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Student researchers breaking barriers: exploring how STEM can drive education for sustainability in UK higher education
Kirk, Nicole Wong, Cho Wan Shah, Rehan Preston, Anne
Kirk, Nicole
Wong, Cho Wan
Shah, Rehan
Preston, Anne
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EESD2025_#31_Kirk.pdf
Adobe PDF, 483.3 KB
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Editors
Date
2025
Educational Level
Curriculum Area
Geographical Setting
UK
Abstract
Education for Sustainable Development (ESD) equips learners with the knowledge, skills, and attitudes needed to create a fair, inclusive, and sustainable future. In engineering education, the integration of Sustainability Development Goals (SDGs) is vital for preparing students with the quantitative and critical skills necessary for sustainable decision-making. Embedding ESD in STEM curricula not only addresses existing gaps but enhances the global and societal relevance of engineering education. Our research explored the challenges and opportunities of integrating ESD into taught postgraduate STEM programmes at two east London universities. Using a student-staff co-creation approach (Cook-Sather et al., 2014), we collaborated with interdisciplinary student researchers on a literature review of best practices and a mapping exercise examining SDG coverage across engineering modules. The project also identified pedagogical strategies that help students meaningfully engage with sustainability, highlighting effective ways for educators to connect STEM teaching with real-world social and environmental challenges.
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Keywords (free text)
student-staff co-creation, UN SDGs, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering