Education for sustainability

Our resource hub in a snapshot

Subject areas

Sustainability competences

Learning approaches

Resource formats

Subject areas

Business Education

We focus on the teaching and learning of the principles, practices, and dynamics of the business world. We encompass a broad range of topics related to the operation and management of businesses, preparing individuals to participate effectively in sustainable commercial, entrepreneurial, and organizational environments.

Subject areas covered:

General knowledge

Concepts of sustainability
Nature-society-economy interactions and dependencies
SDGs and key challenges
Growth and boundaries
Solution strategies and transformation
Political aspects
Philosophical and historical aspects
Psychological and sociological aspects
Megatrends and sustainability
Concept of system transformation

Economics

Pluralism in Economics
Sustainable Economy
Globalization & Sustainability
Development Economics
Equity of Opportunity and Distribution
Economy of the Environment
Resources
Biodiversity and Climate
Sustainable Consumption

Finance, banking and insurance

Sustainable Financial Economy
Sustainable and Responsible Investment (SRI)
Sustainability in Banks
Sustainability in Insurance Companies
Corporate Social Responsibility (CSR)
Evaluation of the Sustainability Performance of Companies
Microfinance
Climate Change Finance
Biodiversity and Finance

Management

Social Entrepreneurship
Corporate Social Responsibility (CSR)
Sustainability Strategy Management and Reporting
Sustainable Value Chain Management and Circular Economy:
Companies and Human Rights
Sustainable Human Resource Management and personal development
Digitalization
Artificial Intelligence and Sustainable Development
Innovation Management
Social innovation and impact creation
Leadership for Sustainability
Sustainable Consumption

Marketing and advertising

Marketing
Communication and sustainability

Competences

Cross-cutting skills

UNESCO's eight cross-cutting sustainability competencies are integrated cognitive and behavioral capabilities that enable individuals to address complex sustainability challenges and achieve the Sustainable Development Goals

Sustainability competences include:

Systems thinking competence

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty.

Anticipatory competence

The ability to understand and evaluate multiple scenarios for the future (possible, probable and desirable); to create one's own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes.

Collaboration competence

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving

Normative competence

The ability to understand and reflect on the norms and values that underlie one's actions; and to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interests and trade-offs, uncertain knowledge and contradictions.

Strategic competence

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield.

Critical thinking competence

The ability to question norms, practices and opinions; to reflect on one's own values, perceptions and actions; and to take a position in the sustainability discourse.

Self-awareness competence

The ability to reflect on one's own role in the local community and (global) society; to continually evaluate and further motivate one's actions; and to deal with one's feelings and desires.

Integrated problem-solving competence

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the abovementioned competences.

Learning approaches

Driving sustainability thinking and action

The systematic methods and strategies used to facilitate knowledge acquisition, skill development, and behavioral change

Learning approaches include:

Based on critical and systemic thinking

Comprises knowledge and thinking skills necessary to better understand sustainability matters and the challenges in achieving these.

Case-based learning: Learners analyze real-world cases to develop structured reasoning and argumentation skills.
Systems analysis: Encourages understanding interconnections in complex systems.
Scenario analysis: Exploring possible future outcomes through scenario planning.
Game-based learning: Uses game mechanics to foster strategic thinking and problem-solving in a controlled environment.
Simulation: Offers learners immersive, interactive experiences to replicate real-world systems or processes.
Serious games: Games designed to teach specific skills or concepts with real-world relevance.
Narrative-based learning: meaningful narratives.

Based on reflections on own values

Socio-emotional aspects of a competency (both inter- and intra-personally) such as values, attitudes, motivations, willingness, and reflection.

Role-play-based Learning: Encourages empathy and deeper understanding by having learners take on different viewpoints in structured scenarios.
Inner Development Goals: IDGs propose that sustainable change starts from within – transforming how we think, relate, and act before we can transform the world.
Transformative Learning: Focuses on deep, structural shifts in thinking: challenging assumptions and fostering personal growth.
Critical Service Learning: Critical service-learning pedagogy fosters a critical consciousness, allowing students to combine action and reflection in classroom and community to examine both the historical precedents of the social problems addressed in their service placements and the impact of their personal action/inaction.
Mindfulness Learning: Practices to cultivate awareness, emotional regulation, and presence; often using artistic or natural environments for deeper connection.

Based on behaviour and actions

Behavioural aspects of a competency such as common methods, processes and associated skills to plan, implement and evaluate actions (e.g. design, create, propose solutions and undertake activities)

Experiential learning: Encourages curiosity by guiding learners to pose questions, investigate, and build new understandings.
Inquiry-based learning: Encourages curiosity by guiding learners to pose questions, investigate, and build new understandings.
Research-based learning: Students engage in systematic investigations to generate and analyze knowledge, often mirroring academic research methods.
Learning through Living Labs: Real-world learning environments where students co-create and test solutions in collaboration with stakeholders.
Learning through Design Thinking: A creative, user-centered problem-solving methodology involving empathy, ideation, prototyping, and testing.
Service learning: Blends academic learning with community service to instill civic responsibility and practical engagement.
Action learning: A team-based problem-solving approach where learners tackle real issues while reflecting on their learning process.
Project-Based learning: Students gain knowledge and skills by working for an extended time to investigate and respond to complex questions or challenges.
Problem-Based learning: Students learn by solving open-ended problems, developing problem-solving and self-directed learning skills.