17.4.1
Policy on Education for Sustainable Development Goals (SDGs): Commitment to Meaningful Education
1. Purpose
This policy establishes the University of Thessaly’s institutional commitment to ensuring meaningful, relevant, and inclusive education on the Sustainable Development Goals (SDGs) across all academic programmes. It seeks to equip all students — regardless of discipline — with the knowledge, skills, and values necessary to contribute to a sustainable, equitable, and resilient society.
2. Scope
This policy applies to:
– All undergraduate, postgraduate, and doctoral programmes offered by the University.
– Curriculum design and review processes within all Schools and Departments.
– Co-curricular and extracurricular educational activities promoting SDG awareness.
– Faculty development and capacity-building programmes on sustainability education.
– Partnerships with external organisations that enhance SDG-oriented teaching and learning.
3. Definitions
– Education for Sustainable Development (ESD): A lifelong learning process that empowers learners to make informed decisions and take responsible actions for environmental integrity, economic viability, and social justice.
– Meaningful Education: Pedagogical approaches and learning outcomes that connect theory to practice and encourage critical, participatory, and ethical thinking related to sustainability challenges.
– SDG Literacy: The capacity of students and staff to understand, analyse, and apply the principles of the UN SDGs.
– Whole-University Approach: Integration of SDG principles across teaching, research, governance, and campus operations.
– Curriculum Integration: Inclusion of SDG-related content, case studies, and methods within disciplinary and interdisciplinary courses.
4. Policy Statement
The University of Thessaly affirms that education for sustainable development is fundamental to its academic mission and social responsibility. Accordingly, the University shall:
1. Integrate the UN Sustainable Development Goals into curricula across all programmes.
2. Promote interdisciplinary learning and teaching that connects academic knowledge with real-world SDG challenges.
3. Support faculty and instructors in embedding SDG-related content and pedagogical approaches.
4. Ensure that every student is exposed to meaningful SDG education, fostering ethical awareness, global citizenship, and sustainability literacy.
5. Encourage project-based and community-engaged learning addressing local and global sustainability issues.
6. Recognize and reward innovative teaching practices that advance sustainability education.
7. Regularly assess and improve the inclusion of SDG themes in academic offerings.
5. Implementation Responsibilities
The Rectorate is responsible for implementing this policy in collaboration with Schools and Departments. Key responsibilities include:
– Incorporating SDG learning objectives in course design and accreditation processes.
– Providing training and guidance for faculty on sustainability pedagogy.
– Monitoring the integration of SDG-related learning outcomes through annual programme reviews.
– Reporting annually to the Committee on Sustainability.
6. Quality Assurance and Monitoring
– Integration of SDGs will be reviewed as part of the University’s internal quality assurance cycle.
– Each Department shall document SDG-related courses, learning outcomes, and student engagement activities.
– Annual reports on ESD implementation shall be submitted to the Quality Assurance Unit (MODIP).
– The University shall participate in national and international networks for sustainability education benchmarking.
7. Ethical and Pedagogical Principles
The policy upholds the following principles:
– Academic freedom and innovation in sustainability teaching.
– Inclusivity and respect for diverse perspectives.
– Evidence-based and practice-oriented learning.
– Student participation in curriculum co-design.
– Commitment to continuous improvement and reflective learning.
8. Review and Amendment
This policy shall be reviewed every three (3) years or as required by developments in higher education and sustainability frameworks. Revisions shall be proposed by the Rector and approved by the Governing Council.
9. References and Compliance Frameworks
– Greek Law 4957/2022 on Higher Education Governance
– UN 2030 Agenda for Sustainable Development (SDG 4)
– UNESCO Education for Sustainable Development (ESD 2030) Framework
– European Green Deal Education and Skills Agenda
– HAHE ESG 1.3 and 1.4
– OECD Learning Compass 2030