There is growing recognition of the value of Education for Sustainable Development (ESD) for all learners, and of the unique role that universities play in the transformation of individuals, institutions and societies towards more sustainable futures. Universities engage and even lead in several areas: education, research and community engagement, all of which are essential in this transformation. Further, given their focus and influence, universities are pivotal to action needed to realise the UN Sustainable Development Goals (SDGs) but, to date, UK university integration of ESD and engagement with the SDGs is relatively limited. In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the SDGs, the UK ESD Guidance has been comprehensively revised to support universities to deliver education which enables students to acquire sustainability competencies, equipping them to play leadership roles in an increasingly uncertain world. In this case study, we critically analyse the role of universities and explore why ESD needs to be more urgently integrated in teaching and learning. We review the barriers to achieving ESD in UK universities at political and institutional levels. Finally, we explore the policy-practice interface and outline how the new UK ESD Guidance can support universities in leading individual and societal transformation through ESD and act as a stimulus for embedding ESD in university curricula in both UK and international contexts. We conclude that universities have as yet unfulfilled potential to explore and facilitate ESD for sustainability leadership.

The ‘circular economy’ is seen as an approach by which the issue of sustainability can be addressed whilst broadly maintaining patterns of production, consumption, economic growth, and living standards. If circular economy ambitions are to be achieved, ways and processes of manufacturing need to radically change from the current linear model, and there is the potential for higher education students to act as active participants and catalysts, as explored in this research. The objective of this study is to demonstrate the potential for collaborative learning projects to generate value to all stakeholders and participants, with the definition of value pertinent to each participant’s needs whilst also addressing the principles of circular economy. A case study collaborative learning design project is used to illustrate the positive direct and indirect outcomes and to show how such design projects can form part of a wider drive for transition through innovation towards circular economy ways of working. We consider this research to be at the intersection of circular economy advancement and the integration of effective methods of education for the circular economy in higher education. A cohort of 29 undergraduate surface pattern design students was engaged in a challenge-based design project co-created with an established manufacturing firm. This research shows how such projects provide learning not only for students but also the case study firm and give tangible outputs in terms of new value-generative products. Through an examination of the reflective comments of participants, an outline of key aspects to consider in delivering such projects to ensure greatest impact is identified.

Purpose: This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach: A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings: Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications: The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications: Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications: Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value: Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.