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A. Walsh et al.
‘satisfying’ life, in general and for them personally, to understand the different ways
people find a sense of purpose and fulfilment in their life and activities, exploring
what gives them such a sense of purpose in this way, to understand how one rarely
‘make a difference’ in the world on their own. Also, they are shown how change
happens through several actors playing different roles and working together to reach
a shared goal as well as the timescales of that change. They can then reflect on which
types of roles appeal to them personally (both in terms of skills exercised and what
they enjoy) and consider how they interact with others’ roles. Finally, they are shown
some of the challenges that they may face when attempting to ‘make a difference’
in the world: ranging from the personal to the global.
7 Conclusion
At the University of Bristol, sustainability is now a central pillar of all educational
efforts through the theme of Sustainable Futures. This theme permeates the taught
curriculum and optional voluntary opportunities alike so that all students can engage
meaningfully with sustainability. Students have also been an integral part of the
development of this position so that Sustainable Futures responds to students’ interests and priorities. The goal of inclusivity and co-production also extends to our
local and international communities. This is most visible in the design of the online
Sustainable Futures course that features case studies and contributions from a broad
spectrum of stakeholders. Institutionally, the University has embraced a broad meaning for sustainability, not just in theory but in its practice of what it considers to
constitute “sustainability”. The case studies that form the core of the online course
include topics such as food poverty, microplastics, eco-tourism, climate change, and
homelessness. In our degree programmes, reviews of the curriculum use UNESCO’s
definition of ESD (political, environmental, economic, social and cultural sustainable development) (Tierney et al. 2015). Both our research and teaching approaches
are increasingly engaging with the SDGs. The online course presents Sustainable
Futures as a means to share the Bristol approach globally, to create a digital “living
lab” that connects global learners and local communities. Here, it takes forward the
concepts of Learn Act Engage Create and the wider Bristol ethos of putting theory
into practice. The focus on skills and self-reflection circumvents a didactic approach
to learning towards a meaning-driven context-based reflexivity. The online course
also presents Bristol’s concern with catering for its own students and communities,
and the institutional ethical imperative to be an instrument for positive change in the
world.
A. Walsh et al.
‘satisfying’ life, in general and for them personally, to understand the different ways
people find a sense of purpose and fulfilment in their life and activities, exploring
what gives them such a sense of purpose in this way, to understand how one rarely
‘make a difference’ in the world on their own. Also, they are shown how change
happens through several actors playing different roles and working together to reach
a shared goal as well as the timescales of that change. They can then reflect on which
types of roles appeal to them personally (both in terms of skills exercised and what
they enjoy) and consider how they interact with others’ roles. Finally, they are shown
some of the challenges that they may face when attempting to ‘make a difference’
in the world: ranging from the personal to the global.
7 Conclusion
At the University of Bristol, sustainability is now a central pillar of all educational
efforts through the theme of Sustainable Futures. This theme permeates the taught
curriculum and optional voluntary opportunities alike so that all students can engage
meaningfully with sustainability. Students have also been an integral part of the
development of this position so that Sustainable Futures responds to students’ interests and priorities. The goal of inclusivity and co-production also extends to our
local and international communities. This is most visible in the design of the online
Sustainable Futures course that features case studies and contributions from a broad
spectrum of stakeholders. Institutionally, the University has embraced a broad meaning for sustainability, not just in theory but in its practice of what it considers to
constitute “sustainability”. The case studies that form the core of the online course
include topics such as food poverty, microplastics, eco-tourism, climate change, and
homelessness. In our degree programmes, reviews of the curriculum use UNESCO’s
definition of ESD (political, environmental, economic, social and cultural sustainable development) (Tierney et al. 2015). Both our research and teaching approaches
are increasingly engaging with the SDGs. The online course presents Sustainable
Futures as a means to share the Bristol approach globally, to create a digital “living
lab” that connects global learners and local communities. Here, it takes forward the
concepts of Learn Act Engage Create and the wider Bristol ethos of putting theory
into practice. The focus on skills and self-reflection circumvents a didactic approach
to learning towards a meaning-driven context-based reflexivity. The online course
also presents Bristol’s concern with catering for its own students and communities,
and the institutional ethical imperative to be an instrument for positive change in the
world.