Education for Sustainable Development

As we head towards our centenary, we are not only reflecting on our past but looking towards the future. Ours is a global, shared future in which we equip our students with the skills and knowledge they need to help build a sustainable future for all. Our  Partnering for the Planet website provides climate science facts and actions, to help educate and raise awareness for all.

Sustainability has become a cornerstone of our  University Strategy and is one of the four principles informing our work. Our Executive Board has agreed that, as one of our priorities, we will embed environmental sustainability across both our curriculum and staff training programmes. 

In 2021 the University agreed a proposal to further embed sustainable development in our curriculum. The Steering Group set up to oversee this work reports to our main Teaching and Learning committee and is sponsored by one of our Pro-Vice-Chancellors (Education and Student Experience), Professor Peter Miskell. The Steering Group is working toward the following goals:

That all graduates of the University will have a fundamental understanding of the concepts related to Sustainable Development
That our students are enabled and empowered to become effective in positively contributing to sustainability problem-solving in their lives, professions, and communities

Currently, all students have the opportunity to develop an understanding of the concepts related to Sustainable Development through access to key University-wide modules and co- or extra-curricular activities such as the RED Award (with many students choosing to take up volunteering opportunities with organisations like ZSL Instant Wild, Reading Climate Action Network and Zooniverse). 

Building on this success, the University launched the RED Sustainable Action Award which is dedicated to encouraging learning, action and advocacy for sustainability, open to all students and with an expanded portfolio of projects in which to participate.

In 2023 Reading University Students’ Union held its first Reading University Student Sustainability Summit, which saw students, staff and alumni from a range of disciplines present their research on topics associated with the United Nations Sustainable Development Goals. The University also supported a newly formed student led society, the Reading Environmental Crisis Community (RECC).

Our University Strategy drives our teaching and learning initiatives and enhancements. Sustainable development is implicit within our priorities to deliver excellence through the Curriculum Framework and its focus on developing global engagement and multicultural awareness as a graduate attribute, and the underpinning academic principles of diversity, inclusivity and global perspectives.

The Curriculum Framework was revised in the Summer 2021 and includes a statement on ESD as part of the Graduate Attribute “Global and future-facing outlook”. The updated attribute indicates that our graduates should be equipped with the skills to “positively contribute to addressing sustainability issues within the context of their discipline, their personal lives, professions and communities.” 

Additionally, the revised Curriculum Framework expands Principle 4: Sustainable to include a statement that “programmes integrate education for sustainable development appropriate to the discipline”, which is achieved by “embedding opportunities and empowering students to engage with environmental, social and economic challenges within their programme and beyond.”

The University Board for Teaching and Learning and Student Experience (UBTLSE) has a sub-committee: Education for Sustainable Development (ESD), chaired by a senior academic, Dr Stuart Black. The ambition to embed environmental sustainability across our curriculum and staff training programmes aligns with one of the objectives of our educational strategy “to strive for enhanced global environmental sustainability” and one of our graduate attributes of “global engagement and multicultural awareness.”

In developing our framework for ESD across the University we are working towards;

Ensuring that ESD is the business of all subjects at the University but experienced in a way that is authentic to the discipline. This will be done by underpinning approaches to ESD with the UN Sustainable Development Goals (SDGs) as the overarching framework, though with special recognition of the University's expertise in Climate Action (SDG13) and environmental sustainability (where appropriate).

Ensuring that a bespoke online course and University-Wide Module (UWM) is developed and made available to provide a comprehensive grounding in climate and environmental sustainability for all students. During academic year 2023/24 a project group was established to develop this new online course and work is well under way.

As part of the FutureLearn Campus initiative, students enjoy free unlimited access to a collection of short online courses developed by experts from the University of Reading and partners from EIT Food and the Royal Meteorological Society. The courses deal with topics as diverse as cutting food waste, teaching climate and sustainability in primary schools and using systems thinking to tackle the climate and biodiversity crisis. Completion of one or more of these courses also counts towards the 'acquire' element of the RED Sustainable Action Award.

