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A. Walsh et al.
Futures course, designed by a University of Bristol team as a platform where learners from across the world can interact. The focal point of Bristol Futures is a dual
approach—that learning, and change come from the dual approaches of theoretical understanding and practical experience. Using sustainability as a lens and the
Sustainable Development Goals as a framework, students explore local and global
challenges through a series of interdisciplinary case studies (Wood 2004) and reflect
on how they would best be positioned to address those challenges (Martin and Jucker
2005). It then harnesses the University of Bristol’s international award-winning reputation and the Bristol Students’ Union Learn Act Engage Create approach to give
students engaged learning opportunities to turn theoretical study of sustainability
into practical action in communities. Bristol Futures provides students with a unique
combination of skills that will enable them to become agents of change on a local
and global level, using online courses, face-to-face study and engaged learning to
ensure they take sustainability outside the lecture rooms and turn it from theory, to
practice and a way of life.
Keywords Higher education · Sustainability · Education for sustainable
development · University of Bristol
1 Introduction
ESD has real impact and meaning globally, as evidenced through the outputs of
decades of efforts championed, amongst others, by UNESCO. This includes tackling
issues of climate change and cultural diversity, advising policy makings, empowering
learners and leading change through education, discussion and international initiatives (UNESCO 2014). One of the major culminations of these efforts is the Global
Action Programme (GAP) on Education for Sustainable Development (UNESCO
2015). Other initiatives include the Sustainable Development Goals Accord (SDG
Accord) that draws together the University and College sector’s collective response
to the SDGs (launched in September 2017, see http://www.sdgaccord.org/).
The University of Bristol is a GAP and SDG Accord partner institution. In
response to these initiatives, it has developed Bristol Futures, a creative and integrated approach to curriculum development which aims to develop student skills and
values in sustainable futures, global citizenship and innovation & enterprise. The
Sustainable Futures pathway takes sustainability beyond its obvious and most frequently used links, to connect sustainable development to subjects like homelessness
and resilient cities, personal happiness and wellbeing and a sense of purpose in life
(Sterling 2003; Sterling 2010; Sterling 2011). This paper will give a brief history of
Education for Sustainable Development work at University of Bristol. We will introduce the new Bristol Futures initiative and we will discuss the Sustainable Future
online course and the opportunities and challenges it has presented in developing
students with the skills and values needed to tackle local and global challenges.
A. Walsh et al.
Futures course, designed by a University of Bristol team as a platform where learners from across the world can interact. The focal point of Bristol Futures is a dual
approach—that learning, and change come from the dual approaches of theoretical understanding and practical experience. Using sustainability as a lens and the
Sustainable Development Goals as a framework, students explore local and global
challenges through a series of interdisciplinary case studies (Wood 2004) and reflect
on how they would best be positioned to address those challenges (Martin and Jucker
2005). It then harnesses the University of Bristol’s international award-winning reputation and the Bristol Students’ Union Learn Act Engage Create approach to give
students engaged learning opportunities to turn theoretical study of sustainability
into practical action in communities. Bristol Futures provides students with a unique
combination of skills that will enable them to become agents of change on a local
and global level, using online courses, face-to-face study and engaged learning to
ensure they take sustainability outside the lecture rooms and turn it from theory, to
practice and a way of life.
Keywords Higher education · Sustainability · Education for sustainable
development · University of Bristol
1 Introduction
ESD has real impact and meaning globally, as evidenced through the outputs of
decades of efforts championed, amongst others, by UNESCO. This includes tackling
issues of climate change and cultural diversity, advising policy makings, empowering
learners and leading change through education, discussion and international initiatives (UNESCO 2014). One of the major culminations of these efforts is the Global
Action Programme (GAP) on Education for Sustainable Development (UNESCO
2015). Other initiatives include the Sustainable Development Goals Accord (SDG
Accord) that draws together the University and College sector’s collective response
to the SDGs (launched in September 2017, see http://www.sdgaccord.org/).
The University of Bristol is a GAP and SDG Accord partner institution. In
response to these initiatives, it has developed Bristol Futures, a creative and integrated approach to curriculum development which aims to develop student skills and
values in sustainable futures, global citizenship and innovation & enterprise. The
Sustainable Futures pathway takes sustainability beyond its obvious and most frequently used links, to connect sustainable development to subjects like homelessness
and resilient cities, personal happiness and wellbeing and a sense of purpose in life
(Sterling 2003; Sterling 2010; Sterling 2011). This paper will give a brief history of
Education for Sustainable Development work at University of Bristol. We will introduce the new Bristol Futures initiative and we will discuss the Sustainable Future
online course and the opportunities and challenges it has presented in developing
students with the skills and values needed to tackle local and global challenges.