The role of science communication in sustainability education: the case of a university community in Northern Ontario

Purpose Considering the experience of a university in Canada, this case study aims to explore how sustainability education is ingrained through curriculum development for science communication. Through stakeholder engagement activities with the industry, students and the Indigenous community over an extended period, the institution builds its capacity to address the concerns over environmental sustainability. Design/methodology/approach This research adopts a case study approach to examine how sustainability education is nurtured and augmented through community engagement as well as different learning, teaching and research activities within a public university in Northern Ontario, Canada. Findings This case study reveals the significant role of university faculty in facilitating sustainability initiatives embedded in their formal and informal curricula that engage the community in examining science, the causes of unsustainability due to anthropogenic activities and the relevance of indigenous knowledge, which induces insights for institutional changes toward sustainable development. Research limitations/implications This study suggests that higher education institutions interested in building capacity with complementary policy to support the SDGs should cultivate innovative curriculum development across disciplines within their educational programs, inspired by relevant research activities that engage members of their local communities for sustainability solutions. Originality/value This study reveals the role of science communication in stimulating curiosity for learning about complex issues related to environmental sustainability at a university that cohabitates with a local industry and an Indigenous community in North America.