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Teaching Strategies for ESD

Notes on using this section:

• There are more details on selecting assessment strategies at the Centre for Academic Practice website in the Gateway to Assessment
• There is general information explaining teaching strategies at the Centre for Academic website under Programme and Module Design

Teaching Strategies to develop ESD Competencies

The following broad teaching methods have been identified by the Trinity ESD Fellows as important in the development of the ESD Competencies. In the boxes below, we have given a brief explanation of the teaching method, along with a link to examples and/or further explanation. We have also included the learning type¹ classification for those who are familiar with the Six Learning Types used within UCL’s ABC Learning Design process.

It is important to note that the design of the activities used to enact the teaching methods are important with regard to supporting the development of a learning outcome or an ESD competency. For example, not all icebreaker activities foster relationships and build trust among participants. Team building activities, such as a human scavenger hunt, could be used in this instance.

• Direct instruction Teacher-centred lessons using structured lectures. Learning Type: Acquisition
  Example: Vanderbilt University
• Icebreaker Activities Foster relationships and build trust among participants. Learning Type: Discussion
  Example: University College Cork
• Case Studies Analyse real-world situations for strategic decision-making and collaborative problem solving. Learning Type: Collaboration
  Example: Trinity College Dublin
• Teamwork - interdisciplinary Work in transdisciplinary teams to produce solutions to systemic problems. Learning Type: Collaboration
  Example: Trinity College Dublin
• Problem-Based Learning Tackle complex issues (problems) through exploration. Learning Type: Investigation
  Example: Trinity College Dublin
• Reflection and feedback activity Document thoughts on systems and dynamics, future implications, and insights for reflection. Learning Type: Investigation & Production
  Example: Edinburgh University
• Role-Playing Activities Explore system interactions, perspectives and outcomes through simulation. Learning Type: Practice & Investigation
  Example: Northern Illinois University
• Mind Mapping Visualize system connections between ideas and concepts. Learning Type: Production
  Example: University of Galway
• Simulations Create and engage in scenarios to understand systems, practice solutions, and formulate strategy. Learning Type: Practice
  Example: Trinity College Dublin
• Project-Based Learning Investigate topics and develop evidence-based solutions for anticipated problems. Learning Type: Investigation & Production
  Example: Trinity College Dublin
• Inquiry-Based Learning Learning through asking questions and investigation. Learning Type: Investigation
  Example: Queen's University
• Peer Teaching Students explain concepts to reinforce understanding. Learning Type: Discussion
  Example: University of Michigan
• Class/Group Discussions Facilitate open dialogue, idea sharing and negotiation on interconnected issues. Learning Type: Discussion
  Example: Vanderbilt University
• Conflict Resolution Exercises Practice managing disagreements constructively. Learning Type: Practice
  Example: University of Westminster
• Critical Thinking Exercises Assess implications of various actions/events related to complex problems. Learning Type: Investigation
  Example: Trinity College Dublin

¹ Short video introduction to the Six Learning Types by Diana Laurillard, based on her Conversational Framework. It is recommended that all six types of learning are included within a module in order to support different student preferences.

To complete constructively aligned design of a module or programme, it is important to consider assessment strategies. The purpose of the resources on this Hub are to start the process of embedding ESD in curricula, but we also encourage you to use the resources on assessment design on the Centre for Academic Practice website to consider assessments suited to the teaching strategies you employ.

Relevant work from UNESCO (2017, p. 55)

In its work on ESD, UNESCO addresses suitable pedagogical approaches. They remind us that “ESD is about empowering and motivating learners to become active sustainability citizens who are capable of critical thinking and able to participate in shaping a sustainable future”. UNESCO suggest that learner-centred, action-oriented and transformative strategies are likely to be effective. They identify some key teaching methods, which we include later on this page in the table below.

• Collaborative real-world projects, such as community-based learning projects linked with the SDGs;
• Vision-building exercises such as future workshops and scenario analyses, utopian/dystopian storytelling, science-fiction thinking, forecasting and backcasting;
• Analyses of complex systems through case studies, stakeholder analysis, modelling, and systems games;
• Critical and reflective thinking through fish-bowl discussions and reflective journals.