Sustainability in communication and design education

Sustainability in communication and design education

Every course offered by RMIT Vietnam School of Communication & Design is aligned to the Sustainable Development Goals (SDGs) and 95.7 percent of these courses have integrated sustainability in their learning and teaching materials.

Launched by the United Nations in 2015, the SDGs are a comprehensive blueprint to address urgent environmental, political, and economic challenges globally. In higher education, there is growing recognition among policymakers of the crucial role universities play in weaving SDGs into their core activities and teaching. Education for Sustainable Development (ESD) has become a key focus and is equipping students with the competencies and insights to tackle sustainability issues. Universities around the world are revamping their curricula to reflect this commitment to sustainability.

At RMIT Vietnam, sustainable practices are at the heart of our values. A new report by a group of researchers from the School of Communication & Design demonstrates the concerted efforts the school has made to embed environmental sustainability within its pedagogy.

Associate Professor Donna Cleveland, Interim Dean of the School of Communication & Design, said the outcomes of the initiative have been encouraging.

Alt Text is not present for this image, Taking dc:title 'news-1-integrating-sustainability-in-curricula' Every course offered by RMIT Vietnam School of Communication & Design is aligned to the Sustainable Development Goals (SDGs) and 95.7 percent of these courses have integrated sustainability in their learning and teaching materials.

“One hundred per cent of our course curriculum aligns with the Sustainable Development Goals (SDGs), and 95.7 per cent of our courses incorporate sustainability elements in their learning and teaching materials.

“Faculty staff perceived sustainability integration as highly important and are working towards more progress to deliver suitable sustainable knowledge and skills.

“By aligning our courses with these global objectives, we ensure our academic offerings address immediate educational needs and contribute meaningfully to global sustainability efforts.

“This has enriched our educational offerings and enhanced our students' employability by equipping them with the skills to contribute to a sustainable future,” said Associate Professor Cleveland.

Associate Program Manager at the School of Communication & Design and the chief investigator of the report, Dr Nguyen Van Thang Long said the integration of sustainability in the curriculum, prepares students for future work readiness by exposing them to a transformative learning environment.

“This is achieved through theoretical knowledge and practical skills related to the SDGs, problem-solving assessments, case studies, and work-stimulated scenarios that offer a dynamic educational experience beyond traditional lectures and exams.”

Fashion Enterprise Lecturer, Associate Professor Rajkishore Nayak said sustainability is a prominent edge in the curriculum for students’ work readiness.

“By having a solid understanding of sustainability, students can benefit their careers by attracting companies seeking to incorporate sustainable practices into their operations. Especially in the fashion industry, where it has been challenging for companies and its practitioners,” he said.

Dr Long emphasised that it is important to identify the right SDGs and indicators for each program, as there is no ‘one size fits all’ solution.

“Mapping and understanding the nature of the course, the industry can provide insights into which SDGs require more or less focus in the curriculum and material design.

“It is crucial to differentiate between ‘must-have’ and ‘nice-to-have' SDGs, allowing educators to develop teaching materials that reflect the requirements of each program,” Dr Long said.

From recorded imbalanced theoretical understanding and practical execution of SDGs in curricula, Dr Long reminded educators not to fall into the abstract approach.

“Especially for management education, a localised and practical approach to sustainability problems using case studies, assessments, and innovative curriculum will be the future of work-applied education at scale rather than a purely theoretical approach,” Dr Long said.

Some lecturers view sustainability curricula as a challenge because it requires proper implementation to make it impactful and practical. It goes beyond labelling content or assignments under the SDGs and involves incorporating responsible and ethical practices into their work. 

Alt Text is not present for this image, Taking dc:title 'news-2-integrating-sustainability-in-curricula' A sustainability-integrated workshop run by the School of Communication & Design.

“We do touch upon the social pillar of sustainability and occasionally we discuss the economic pillar too, but for the most part we speak about the environment, and then it's complemented with the social pillar.

“We need to carefully consider the fact that because we are a Communication & Design team, the absence of the economic pillar is inevitable. There is still room to consider how we can adopt that but keep the relevance to the student’s needs and the course objectives,” said Dr Justin Battin, Professional Communication Senior Lecturer.

Resources and support play a vital role in the success of the integration as they can hinder the full potential of making sustainability a prominent impact in curriculum.

“Sustainability in the curriculum does not solely appear in the content we teach to students, it is also the process of doing so with a sustainable approach. For instance, finding and working with NGOs for sustainability projects is time-consuming and sometimes confusing to meet all parties’ expectations.

“More allocated time for lecturers or support in the working process with external stakeholders is crucial and appreciated by lecturers,” said Digital Media Senior Lecturer Dr Hellmut Monz.

Associate Professor Donna Cleveland said, “As we continue to build on these foundations, the insights garnered from this project will guide us towards even more innovative and effective integration of sustainability into our academic programs, ensuring our students are not only well prepared to meet the demands of the future but also to shape it.”

Based on the results, six relevant strategies are recommended to kick off and make an impact for lecturers and students, from enhancing stakeholder engagement, and advocating sustainability to academic training said Associate Professor Cleveland.

The report titled ‘Integrating Sustainability in Curricula of School of Communication & Design: Towards Education for Sustainable Development’ is now available for download.

Story: Ha Hoang

30 July 2024

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