In addition to key modules embedded in programmes on climate change and sustainability, several existing modules are available to all students. Examples include:

The Department of Meteorology offer an optional module, MT2CCC Climate Change: Causes and Consequences, aimed at all students, not just those studying the sciences. Students can learn directly from our worldwide experts about why the climate is changing, how we can avoid the most devastating consequences, and what we can do to adapt as the planet warms.
The School of Archaeology, Geography and Environment Sciences provides students both within and outside of their School access to modules on environmental and social issues linked to climate. These include  GV1GC Global Challenges: a Planet in Crisis, GV3CCR Climate Change and the Geographies of Responsibility and GV3CPS Consumption, Politics and Space.
Our Institute of Education has applied its Climate Education and Sustainability Initial Teacher Education (ITE) Framework to all its initial teacher training programmes, so that all its trainees are empowered to effectively incorporate climate education and sustainability within their teaching across all levels and subjects as part of the National Climate Education Action Plan. Our Institute of Education students learn about what is happening with the climate and how to help children to learn about climate and sustainability, climate justice and the impact of changes to our environment and climate, as well as how to translate that knowledge and theory into purposeful action.

Our Academic Development and Enhancement Team offers a wealth of training opportunities, many of which are linked to the principles of the Curriculum Framework, which includes the principle:

Programmes integrate education for sustainable development appropriate to the discipline. This is achieved by embedding opportunities and empowering students to engage with environmental, social and economic challenges within their programme and beyond.

In 2021 we introduced a range of training sessions to support this principle, including a session called ‘Establishing Education for Sustainable Development’ and another called ‘Mainstreaming Sustainability Teaching’.

The University is currently undergoing a Portfolio Review (as party of our Strategy Implementation Project), and our Academic Development and Enhancement Team will be working with Schools to implement new Programme Expectations which will be underpinned by the principles in the revised Curriculum Framework. Schools are being asked to review their programmes and undertake a ‘Programme Visioning’ exercise which will encourage them to consider how ESD is embedded in their programmes.

We also offer spaces for staff to discuss practices and concepts relating to the delivery of teaching and learning. Our Academic Development and Enhancement Team facilitates a number of Teaching and Learning fora for the sharing of ideas and best practice. Our School Directors of Teaching and Learning Lunches, Programme Director Community of Practice, and work with Programme Teams provide spaces for participant-led discussions about key topics of interest.

The Academic Development and Enhancement Team continue to provide support to Schools as they engaged in ESD in the redesign and refresh of their programmes. At the start of our ESD journey we invited Dr Alison Grief, Director of Education and for Sustainability at Anglia Ruskin University, to lead a guided discussion about education for sustainable development at our National Teaching Fellow/Principal Fellow Community of Practice. This event has been a catalyst for wider discussions as the Fellows disseminated the ideas amongst their colleagues.

The University provides funding to projects designed to enhance our Teaching and Learning provision. The funding criteria for the awards ask applicants to align them with the University’s strategic priorities (including sustainability). The University makes awards on an annual basis and has seen an increase in applications with a sustainability or ESD focus. The University Teaching & Learning Enhancement Projects (TLEP) scheme offers 'start-up' funding of up to £2,500 to encourage and enable staff involved in teaching or supporting teaching and learning to experiment and develop practice.

Previously funded projects have included the Bee Meadow Project (to create an evolving living laboratory for the Institute of Education), a project to explore the further use of University campuses as living laboratories for Education for Sustainable development, and a project on co-constructing and evaluating the national Climate Education and Sustainability Initial Teacher Education (ITE) Framework across programmes at the Institute of Education.

In addition, we recently initiated the scoping for a series of outdoor teaching spaces to be implemented on the University campuses. We imagine these to have a strong sustainable leaning and to embrace the ethos and the aims of our ESD approaches. We aim to establish these teaching spaces such that they can be used by both teaching staff, students and the wider community and will be designed in such a way to enhance and embed our principles and commitment to a sustainable future. 

The findings from these activities will inform and support the wider adoption of ESD across the University’s teaching and learning activities.

Environmental research is centre-stage at the University of Reading. Over two-hundred academics and hundreds of postdoctoral researchers and PhD students come together within our Environment research theme to explore, understand, and address the challenges of environmental changes, both natural and those shaped by humans.

We are working to maximise the opportunities for collaboration between our students, staff and community partners to apply insightful and innovative research across our campuses and in our local area to meet the challenges that our world is facing.

