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dc.contributor.authorPrice, Elizabeth A. C.
dc.contributor.authorWhite, Rehema M.
dc.contributor.authorMori, Kate
dc.contributor.authorLonghurst, James
dc.contributor.authorBaughan, Patrick
dc.contributor.authorHayles, Carolyn S.
dc.contributor.authorGough, Georgina
dc.contributor.authorPreist, Chris
dc.date.accessioned2021-11-16T11:30:07Z
dc.date.available2021-11-16T11:30:07Z
dc.date.issued2021-11-11
dc.identifier276677207
dc.identifier489969c0-de32-448f-afe2-4ce0fe2fa22f
dc.identifier85124207823
dc.identifier.citationPrice , E A C , White , R M , Mori , K , Longhurst , J , Baughan , P , Hayles , C S , Gough , G & Preist , C 2021 , ' Supporting the role of universities in leading individual and societal transformation through education for sustainable development ' , Discover Sustainability , vol. 2 , 49 . https://doi.org/10.1007/s43621-021-00058-3en
dc.identifier.issn2662-9984
dc.identifier.otherRIS: urn:73FE736411300D19A25A3B3F746420E0
dc.identifier.otherRIS: Price2021
dc.identifier.otherORCID: /0000-0002-9669-0012/work/103137337
dc.identifier.urihttps://hdl.handle.net/10023/24341
dc.description.abstractThere is growing recognition of the value of Education for Sustainable Development (ESD) for all learners, and of the unique role that universities play in the transformation of individuals, institutions and societies towards more sustainable futures. Universities engage and even lead in several areas: education, research and community engagement, all of which are essential in this transformation. Further, given their focus and influence, universities are pivotal to action needed to realise the UN Sustainable Development Goals (SDGs) but, to date, UK university integration of ESD and engagement with the SDGs is relatively limited. In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the SDGs, the UK ESD Guidance has been comprehensively revised to support universities to deliver education which enables students to acquire sustainability competencies, equipping them to play leadership roles in an increasingly uncertain world. In this case study, we critically analyse the role of universities and explore why ESD needs to be more urgently integrated in teaching and learning. We review the barriers to achieving ESD in UK universities at political and institutional levels. Finally, we explore the policy-practice interface and outline how the new UK ESD Guidance can support universities in leading individual and societal transformation through ESD and act as a stimulus for embedding ESD in university curricula in both UK and international contexts. We conclude that universities have as yet unfulfilled potential to explore and facilitate ESD for sustainability leadership.
dc.format.extent16
dc.format.extent874709
dc.language.isoeng
dc.relation.ispartofDiscover Sustainabilityen
dc.subjectG Geography (General)en
dc.subjectLB2300 Higher Educationen
dc.subjectT-NDASen
dc.subjectSDG 10 - Reduced Inequalitiesen
dc.subjectMCCen
dc.subjectNCADen
dc.subject.lccG1en
dc.subject.lccLB2300en
dc.titleSupporting the role of universities in leading individual and societal transformation through education for sustainable developmenten
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Geography & Sustainable Developmenten
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. Scottish Oceans Instituteen
dc.contributor.institutionUniversity of St Andrews. St Andrews Sustainability Instituteen
dc.contributor.institutionUniversity of St Andrews. Geographies of Sustainability, Society, Inequalities and Possibilitiesen
dc.identifier.doi10.1007/s43621-021-00058-3
dc.description.statusPeer revieweden


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