Learning Outcomes for ESD
Within higher education in Ireland, we often use the constructive alignment model to design curricula in order to achieve learning outcomes. There are three elements to be considered within this model: learning outcomes, assessment strategies, and teaching and learning activities. The elements are interdependent; therefore, an iterative process is required for the design of a course of study. In this section we will examine how to review and if necessary, revise learning outcomes in order to encompass the ESD competencies. The teaching, learning and assessments elements of constructive alignment are explored in the pedagogical approaches that can be used.
Notes on using this section:
- In order to refresh your knowledge and skills in writing effective learning outcomes you should engage with the Centre for Academic Practice Aims and Learning Outcomes resources.
- In Trinity, it has been suggested that the Programme Learning Outcomes, and associated Module Learning Outcomes, will be written so that at least one SDG from each tier of the SDGs Wedding Cake, along with the crosscutting goal SDG17, Partnerships for the Goals, are addressed.
- Please note that while UNESCO uses the term “learning objectives”, and therefore this term will appear where we cite their work, in our context of Trinity’s modules and programmes we work with “learning outcomes”, which must be assessable.
Reviewing Learning Outcomes for ESD: suggested steps
1. SDGs in the Curriculum section
2. ESD competencies section
3. Resources on writing learning outcomes
Relevant work from UNESCO: the UNESCO Learning Objectives
UNESCO have provided examples of specific learning objectives that address the 17 SDGs (UNESCO, 2017, p. 11) and can be used to support the development of the ESD competencies. These objectives address one of the cognitive, socio-emotional and behavioural learning domains, as outlined below:
- Cognitive domain comprises knowledge and thinking skills necessary to better understand a particular SDG and the challenges in achieving it.
- Socio-emotional domain includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves.
- Behavioural domain describes action competencies.
Addressing SDGs and ESD Competencies in Learning Outcomes
In the context of embedding ESD into the curriculum, the learning outcomes should support the development of one or more ESD Competencies across one or more SDGs.
Example 1: For example, LO4 of the Trinity undergraduate module Enacting Education for Sustainable Development states that learners will be able to “explain risks of misinformation related to sustainable development”. This will require learners to engage with elements of multiple SDGs including SDG12, Responsible Consumption and Production, SDG13, Climate Action, SDG14, Life Below Water (14), and SDG15, Life on Land. In addition, this outcome develops a level of competence in Systems thinking, Strategic Competence and Critical Thinking. Example 2: In a capstone module for business students the following learning outcome LO5 Self-awareness: Recognise own emotions, values, purpose and drivers and how these influence your leadership style, addresses the Normative Competency. To support this students explore theory U as a leadership principal that engages with the three spheres of self, other, and system in order to underpin and understand their own decision making based on their self-biases, network / peer influences, and systemic conditions. The relevant SDG’s they explore depend on the project selected. Example 3: In an interprofessional module on healthcare the Learning outcome Develop an understanding of the ethical and social implications of healthcare practices on global health and sustainability." also addresses the ESD competency of Normative, as it encourages students to reflect on the ethical and social impacts of their actions in the context of global health and sustainability. This module will link with SDG 10: Reduced Inequalities and SDG 3: Good health and Wellbeing.Disciplinary Context
At first glance we may consider that the module we are teaching on does not address any of the 17 SDGs, and that therefore it would be difficult to design ESD related learning outcomes.
However, if we closely examine our discipline, we should be able to identify a relationship with at least one SDG and hence embed some of the ESD Competencies.
For example, if we take history, how might we address the SDGs and the competencies?
We could investigate a period of history in relation to SDG3, Good Health and Well-being or SDG5, Gender Equality, and encourage the development of key competencies such as systems thinking and collaborative competency.
The following learning outcome could be used:
LO (1): work effectively in a group to analyse the impact gender had on the health and well-being of the population of… in the period [date to date]…
Key Takeaways
- Our existing programme and module Learning Outcomes are likely to need review and potential revision to address the SDGs and ESD competencies in the context of constructively aligned curricula.
- UNESCO (2017) has given examples of the types of cognitive, socio-emotional and behavioural learning objectives (or aims) that we can use when embedding ESD into curricula.
- Learning Outcomes can be written such that they encompass the development of one or more of the ESD competencies across one or more SDGs.
- For some disciplines the SDG context may not immediately be clear, but it is likely that reflection on the social and cultural dimensions of the full set of SDGs will indicate links on which we can build.
Additional Resources
- Centre for Academic Practice, Trinity College, Dublin. Programme and Module Design.
- Centre for Academic Practice, Trinity College, Dublin. Aims and Learning Outcomes.
- Rockström, J. & Sukhdev, P. (n.d.). The SDGs Wedding Cake. Stockholm Resilience Centre, Stockholm University.
- UN/UNESCO. (2015). UN Sustainable Development Goals.
- UNESCO (2017). Education for Sustainable Development Goals: learning objectives.
The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. Please see their Sustainable Development Goals communications page for more details.
If you are looking for further assistance with ESD curriculum design in Trinity, please contact the Academic Practice team.