We have embedded sustainability into a number of projects within our Undergraduate Research Opportunities Programme (UROP). The following are examples of recent UROP projects with a sustainable focus. The projects last six weeks over the summer break. Students involved in UROP receive a bursary of £1,320. Since 2006, the University of Reading has supported over 800 students with their projects.

'A Living Laboratory'

By using the University’s facilities and surrounds as a ‘Living Lab’, we provide opportunities for students to gain practical skills and direct experience in applying research, help shape how we improve our environmental performance, use our resources efficiently, and work towards a thriving, sustainable university:

AR2SCF2 - Changing the Face of the Earth: Past, Present and Future Sustainability	Sonning Farm	Field Trip for Environmental Impact Assessment assignment
AR2SCF2 - Changing the Face of the Earth: Past, Present and Future Sustainability	Cole Museum, Whiteknights	Species to illustrate biodiversity, evolution and extinctions.
GV2ED - Environmental Diagnostics	The Wilderness, Whiteknights	Assessment of tree health and the tree (soil) environment
GV1EL - Earth Lab	Whiteknights campus	Students place diffusion tubes around campus to quantify air quality in roadside and urban background locations
GV1EL - Earth Lab	Hall Farm	Students measure soil health in grassland, arable, and woodland locations across the farm

Some examples of specific research projects that MSc students have completed are outlined below:

The potential of integrating battery storage with solar panels at the University of Reading (2023)

The University of Reading has set an ambitious net-zero target to be achieved by the year 2030. One of the crucial strategies to attain this goal is the incorporation of renewable energy sources, such as photovoltaic (PV) panels, into the campus infrastructure. However, the intermittency and unpredictability of these clean energy sources pose challenges in meeting the university's energy demands solely through renewable generation. Therefore, this research project was undertaken to investigate the potential of integrating battery storage with renewable energy sources, alongside demand-side response techniques, to assess the feasibility of reducing grid electricity imports and increasing reliance on locally produced clean energy. The Wager building on Whiteknights was used as the experimental case for this study. The outcomes consistently indicated that a 150 kW battery size proved to be the most suitable choice throughout the year. Through the integration of battery storage and demand-side response measures with renewable energy sources, the University of Reading can substantially advance its pursuit of the net-zero target and reduce its dependency on conventional grid electricity. The recommended 150 kW battery size exhibited significant potential in optimizing energy management and sustainability efforts at the Wager building and holds promise as a viable solution for other buildings within the campus as well. The research findings underscore the significance of considering energy storage solutions and demand-side response strategies as essential components of a comprehensive and sustainable energy management plan.

Investigating the effect of aging and potential degradation on the performance of the SBE solar PV (2023)

As solar energy is becoming increasingly cost-effective in built environment, there exists a growing concern over the performance of solar PV systems as it ages. To better understand the performance of a solar PV system beyond the 25 years of operational lifetime predicted by most manufacturers globally, this research examines the performance degradation of the Sustainable Built Environment (SBE) solar PV system at the University of Reading over its 24 years (from 1999) of continuous operation as well as 4 years (2019 to 2023) of relocation within the Whiteknights campus. The research analyses the energy output data of the solar PV system by considering climatic factors such as solar irradiance and temperature, that might have had a potential impact in the performance drop of the system during its operational lifetime. The results showed that the performance drop in the system had a direct relation to the degradation effect in the system. This performance drop was at an average rate of 2.5% per year over its 24 years operation.

Investigating the amount of food waste generated in offices and academic areas on campus (2023)

Summer 2023 – for an MSc dissertation, a student is investigating the relatively small amounts of food waste generated in the University’s offices/academic areas, compared with campus restaurants, in order to determine what is the most environmentally sustainable method of collection and disposal of food waste from offices/academic areas: co-collection with general waste which is then sent for incineration with energy recovery, segregation of food which is then sent for anaerobic digestion, segregation of food which is then sent for composting, or a different route. This dissertation is co-supervised by Paul Taylor, Sustainability Officer.

