Education for Sustainable Development

• South East Technological University (SETU), EU-CONEXUS - SETU European University Alliance, Irish Universities Association (MicroCreds Project)

• Agriculture Forestry, Fisheries and Veterinary
• Education
• Generic programmes and qualifications
• Health and Welfare
• Natural Sciences, Mathematics and Statistics
• Teaching and Learning

• Environmental Sustainability in Education (10 ECTS micro-credential)

Postgraduate students at SETU (one cohorts -15 students)

This initiative examines the process of design and implementation of a sustainability-focused micro-credential within higher education, developed collaboratively across with academic and student stakeholders in SETU It responds to the growing demand for flexible, skills-based learning pathways that address urgent sustainability challenges while maintaining pedagogical integrity and academic rigour. The project involved the amalgamation of instructional design models along with GreenComp: the European sustainability competence framework, to ensure that sustainability-focused micro-credentials are created specifically to meet the growing need for people to improve and develop the knowledge, skills and attitudes to live, work and act more sustainably. In doing so, the initiative provides a clear, transferable model that demonstrates how sustainability competencies can be meaningfully embedded into higher education curricula through micro-credential design.

This initiative, focused on the collaborative instructional design of the Level 9 micro-credential worth 10 ECTS titled Environmental Sustainability in Education, was developed by the research team at SETU. A multi-layered framework was utilised that combined the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), ABC Learning Design (ABC-LD), and the European Sustainability Competence Framework (GreenComp).

The pedagogical approach to this needs-driven micro-credential was co-designed using ABC-LD in face-to-face workshops involving academic experts, student representatives, and interdisciplinary teams from within SETU. The design process included persona development, content wireframing, ABC storyboarding, and strategic mapping of GreenComp competencies to ensure that sustainability principles were embedded intentionally and visibly throughout the learning experience.

Internal piloting and evaluation of this micro-credential targeted postgraduate students in education-related disciplines. Delivered over six weeks via blended learning, the module included online lectures, guided readings, reflective tasks, and a final assessment. Students engaged with GreenComp-aligned activities that promoted ways to think, plan and act with empathy, responsibility, and care for the planet and for public health.

A mixed-methods evaluation was conducted post-delivery, including surveys and interviews to assess learner outcomes. Designer observations and field notes provided additional insights into engagement patterns and pedagogical effectiveness.

This initiative demonstrates how micro-credentials can be designed to uphold academic standards while fostering transformative sustainability learning. It offers a replicable model for embedding GreenComp into short-form learning and highlights the value of collaborative, interdisciplinary instructional design in addressing complex educational challenges.

During the development workshops a participatory co-design methodology was employed drawing on instructional design principles from ADDIE and the ABC frameworks. Students and external stakeholders contributed to the construction of learner personas, the development of instructional materials, and the design of assessment strategies through online and face-to-face workshops. This collaborative approach ensured that both industry perspectives and learner needs directly informed the creation of the sustainability-focused micro-credential. 

Students participated actively and provided evaluative feedback on the micro-credential via structured surveys at the mid-point and after completion. Participants in the Environmental Sustainability in Education module represented primary, post-primary, further and higher education teachers and educators, ensuring a diversity of perspectives. This shaped the refinement of the micro-credential and highlighted the value of embedding student voice in curriculum innovation. 

Develop sustainability competencies aligned with GreenComp 

Apply systems thinking and critical reflection in educational contexts 

Demonstrate agency and adaptability in promoting sustainability in education contexts  

Engage in interdisciplinary problem-solving and collective action

The initiative embedded Education for Sustainable Development (ESD) through a multi-layered framework combining ADDIE, ABC Learning Design (ABC-LD), and the European Sustainability Competence Framework (GreenComp). ABC-LD workshops enabled collaborative mapping of learning activities, aligning assessment strategies and content to the 12 GreenComp competencies. Learning activities were designed to foster systems thinking, critical reflection, and transformative learning and included cognitive reframing through the SULI test, reflection points to associated media and literature, group discussions and Climate Fresk Workshop. Delivery was blended, integrating online lectures, face-to-face sessions, and collaborative group work to support a diversity of learners. Universal Design for Learning principles ensured inclusivity and accessibility. Students also engaged with co-creation practices, learning how to design and shape sustainability-focused education projects collaboratively with peers and stakeholders. 

 Assessment within the newly developed micro-credential comprised of two formal assignments, each weighted at 50%. The first was a Critical Reflection Assignment (Mindset Reflections), where students completed six structured reflection tasks across the module. These tasks connected theory, literature, and practice, culminating in a cohesive reflective portfolio that demonstrated evolving sustainability perspectives. 

The second was a Sustainability Project (Co-Creation in Educational Settings), which required students to design and report on a sustainability initiative. This project emphasised co-creation, stakeholder engagement, and alignment with institutional and national policies. Together, these assessments captured both individual reflection and applied collaborative practice, providing robust evidence of learning, engagement and effective enablement of change.  

Students reported increased sustainability understanding, awareness, confidence, and behavioural change. Surveys indicated a perceived increase in all 12 GreenComp competencies along with the adoption of sustainability practices in their teaching and organisation. Feedback included transformative learning statements such as: “It awakened me to reality” and “I realised sustainability can be taught in many practical ways, not just as theory”. 

The initiative elevated our professional toolkit and strengthened our ability to embed sustainability within education. For both our own practice and that of our students, it enabled deep learning and supported a shift in teaching paradigms. For the research team, it fostered meaningful interdisciplinary collaboration and informed the development of future micro-credentials. 

• 1. Utilise a multi-layered instructional design framework for coherence and impact. Drawing on ADDIE, ABC-LD, and GreenComp in tandem created a structured yet flexible process that supported clarity of purpose, strong pedagogical alignment, and visible integration of sustainability competencies. This multi-layered approach ensured that design decisions were transparent and that both staff and students could connect learning activities with broader sustainability goals. 2. Engage stakeholders early through collaborative workshops to ensure relevance and inclusivity. Inviting colleagues, students, and external experts into the design process from the outset created shared ownership and enriched the final outputs. Collaborative workshops helped us align the curriculum to real-world professional and disciplinary contexts, while also fostering interdisciplinary dialogue. This inclusivity strengthened the authenticity and applicability of the learning experience. 3. Embed sustainability competencies visibly and intentionally to support transformative learning. By aligning with GreenComp, competencies were made explicit in teaching, learning, and assessment. This intentional visibility enabled both staff and students to reframe their practice, expand their teaching and learning paradigms, and engage in transformative approaches to sustainability education.

• GreenComp Framework – European Commission ABC Learning Design Toolkit MicroCreds Project – Irish Universities Association

• Cards-Front-Back.pdf
• Card-Flip.pdf
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This initiative was supported through institutional funding from South East Technological University (SETU) via the Strategic Alignment of Teaching and Learning Enhancement (SATLE) fund.