Exploring sustainability in the classroom

How can educators prepare students for a world shaped by climate change, social equity, and emerging green economies—without rewriting the curriculum from scratch? This question framed a recent series of Education for Sustainable Development (ESD) workshops delivered to staff at Colchester Institute and Colchester Sixth Form College.

The sessions formed part of the Our Community – Education for Sustainability initiative, designed to support teaching staff, curriculum leads, careers professionals, and leadership teams in identifying how sustainability is already present within teaching and how it can be more intentionally surfaced.

Framing ESD in context

A common concern raised in initial discussions was whether the delivery of ESD required an overhaul of existing content. The workshops addressed these concerns directly, illustrating that in many cases, sustainability themes are already embedded but not always made visible. Participants explored the core principles of ESD, including the three pillars of sustainability—environmental, social, and economic—and their alignment with the United Nations Sustainable Development Goals (SDGs). Emphasis was placed on using existing subject content to engage with global sustainability themes, rather than creating entirely new material.

Linking the curriculum to future skills

The workshops also addressed the increasing importance of green skills in the employment landscape. Referencing the KASE framework (Knowledge, Attitudes, Skills, Experience) and key competencies for sustainability identified by UNESCO and others, the sessions focused on how attributes such as systems thinking, collaboration, empathy, and future-oriented planning are being developed within subject teaching. These competencies, recognised by employers and sector bodies, are expected to rise in demand by 2030. Highlighting them within curriculum delivery not only supports broader sustainability goals but also equips students with the transferable skills needed to navigate a changing labour market.

Curriculum mapping in practice

One of the workshop activities involved practical mapping of subject content to the SDGs. Educators analysed their modules to identify opportunities for alignment—for example, linking hospitality teaching to SDG 8 (Decent Work and Economic Growth) by exploring labour rights and ethical employment practices. This process encouraged reflection on how existing curriculum content could be reframed to support sustainability learning outcomes. It also highlighted the potential to approach ESD not as an additional responsibility, but as a lens through which to enhance teaching and learning.

Institutional reflection and strategic alignment

In addition to classroom-focused strategies, the workshops considered ESD within institutional and policy contexts. Connections were made to the Department for Education’s sustainability and climate change strategy, the government’s Net Zero ambitions, and wider sector initiatives supporting sustainable curriculum development. Discussion also included how colleges can align with strategic criteria for sustainability, including through curriculum review, staff development, and partnership working.

Conclusion

The ESD workshops at Colchester Institute and Colchester Sixth Form College demonstrated the value of creating space for staff to reflect on the sustainability dimensions of their work. Through discussion, mapping activities, and shared examples, the sessions supported participants in recognising the role of education in shaping more sustainable futures. Embedding sustainability in education does not require a radical rewrite— it begins with small, thoughtful changes, and a shared understanding of how teaching connects with the challenges and opportunities of the wider world.