A Victorian Building Retrofit (2023)

Residential buildings are the second largest contributor to carbon emissions in the UK both through their use and construction. Global warming and Net Zero commitments demand a reduction in energy consumption from this sector. This research assesses the impact of retrofit scenarios on energy efficiency and thermal comfort of occupants using a Victorian House on campus. The results show that both thermal comfort and energy consumption are improved across the retrofit scenarios. There is a maximum 22.7% reduction in energy consumption from single retrofit methods in the existing building, which increases to 36.9% where a multi-method, deep retrofit approach that includes ground source heat pump (GSHP) renewable energy technology is used. With or without (Scenario 2) the GSHP, a deep retrofit also results in a maximum 25.7% improvement in occupant thermal comfort. (Credit - Mary Utley)

The effect and arrangements of indoor plants on IEQ of office (2023)

This study investigates the impact of biophilic design on indoor environmental quality (IEQ) in commercial office spaces. The investigation explores how planting arrangements can affect IEQ factors such as indoor air quality, sound levels, lighting levels, visual comfort, and occupant perception; with the goal of in establishing interior design layouts which enhance occupant comfort by recommending plant species and layouts which improve IEQ conditions. Experiments were performed at JJ-Thompson Building and Chancellors Building (on campus at the University), with and without plants present to measure indoor air quality (CO2, air temperature, relative humidity), sound quality and lighting levels. The study findings aligned with survey responses on occupant perception that plants can positively impact IEQ. CO2 levels decreased, improving indoor air quality, whilst air temperature and relative humidity increased in the presence of plants. Sound levels were positively affected as plants were found to absorb sound in barrier layouts. Additionally, natural lighting periods were more affected by plant presence over artificial settings. (Credit - Hiral Harsad)

Investigating the potential of sustainable roof configurations on a localised Urban Heat Island during Autumn/Winter months (2023)

Urban Heat Island (UHI) has become a global phenomenon in cities. It involves warm pockets of air accumulating above urban areas due to anthropogenic emissions. There is limited research on the mitigation strategies, particularly in cooler months. The aim of this research was to investigate the potential of sustainable roof configurations on a localised UHI during Winter months, using Chancellors Building (on campus at the University). Through the use of sustainable roofing solutions including green and blue roof construction, the effects of UHI can be mitigated considerably. The research has investigated the heat flux between the surface and air to determine the effectiveness of green and blue roofs. Based on the findings, the conventional green roof configuration demonstrated temperatures 2.0°C cooler than the baseline concrete and the blue roof showed 2.2°C cooler than the concrete. From the three configurations, the blue-green roof was most effective, providing a 2.5°C cooler temperature in comparison to the concrete in both warm and cool external Autumn/Winter temperatures. The findings of this study show that implementing a sustainable roofing design can lessen the effects of UHI by lowering the air and surface temperature. (Credit - Hannah Lamming).

Developing a visual waste composition analysis to inform waste management strategies (Summer 2022)

A student undertaking an MSc degree in Environmental Management, under the supervision of Dr Steve Robinson, undertook a dissertation investigating how to develop a visual composition analysis of material segregated for recycling within campus buildings, in order to help better understand how recycling success is measured. The aim of the study was two-fold: to discern how useful data derived from a visual analysis of waste can be to an organisation, and to provide statistics to the University’s Sustainability Services team to support their achievement of current targets and the creation of future strategies.

This research addresses Indoor Environment Quality (IEQ) through the use of in-situ measurements, modelling using simulation tools (i.e, Integrated Environmental Simulation – Virtual Environment (IES-VE) and CBE Thermal Comfort Tool). Thermography images were also taken in order to assess the airtightness and heat losses through the fabric of the refurbished building. The findings illustrate that the indoor environment was found to be generally acceptable when aligned to the CIBSE Guide A standards for temperature as well as CO₂ concentration by ASHRAE 55 -2020 (2021). This is with exception of the 1st floor group study room and 4th floor study pod which is found to be thermally uncomfortable. Occupancy numbers have a direct impact on energy consumption as well as IEQ parameters. (Credit - Jaclyn Tieng Yee Ling).

