Background:

UCC, a sustainability leader (STARS Gold), identified a critical gap: core curriculum integration of the SDGs was fragmented (only 5.7% of modules in 2018), lacking transdisciplinary approaches vital for global challenges. Driven by institutional strategy prioritizing SDG integration and national/international ESD commitments, UCC aimed to systematically embed sustainability concepts accessible to all staff, regardless of prior expertise.

The project adopted a co-creative approach:

1. Consultation: Virtual needs assessment during COVID-19 with staff (diverse ESD experience), students, and community stakeholders (Cork City partners).

2. Insights: Staff needed efficient resources; students demanded relevance and action; all required support connecting disciplines to SDGs.

Impacts, outcomes, and key learnings: 

1. Open-Source SDG Toolkit: A dynamic web-based resource launched in 2021, featuring:

• Mapping Tools: Visual (radar graphs) curriculum and research links to SDGs.

• Resource Library: Curated case studies, activities, pedagogical guides (active/community-engaged learning).

• Accessibility: Designed for all disciplines, Creative Commons licensed (>20,700 global website views).

2. Enhanced Curriculum Integration: UCC's 2023 STARS evaluation showed modules integrating ESD/SDGs increased significantly to 10.7%, with departments offering such courses rising to 67%. The Toolkit was a key enabler alongside strategy and institutional culture.

3. Scalable Professional Development: Over 20 workshops (~500 staff) based on the Toolkit and Transformative Sustainability Learning (Head-Heart-Hands), fostering transdisciplinary dialogue. Adapted successfully for international delivery (U.K., Sweden, Netherlands, Belgium, Mexico, Colombia).

4. Key Learnings:

• Co-Creation is Essential: Deep stakeholder engagement ensured relevance and overcame barriers.

• Strategy Alignment Matters: Coherence from SDGs to institutional strategy provided legitimacy.

• Localisation Enables Adoption: Global use requires contextual cultural sensitivity (e.g., incorporating frameworks like Buen Vivir in Latin America).

• Address Values (Heart): Effective ESD requires self-engagement with values, not just knowledge (Head) and skills (Heart).

What were your own key learnings?

The project demonstrated translating high-level policy (UN 2030 Agenda, Irish ESD Strategy) into institutional action. Key bridging lessons:

• Operational Tools are Critical: Policy needs practical resources (web-based Toolkit) for classroom implementation.

• Build Capacity: Tailored Professional Development (PD) is vital for staff confidence and buy-in.

• Stakeholder Ownership: Co-creation ensures solutions meet real needs and foster ownership.

• Open Models Aid Replication: The Toolkit offers an adaptable, open-source model for other institutions.

UCC's case shows that co-created, strategy-aligned tools and PD can effectively mainstream sustainability across diverse curricula, preparing graduates as informed global citizens.

Webpage URLs and citation:

https://www.ucc.ie/en/sdg-toolkit/

https://www.un.org/en/academic-impact/enhancing-sdgs-related-teaching-irish-university-offers-open-source-toolkit

Barimo, J.F., O’Mahony, C, Mullally, G., Byrne, E., O’Halloran, J., Reidy, D., and Kirrane, M. 2025. ‘Integrating sustainability across university curricula: creating of a dynamic pan-disciplinary framework and open-source material’ in W. Leal Filho, L. Viera Trevisan, P.J. Pace, and M. Mifsud (eds) Green Metrics in Higher Education- Measuring and Reporting on Sustainability Initiatives at Higher Education Institutions, World Sustainability Series, Cham: Springer Nature. DOI: 10.1007/978-3-032-00361-4

Which SDGs were most impacted? 

SDG 4.7