Engaging students-as-partners (SaP) to explore Education for Sustainable Development (ESD) in STEM

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dc.contributor.authorCoubrough, Katie
dc.contributor.authorHuq, Molly
dc.contributor.authorWahid, Maheen
dc.contributor.authorTinto, Kirsty
dc.contributor.authorNeves, Karla
dc.contributor.authorIrfan, Muhammad
dc.contributor.authorKlemm, Nicholas
dc.contributor.authorCurrie, Susan
dc.contributor.authorGibson, Lorraine
dc.contributor.authorLaubscher, Roisin Kelly-
dc.contributor.authorCunningham, Margaret
dc.contributor.editorBrunetto, Domenico
dc.contributor.editorDomenech, Josep
dc.contributor.editorAlvarez-Hevia, David Menendez
dc.contributor.editorMartínez-Varea, Alicia
dc.date.accessioned2026-09-10T14:10:01Z
dc.date.available2026-09-10T14:10:01Z
dc.date.issued2026-06-15
dc.description© 2026, the Authors. This work is licensed under a Creative Commons License: CC BY-NC-SA 4.0
dc.description.abstractAcross the UK, universities pledge alignment with education legislation and global strategies such as NET2030. This case study evaluates a workshop exploring Education for Sustainable Development (ESD) in STEM curriculum. Grounded in a Students-as-Partners (SaP) framework, the workshop employed Mural and Mentimeter to examine the relationship between educational inequalities and how ESD principles can be applied to promote equity. Analysis of the data revealed key insights into barriers and effective learning methods. A recurring theme was disproportionate access to educational experiences, identified by 45% of students (n=23). Suggested improvements included participatory workshops and concept-based learning (CBL). While students recognised a wide range of sustainable resources, a common barrier was “too much noise from the university.” Participants’ understanding of sustainability, which includes social factors, highlights the need for a holistic ESD approach in curriculum design, moving beyond passive delivery toward transparent, co-created pedagogical models.en
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dc.format.extent760772
dc.identifier.authororcidCoubrough, Katie
dc.identifier.authororcidHuq, Molly
dc.identifier.authororcidWahid, Maheen
dc.identifier.authororcidTinto, Kirsty
dc.identifier.authororcidNeves, Karla
dc.identifier.authororcidIrfan, Muhammad§0000-0002-5124-9055
dc.identifier.authororcidKlemm, Nicholas
dc.identifier.authororcidCurrie, Susan
dc.identifier.authororcidGibson, Lorraine
dc.identifier.authororcidLaubscher, Roisin Kelly-§0000-0002-6379-9943
dc.identifier.authororcidCunningham, Margaret
dc.identifier.authororcidBrunetto, Domenico
dc.identifier.authororcidDomenech, Josep
dc.identifier.authororcidAlvarez-Hevia, David Menendez
dc.identifier.authororcidMartínez-Varea, Alicia
dc.identifier.citationCoubrough, K, Huq, M, Wahid, M, Tinto, K, Neves, K, Irfan, M, Klemm, N, Currie, S, Gibson, L, Laubscher, R K & Cunningham, M 2026, Engaging students-as-partners (SaP) to explore Education for Sustainable Development (ESD) in STEM. in D Brunetto, J Domenech, D M Alvarez-Hevia & A Martínez-Varea (eds), HEAd 2026 - 12th International Conference on Higher Education Advances. International Conference on Higher Education Advances, Editorial Universitat Politecnica de Valencia, pp. 401-409. https://doi.org/10.4995/HEAd26.2026.21778
dc.identifier.doi10.4995/HEAd26.2026.21778
dc.identifier.endpage409
dc.identifier.isbn9788413963952
dc.identifier.issn2603-5871
dc.identifier.journaltitleHEAd 2026 - 12th International Conference on Higher Education Advances
dc.identifier.otherORCID: /0000-0002-6379-9943/work/219194146
dc.identifier.otherORCID: /0000-0002-5124-9055/work/226384881
dc.identifier.startpage401
dc.identifier.urihttps://hdl.handle.net/10468/19236
dc.language.isoeng
dc.publisherEditorial Universitat Politecnica de Valencia
dc.relation.ispartofseriesInternational Conference on Higher Education Advances
dc.rightscc_by_nc_sa
dc.subjectSDG 4 - Quality Education
dc.subjectSDG 12 - Responsible Consumption and Production
dc.subjectSDG 10 - Reduced Inequalities
dc.subjectESD
dc.subjectSTEM Education
dc.subjectStudents-as-Partners
dc.subjectEducational equality
dc.subject[Medicine]
dc.subjectEducation
dc.titleEngaging students-as-partners (SaP) to explore Education for Sustainable Development (ESD) in STEMen
dc.typeConference contribution (Peer reviewed)
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