IEQ of a modular building – Chancellors Building (March 2022)

Modular building is a quick, cost-saving and sustainable alternative to the conventional construction. Indoor environmental quality(IEQ) is receiving increased attention, as it is critical for the performance and health of occupants. However, the majority of current studies focus primarily on the IEQ of conventional buildings. This research investigates IEQ (i.e. thermal, visual, acoustic comfort and indoor air quality) based on the as-built and the numerical models of scenario variations of the Chancellors Building. Four scenarios were developed to improve both thermal comfort and illuminance levels in the building, the most appropriate of which would also help to reduce energy consumption and CO₂ emissions. (Credit - Xi Sun)

Lessons from refurbished buildings – Harry Pitt Building (March 2022)

Existing buildings that had been refurbished on the Whiteknights campus were studied to understand the University’s principles on refurbishments and propose possible ways of upgrading buildings for the modelling in this study. The case study building, Harry Pitt Building, was considered for refurbishment options based on the lessons learned and using simulated scenarios to propose outcomes. The challenge in this study was to find a balance in improving the energy performance in the subject building, while also managing to provide a thermally comfortable environment, and reduce the carbon footprint. (Credit - Tian Wei Tan).

Potential of PV and the GSHP at Carrington Building & other UoR buildings (February 2022)

This research aimed to investigate the impact of solar panels (PV) and ground source heat pumps (GSHP) in an educational building in relation to energy consumption, carbon dioxide emissions and energy costs. Two subject buildings located at the Whiteknights Campus were selected as the investigative builds. The study was conducted through analysing monitored data and modelling and simulation of the building energy use, based on its technologies design. The results concluded that both technologies offer positive impacts on building efficiency performance, however, the payback period of the ground source heat pump is very long at 22 years. (Credit - Yuen Lok Ching, Sabrina)

The University offers scholarships to eligible sanctuary seekers (people with refugee, humanitarian protected, or asylum seeker status) through our Sanctuary Scholarships scheme. The scheme has been running since 2018 and offers the following awards each year to eligible applicants:

5 fee waivers each year that cover the tuition fees for our 11–week English Language programme (starting in July each year) – £4,600 in 2024
4 bursary payments of £5,000+ each year of study for new applicants to undergraduate courses* with refugee, humanitarian protection status, or be granted settlement in the UK through the ARAP or ACRS schemes for Afghan refugees, or have a right to remain in the UK through the Ukraine Family Scheme or the Ukraine Sponsorship (Homes for Ukraine) scheme
1 bursary payment of £10,000+ (pro rata–ed for part-time students) for new applicants to postgraduate taught courses with refugee, humanitarian protection status or be granted settlement in the UK through the ARAP or ACRS schemes for Afghan refugees, or who have a right to remain in the UK through the Ukraine Family Scheme or the Ukraine Sponsorship (Homes for Ukraine) scheme
1 Scholarship of a fee waiver and a bursary payment of £14,200+ for each year of study for new applicants to undergraduate courses with asylum seeker status
1 Scholarship of a fee waiver and a bursary payment of £14,200+ (pro rata–ed for part-time students) for new applicants to postgraduate taught courses with asylum seeker status

Education for Sustainable Development

Commitment

Framework

Delivery

Funding

Living Laboratory

Scholarships

Our commitment to Education for Sustainable Development (ESD)

Providing a framework for ESD

Examples of best practice in delivering ESD

Supporting staff to deliver the ESD Agenda

Additional Funding for ESD Projects

Acceptance of research funding

ESD for the Real World - Students Applying Their Knowledge

2024 UROP Projects

2023 UROP Projects

2022 UROP Projects

'A Living Laboratory'

The potential of integrating battery storage with solar panels at the University of Reading (2023)

Investigating the effect of aging and potential degradation on the performance of the SBE solar PV (2023)

Investigating the amount of food waste generated in offices and academic areas on campus (2023)

A Victorian Building Retrofit (2023)

The effect and arrangements of indoor plants on IEQ of office (2023)

Investigating the potential of sustainable roof configurations on a localised Urban Heat Island during Autumn/Winter months (2023)

Developing a visual waste composition analysis to inform waste management strategies (Summer 2022)

IEQ of the UoR library after refurbishment (March 2022)

IEQ of a modular building – Chancellors Building (March 2022)

Lessons from refurbished buildings – Harry Pitt Building (March 2022)

Potential of PV and the GSHP at Carrington Building & other UoR buildings (February 2022)

University of Sanctuary

Supporting Students - Sanctuary Scholarships

If you require any further information about Education for Sustainable Development, please contact: sustainability@reading.ac.uk