Online learning and teaching for the SDGs – exploring emerging university strategies

Bibliographic Data

ID21721075
AuthorsJayden Holmes (RMIT University), Oli Moraes (0000-0003-3815-848X, RMIT University), Oli Rafael Moraes, Lauren Rickards (0000-0001-6088-3448, RMIT University), William Steele (0000-0003-1565-3752, RMIT University), Mette Hotker (0000-0002-6049-6357, RMIT University), Anthony Richardson (0000-0002-1429-9870, RMIT University)
Year2022
Volume23
Issue3
Pages503-521
Publication date2022-02-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Sustainability in Higher Education (JOURNAL)
Journal identifiersISSN: 1467-6370 • E-ISSN: 1758-6739
PublisherEmerald (PUBLISHER)
DOI10.1108/ijshe-07-2020-0278
OpenAlexW3189161992
LanguageEN
Citations received10
References cited18

Purpose The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T

Curriculum · Higher education · Knowledge management · Pedagogy · Political science · Public relations · Sociology · Sustainability · Sustainable development · Transformational leadership · Computer Science · Environmental Education and Sustainability · Higher Education Practises and Engagement · Sustainability in Higher Education

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