Embedding sustainable development goals (SDGs) into the curricula using an interdisciplinary design thinking approach.

Bremner, Pauline; Steed, Josie

Abstract

Embedding sustainability into curricula has been a challenge many universities have been facing for a while. The nature of the topic could be classified as "dry" when taught through a legislative lens, but a creative, impactful method is required to enhance student engagement. One approach developed at a Scottish university is via the use of Design Thinking pedagogy in the context of a Collaborative Online International Learning (COIL) hybrid workshop, where fashion management students and fashion and textile design students from the Scottish university partnered virtually with fashion students from Cape Peninsula University of Technology (CPUT). This case study will demonstrate the power of bringing together students from other cultures and slightly different disciplines (with one being management-based and the other being practice-based) to successfully demonstrate the use of an innovative method of delivery, which enhances students' Sustainable Development Goals (SDGs) knowledge with impact.

Citation

BREMNER, P. and STEED, J. [2025]. Embedding sustainable development goals (SDGs) into the curricula using an interdisciplinary design thinking approach. Journal of perspectives in applied academic practice [online], (accepted).

• Journal Article Type: Article
• Acceptance Date: Dec 18, 2024
• Deposit Date: Dec 19, 2024
• Journal: Journal of perspectives in applied academic practice
• Electronic ISSN: 2051-9788
• Publisher: University of the Highlands and Islands
• Peer Reviewed: Peer Reviewed
• Keywords: Collaborative online international learning (COIL); Fashion management students; Fashion students; Fashion management education; Fashion education; Sustainable development goals (SDGs); Sustainability; Pedagogy
• Public URL: https://rgu-repository.worktribe.com/output/2625974