How can universities help achieve the 17 UN Sustainable Development Goals? From research to mitigate the climate crisis and embedding the Global Goals into your teaching to creating sustainable campuses, academics and staff share strategies
Practical advice for embedding sustainability issues into broader professional practice, taking lessons from teaching English language that are applicable across other disciplines
James Derounian makes the case for a gap year in which school-leavers can engage with university while tackling climate change and helping with community development
If we are to radically transform universities, we must seek solutions from diverse learning projects that have historically been excluded from, or remained separate to, higher education, argue Fern Thompsett, Kristen Lyons and Richard Hil
Planning and communication can turn good intentions into lasting benefits for students, faculty and the community. Joshua Gruver shares his advice for successful outreach, based on his experience developing a local farmers’ market
The teaching of sustainability and the SDGs needs to equip graduates with the skills to bring about transformative change for a better future. Jen Dollin, Brittany Hardiman and Susan Germein explore what this means for universities
Carbon offsetting is a hotly debated issue, with critics positing that it distracts from real efforts to reduce emissions. David Duncan explains why a compromise position in which offsetting is used to complement focused efforts at carbon reduction may be needed
Higher education has become too aligned to specific economic interests and needs to be redirected to focus on regenerative values for the common good, argue Richard Hil, Kristen Lyons and Fern Thompsett
Rates of sexual violence in universities are the highest in society, ONS data show. So what actions must universities take if they are serious about tackling this pernicious problem?
The ability to critically analyse information and differentiate fact from fiction is a skill needed far beyond higher education. So how can academics trained in evaluating evidence engage the wider public in this important process?
