No. While many universities have introduced mandatory ESD modules, Trinity has chosen a more collaborative and flexible approach. Our aim is for all students to engage with ESD during their studies, and it is true that new undergraduate courses will have to include an ESD related learning outcome, but rather than introducing a single standardised “mandatory” module for all students, which is a route many universities have taken, we are working with staff to embed ESD across programmes. 

This means ESD will look different depending on the discipline, but all ESD modules will share core elements. By taking this approach, we can support colleagues to integrate ESD in ways that are most meaningful for their students and their subject areas.  

ESD will take a variety of forms across Trinity, and importantly, it is being shaped and strengthened with academic staff, professional staff, and student partnerships. Any module that addresses ESD will highlight the interconnections between the biosphere (environment), society, and the economy. These modules will support the development of key sustainability competencies and will be delivered using learner-centred, action-oriented, and transformative approaches. 

At its core, ESD in Trinity is about exploring socio-ecological challenges from multiple perspectives, and doing so in ways that are meaningful within each discipline. This is very much an evolving, collaborative process, where we are working together to embed effective ESD in ways that feel relevant and authentic. 

That’s a great question. Ultimately, the decision rests with each module coordinator. Our role has been to work alongside colleagues by developing a framework that can support and guide that decision-making process. (Link to the framework- https://www.tcd.ie/academicpractice/resources/education-for-sustainable-development/trinity-esd-curriculum-design-framework/) 

This is an area we approached very thoughtfully. We know that one of the challenges in embedding ESD in higher education is that staff may not always feel confident engaging with aspects that sit outside their discipline. Because ESD spans a wide range of themes and perspectives, it can sometimes be difficult to know where to begin. 

Our intention has been to support and recognise the work that is already happening, while also encouraging further development. At the same time, we want to avoid “greenwashing” the curriculum by labelling any sustainability-related content as ESD—we are aiming for meaningful, impactful integration. 

We also recognise that content alone is not enough. Effective ESD supports students to develop competencies they can apply beyond the classroom and is taught in ways that encourage action. To support colleagues, we drew on UNESCO’s eight key competencies and three pedagogical approaches, alongside the Sustainable Development Goals (SDGs), to create a practical framework that can be used as a shared reference point. 

The framework plays an important role here, but this is also a shared process of reflection and feedback. Academics bring deep insight into their modules, and student perspectives are valuable in understanding how ESD is being experienced in practice. 

We recently carried out a university-wide undergraduate survey to gather student views, and similar questions are now being included in some post-module evaluations. These are all ways for us to build a clearer, collective understanding of how ESD is developing across Trinity. 

Academics are encouraged to engage with the ESD team in the Centre for Academic Practice and have the conversation about ESD in their disciplines. A range of professional development opportunities exists including workshops and webinars, also online resources, informal community events and additional guidance. 

Just as importantly, we see this as a space for shared learning. Across Trinity and beyond, there is a growing community of practice around ESD, with a wealth of resources, case studies, and discipline-specific guidance available. We encourage colleagues to engage with these resources and opportunities, and with each other as part of this ongoing journey. 

That’s very welcome. We would encourage them to get in touch at c.forde@tcd.ie so the module can be included in the mapping. 

We are also very keen to hear about colleagues’ experiences of embedding ESD. Sharing these insights helps build collective knowledge and supports others who may be at earlier stages of the process.  

If you don’t mind, I’m going to give you two! One of the most encouraging insights is that, when you look for the connections between the biosphere, society, and the economy, they can be found across almost all disciplines. They may not always be immediately visible, but they are there, and once you make those connections, you begin to see even more, which creates real opportunities for meaningful engagement. 

The second is that while the mapping is still ongoing, an emerging pattern is that the biosphere is the theme most often missing from modules. This is not unique to Trinity, but it is significant. It highlights an important area for us to continue exploring, as we collectively strengthen how ESD is understood and embedded across the university.