Transformative learning design for ESD in a skills-based module

Nicholson, Theresa ORCID: https://orcid.org/0000-0001-8402-9481, Vargas, Valeria Ruiz ORCID: https://orcid.org/0000-0002-0008-0747, Price, Elizabeth AC ORCID: https://orcid.org/0000-0002-5723-7856, Himatlal, Khushi, Campen, Leo, Hartley, Max and Hewitt, Thomas (2024) Transformative learning design for ESD in a skills-based module. Open Scholarship of Teaching and Learning, 3 (1). pp. 21-36.

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Abstract

The CoDesignS ESD learning design presented in this case study was created by a team of three academics working in collaboration with a team of four, first year undergraduate students at Manchester Metropolitan University (MMU) in the UK. The case study concerns Professional Geographer, an existing undergraduate module focused on academic, personal, and professional skills development. Analysis of the new learning design shows that significant changes have been made to the learning activity types employed, and this is now very close to the idealised breakdown. Also, by integrating a number of new learning activities drawing on transformative pedagogies, the specific learning domains are much more evenly balanced in the new learning design. The new learning design was applied to Professional Geographer in 2022-23 and its impact evaluated. Academic members of the Bootcamp team concluded that the CoDesignS ESD Toolkit provides a tried and tested, robust approach for embedding Education for Sustainable Development (ESD) in curriculum design at MMU. This has resulted in the creation of a suite of Continuing Professional Development (CPD) resources for supporting colleagues to embed ESD. Faculty and Department champions are being identified to help test these resources before integrating them in academic staff development aligned to the University’s new (2023) transformational and active learning Education Strategy. These plans advance MMU’s Sustainability Strategy (2022-26) targets, in which ESD is a key theme. Team members have benefitted personally and professionally from their participation in the Bootcamp. For example, the academic team are now undertaking research to evaluate large scale application of the Toolkit across the institution; the team academic lead is steering the implementation of transformative, active learning pedagogies at institutional level; and a student team member has secured an industrial placement as an Ethics, Sustainability and Policy Coordinator for a large national retailer.