Sustainable Development Policies

17.4.4

Policy on Sustainability Literacy (Revised to include Measurement of Student Literacy)

1. Purpose

This policy defines the University of Thessaly’s institutional commitment to developing sustainability literacy across all educational levels and administrative structures. It aims to ensure that all students, faculty, and staff acquire the knowledge, skills, values, and attitudes necessary to contribute to sustainable development in their professional, academic, and civic lives.

2. Scope

This policy applies to:
– All academic programmes (undergraduate, postgraduate, doctoral).
– Faculty and staff professional development activities.
– University-wide sustainability initiatives and events.
– Outreach programmes and partnerships that promote sustainability competencies.

3. Definitions

– Sustainability Literacy: The ability to understand the principles of sustainable development, recognize interconnections among environmental, social, and economic systems, and act responsibly to promote sustainability.
– Sustainability Competencies: Knowledge, skills, and attitudes enabling individuals to make informed and ethical decisions for long-term well-being.
– Whole-University Approach: The systematic integration of sustainability across all aspects of teaching, research, operations, and governance.
– Transformative Learning: Educational processes that empower individuals to critically reflect on and change unsustainable behaviors and systems.
– Sustainability Culture: Shared institutional values promoting stewardship, ethics, and ecological responsibility.

4. Policy Statement

The University of Thessaly affirms that sustainability literacy is a core learning outcome and institutional priority. To this end, the University shall:
1. Integrate sustainability literacy across curricula and co-curricular activities.
2. Develop learning outcomes, assessment tools, and educational materials related to sustainability.
3. Provide training and workshops for faculty and staff to embed sustainability in their teaching and professional practice.
4. Promote student engagement through sustainability challenges, projects, and competitions.
5. Incorporate sustainability into staff orientation and continuing education programmes.
6. Establish measurable indicators of sustainability literacy within the University’s quality assurance system.
7. Encourage partnerships with local and international organizations to enhance sustainability education.
8. Ensure that sustainability literacy initiatives are inclusive and culturally sensitive.

5. Implementation Responsibilities

The Rector oversees implementation of this policy. Specific responsibilities include:
– Designing sustainability learning outcomes for inclusion in programme accreditation.
– Developing faculty and staff training modules.
– Organizing University-wide sustainability literacy campaigns.
– Evaluating and reporting on progress annually through the Quality Assurance Unit (MODIP).
– Facilitating partnerships with NGOs, schools, and public institutions for sustainability education.

6. Quality Assurance and Monitoring

– Sustainability literacy integration shall be reviewed as part of the University’s internal and external quality assurance processes.
– Each academic department shall include sustainability learning objectives in its annual report.
– MODIP shall monitor progress through indicators such as course inclusion, student participation, and literacy assessment results.
– Results shall be published in the University’s Annual Sustainability and Social Responsibility Report.

7. Ethical and Educational Principles

This policy upholds:
– Academic integrity and evidence-based learning.
– Inclusivity and equal access to sustainability knowledge.
– Innovation and critical thinking in sustainability education.
– Transparency, accountability, and collaboration.
– Respect for human rights, biodiversity, and intergenerational equity.

8. Review and Amendment

This policy shall be reviewed every three (3) years or earlier if required. 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, SDG 12, SDG 17)
– UNESCO ESD 2030 Framework
– European Green Deal Education and Skills Agenda
– HAHE ESG 1.3 and 1.4
– EUA Sustainability Policy Statement

10. Measurement and Assessment of Sustainability Literacy

The University of Thessaly shall establish a structured framework for the measurement and evaluation of student sustainability literacy across academic programmes. The purpose of this framework is to assess the extent to which students acquire competencies related to sustainable development, systems thinking, and ethical responsibility.

Measurement Objectives:
1. Evaluate students’ understanding of environmental, social, and economic aspects of sustainability.
2. Identify knowledge gaps and areas for curricular improvement.
3. Support evidence-based curriculum design and teaching innovation.
4. Benchmark progress against national and international standards.

Assessment Methods:
– Integration of sustainability competency rubrics into course learning outcomes.
– Annual university-wide Sustainability Literacy Survey for students and staff.
– Capstone projects and portfolios demonstrating applied sustainability learning.
– Pre- and post-course assessments in courses with explicit SDG objectives.
– Qualitative analysis of student engagement through focus groups and reflection reports.

Reporting and Use of Results:
– Findings shall be compiled annually by the Quality Assurance Unit (MODIP).
– Results shall inform academic programme reviews and curricular revisions.
– Aggregate data will be included in the University’s Annual Sustainability and Social Responsibility Report.