EAUC Scotland is running a new pilot that aims to help colleges and universities to embed Education for Sustainable Development (ESD) and Learning for Sustainability (LfS) in learning and teaching.  

Four Scottish post-16 educational institutions are taking part in the pilot, which is being funded by the Scottish Funding Council as part of the EAUC Scotland Outcome Agreement for 2025/2026. Following a sector call-out and application process, Fife College, Glasgow Kelvin College, the Royal Conservatoire of Scotland and the University of Stirling were selected to take part in the programme, which will run until May 2026.  
 

Background 

Quality frameworks and professional standards often recommend or require institutions to embed sustainability into learning and teaching. For Scottish universities, QQA’s new Quality Code, as well as the Subject Benchmark Statements, refer to both environmental sustainability and equality, diversity and inclusion – both of which are key aspects of ESD and LfS. In Scotland’s colleges, sustainability is part of the Professional Standards for Lecturers and is integrated into qualification frameworks, such as the new Higher National qualifications. 

Despite this, research suggests that, across the sector, there is a lack of understanding and confidence around ESD and LfS, while time pressure and resources also present barriers. In our research into sustainability in college learning and teaching in 2024, we identified the need to focus on impactful approaches that will create ripple effects through an institution. From here, we developed the concept of a programme that would empower people and support practice, whilst remaining firmly anchored in policies and processes. 
 

The pilot 

This diverse group of institutions, spanning a range of regions, subject specialties and sizes, has diverging needs and contexts. As a result, we are working with each institution to shape their activities. Projects will range from embedding LfS and ESD in professional development processes to celebrating existing practice in order to create new institutional norms. 

An overarching focus of the pilot programme, however, will be encouraging institutions to identify “key enablers” for ESD and LfS. These can be people, practices or initiatives that support the integration of sustainability into learning and teaching through ripple effects. By identifying these enablers, institutions can take advantage of existing relationships, structures and mechanisms to embed ESD and LfS without creating additional burdens on already high workloads.  
 

Objectives 

So, what do we hope to achieve during this pilot?  

• To identify processes and structures that accelerate and deepen LfS and ESD practices.  
• To plan for long term impact and sustainability of initiatives and processes, future proofing them against changes in circumstance. 
• To build on participative approaches, ensuring we embed LfS and ESD in ways that align with the place and people.  
• To challenge the status quo and existing mindsets. 
• To reflect and monitor our progress with honesty and integrity.  
• To share lessons learned with peers as well as the wider sector, supporting others to take similar steps.  
• To acknowledge the difficulties but also have fun in the process! 

What next? 

As we head towards the end of the year, the institutions are in the process of setting up groups of peer advisors to review their planned projects and advise on implementation. 

We look forward to sharing our progress and findings, as well as any tools or resources created, as the pilot continues. In the meantime, if you'd like to learn more, please get in touch with us at scotland@eauc.org.uk.