The University of Kent commits to embedding ESD across the formal curriculum, enabling all students to gain skills and knowledge required to address global challenges
Governance and Reporting
A curriculum sustainability working group has been established to drive activity towards embedding sustainability in the curriculum.
Progress and activity towards achieving the institutional commitments to ESD are reported to the Sustainability Steering Group (SSG) chaired by DVC Richard Reece. More details and terms of reference for the SSG can be found by following the link below.
Our Framework for ESD
Note: Implementation of this framework was previously delayed by the ongoing covid-19 pandemic. Although target completion dates are given, it is expected phases 1 and 2 will be ongoing to allow for integration of new research and engagement of new academic staff.
Phase 0 – Commitment
An institutional commitment would be made to embed ESD across the formal curriculum, enabling all students to gain skills and knowledge required to address global challenges - COMPLETED October 2020
Phase 1 - Research (by September 2022)
Good practice of ESD will be identified across the sector using the Responsible Futures model. Baselines should be established for existing ESD in the curriculum and institutional policy, and current staff and student engagement with ESD. - COMPLETED September 2022
Phase 2 – Capacity building (by September 2023)
Engagement and learning opportunities should be developed for staff and students, to raise awareness of ESD, enhance the co and extra-curricular experience for students, as well as train and build sustainability teaching capacity in academic staff. Furthermore, ESD initiatives that are already in place should be grown and connections should be created between them, to foster interdisciplinary approaches to teaching. Staff capacity building would follow the Competencies for Educators framework.
Phase 3 – Curriculum reform (by September 2024)
Taught curriculum should be developed to embed the principles of ESD through a consultative and co-creative process with academic staff and students, and informed by findings during phases 1 & 2.