The V-Global project was introduced via an online platform to approximately thirty educators in higher education on October 23rd. The workshop commenced with an introductory session outlining the approaches taken in higher education curricula and teaching methodologies concerning environmental and sustainability issues. You can find a comprehensive overview of the outcomes from V-Global (Project resuilt 1) here.
The workshop offered a valuable platform for deliberating on these findings. Participants critically identified multifaceted challenges inherent in the integration of Education for Sustainable Development (ESD) within higher education, encompassing several pivotal concerns:
- Insufficient teacher training, where ESD remains absent in certain educational programs.
- Time constraints that hinder the exploration beyond fundamental aspects.
- Fragmented training modules that lack coherence.
- Limited space for fostering interdisciplinary connections.
- Difficulty in establishing a unified approach and definition to generate substantial momentum.
- Numerous organizational hurdles.
Additionally, participants delineated key pillars for bolstering the advancement of sustainable development teaching and education at the university level:
- Forging partnerships with civil society entities to initiate collaborative projects.
- Engaging students in tangible, experiential projects diverging from traditional lecture formats.
- Orchestrating collaboration between departments and Faculty Resource Units (UFRs) to institute overarching initiatives such as community gardens and network integration among involved stakeholders and disciplines.
- Providing support for universities aspiring to cultivate their distinct educational programs.
- Creating participatory tools to enhance interactive learning experiences.
- Mitigating the propagation of eco-anxiety by fostering a positive approach.
- Adopting a student-centric perspective by commencing from concrete environments within their study areas.
- Advocating for a cross-disciplinary pedagogical approach that is both iterative and progressive.