Seeing the wood for the trees: a heuristic framework to enable the integration of sustainability education in higher education settings

Figures & data

Table 1. Overview of EUA methodology.

Phases	Description of EUA methodology
Expert selection	Jan.–Feb. 2020 - call for experts across European universities. The selection process was based on individual’s experience and interest in the topic of Environmentally Sustainable Teaching and Learning. Results: 1–2 representatives from seven universities, ensuring geographic and gender diversity (total of 11 experts, senior academics and managers)
Group Administration	One group coordinator, appointed by the EUA, supporting logistical matters and methodological design. One chair, selected from experts’ pool (primus inter pares), working closely with the EUA coordinator on preparing questions and facilitating group discussion and leading delivery of a final group report.
Group work	Brainstorming	Actions: EUA group coordinator and the chair designed EUA and shared a set of questions on the subject matter based on existing academic debate (see Appendix 1). Experts were invited to reflect and answer asynchronously using MS Teams platform. Members also asked to provide institutional concept notes on environmental sustainability. One online MS Teams meeting organised to share the expert reflections and prepare the next phase. Results: mapping of institutional experiences and achieving a common conceptual understanding
	Narrowing down	Actions: Identification and classification of ideas from phase one, revision and refining. A second MS Teams meeting identified four challenge areas and three thematic (challenge related) clusters, resulting in three specific research questions. Results: Matrix of challenges and cross-cutting themes and the creation of three expert subgroups based on specific research questions.
	Ranking	Actions: Two MS Teams meeting to seek consensus around the main scenarios within the dynamic process of implementing sustainable teaching and learning and review group work outcomes. Ecosystem metaphor was advanced to visualise the subgroups’ results and design a framework. Results: Four scenarios were agreed, focusing on two key factors – degree of institutional commitment and capacity. A heuristic framework was advanced based on expert group outcomes.
External validation of heuristic framework	EUA 2021 Learning and Teaching Forum (18 participants from 11 countries), February 2021. UN Academic Impact online ESD workshop (>300 International participants), January 2022; Advance HE Sustainability Symposium (8 participants, from UK HEIs, March 2022; and ICED2022 conference workshop (23 participants from European HEIs), June 2022.

Table 2. Expert questions and data collection process.

EUA TPG Meetings	Questions for experts/Tasks	Summary of findings
Meeting 1 (part 1): April 2020	1) Please draft a concept note on how environmental sustainability is understood and addressed at your institution, with a particular focus on learning and teaching 2) Discuss and agree on a common understanding of the group theme “Environmental sustainability of learning and teaching” and thematic scope.	Key areas identified: Curriculum design Student engagement University policies and strategies Staff development Teaching innovation COVID-19 Inclusivity.
Meeting 1 (part 2): May 2020)	1) Identify challenges associated with the key areas acknowledged during the preceding meeting 2) Potentially revisit and refine the list of key areas based on the challenges identified, e.g. by narrowing down the list or developing thematic (or challenge) clusters. - Are there challenge clusters, sub-challenges or overarching challenges?	1) Key challenges: Strategic Approaches Programme Level Modular Level Extra- Curricular
		2) Thematic clusters Scoping/mapping Good Practice/Innovation Promotion of Uptake: Mechanisms/policies/processes/training Student Engagement Inclusivity COVID 19
Meeting 1 follow-up task: Summer 2020	1) Discuss one identified key challenge in more detail in pairs and discuss potentially helpful practices (from your own institutions or elsewhere) aiming to address these challenges. 2) Discuss in three sub-groups the practices identified in pairs and elaborate on four scenarios of good ESD practice.	Major findings: Two key contextual influences of good practice: Commitment and Capacity. By characterizing Commitment and Capacity as ”high” or ”low,” four scenarios were identified, representing common stages in ESD evolution for higher education.
Meeting 2: September 2020	1) Consolidate the group reflection and the consensus around the four scenarios within the dynamic process of implementing sustainable teaching and learning.	Group agreement reached: - Use the ecosystem metaphor to visualise the subgroup’s results. Four scenarios consolidated: 1. Pockets of Practice 2. Emerging Agenda 3. Integrated Impact 4. Declining Support.
Meeting 3: November 2020	1) Review good practice and the four scenarios 2) Finalise structure and content of the TPG report.	Final TPG report delivered.

Figure 1. Nurturing the HEI ecosystem – a visual metaphor for HEI networks.

Figure 2. Four scenarios within the proposed conceptual framework.

Figure 3. Actions required for progress from Pockets of Practice to Emerging Agenda.

Figure 4. Actions required for progress from Pockets of Practice to Emerging Agenda.

Figure 5. Actions required for Maintaining Integrated Impact and reversing Off the Agenda.