


Knowledge

Skills

Attributes

“Education for sustainable development is the

process of equipping students with the

knowledge and understanding, skills and

attributes needed to work and live in a way that

safeguards environmental, social and economic

wellbeing, both in the present and for future

generations.”

Higher Education Academy & Quality Assurance

Agency guidance on ESD (2014)

“Education for Sustainable Development helps

the citizens of the world to learn their way

to a more sustainable future.”

UN Decade of ESD 2005-2014

Sustainability ‘Skills’


Using resources

efficiently to limit the

impact on the

environment and other

people

Understanding how to

create change

Communicating

complex information

clearly and effectively

to different types of

people

Challenging the

way we do things

now (like business,

politics, education)

Looking at global

problems from the

perspective of

people from around

the world

Planning for the

long term, as well

as the short term

Understanding how to

create change

Looking at a

problem using

information from

different subjects

or disciplines

The causes of

inequality in the

world

Understanding how

human activity is

affecting nature

Considering ethical

issues linked to your

subject

Solving problems by

thinking about

whole systems –

including different

connections and

interactions

Teach the Future

School teachers survey (UKSCN and Oxfam survey, March 2019)

75% say they have not had adequate training to educate students on climate change

Campaign asks (England):

1. A government-commissioned review into how the whole of the English formal education system is preparing students for the climate emergency and ecological crisis.

2. Inclusion of the climate emergency and ecological crisis in teacher training and a new professional teaching qualification.

3. An English Climate Emergency Education Act


Mock COP26


Filling the void of the postponed COP26, Mock COP was a youth-led and youth-run online climate conference in November 2020. It achieved:

1. 330 delegates aged 11-30 from 140 countries coming together (72% were from the Global South)

2. A unified global statement from the youth of the world with policy asks on climate justice, climate education, climate resilient livelihoods, physical and mental health, and NDCs

3. Reached 100m through broadcast interviews in over 40 countries

4. Driving ambition for COP26 in Glasgow in November 2021

www.mockcop.org/treaty

http://www.mockcop.org/treaty

Key takeaways:

1. Students want this!

2. The SDGs are applicable to all disciplines and all stages of education

3. Learning for the SDGs should be applied, relevant and equip students with the skills, knowledge and attributes to contribute to, and thrive, in a sustainable society

4. Bringing students and young people into decision making is integral to achieving Agenda 2030


Resources


Find out more…Responsible Futures Accreditation programme: https://sustainability.nus.org.uk/responsible-futures

Global Goals mapping with SOS-UK: https://sustainability.unioncloud.org/our-work/take-part/mapping-the-global-goals

Global Goals Teach-in: https://sustainability.nus.org.uk/sdgteachin

Find out about our wider sustainability offerings and education work: https://sustainability.nus.org.uk/our-works

From Art to Zoo Management: Embedding sustainability in UK higher and further education: https://sustainability.nus.org.uk/resources/from-art-to-zoo-management-embedding-sustainability-in-uk-higher-and-further-education

SOS-UK/NUS research reports:

https://sustainability.nus.org.uk/our-research/our-reports

https://sustainability.nus.org.uk/our-research/our-research-reports/sustainable-development-goals/sdgs

https://sustainability.nus.org.uk/our-research/our-research-reports/education-and-employment/sustainability-in-education

https://sustainability.nus.org.uk/our-research/our-research-reports/education-and-employment/sustainability-skills

UNECE ESD Competencies for ESD [for educators]: https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf

Better Student Outcomes through sustainability: Living Lab guide: https://www.sustainabilityexchange.ac.uk/better_student_outcomes_through_sustainability_

Teach the Future website: https://www.teachthefuture.uk/

Mock COP website: www.mockcop.org


https://sustainability.nus.org.uk/responsible-futures

https://sustainability.unioncloud.org/our-work/take-part/mapping-the-global-goals


https://sustainability.nus.org.uk/our-works

https://sustainability.nus.org.uk/resources/from-art-to-zoo-management-embedding-sustainability-in-uk-higher-and-further-education

https://sustainability.nus.org.uk/our-research/our-reports

https://sustainability.nus.org.uk/our-research/our-research-reports/sustainable-development-goals/sdgs

https://sustainability.nus.org.uk/our-research/our-research-reports/education-and-employment/sustainability-in-education

https://sustainability.nus.org.uk/our-research/our-research-reports/education-and-employment/sustainability-skills

https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf

https://www.sustainabilityexchange.ac.uk/better_student_outcomes_through_sustainability_

https://www.teachthefuture.uk/

http://www.mockcop.org/

Thank you – stay in touch!

e. [email protected]. https://sos-uk.org

@sosukcharity

Please get in touch if we can support your work in this area!

Innovation for SDGs: inspirational

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