Building learning pathways to enhance education for sustainable development (ESD), quality and relevance

Purpose This study aims to demonstrate how integrating sustainable development into courses and degree programs can be systematically enhanced using a transparent method that ensures high quality and relevance. By presenting findings from the University of Gothenburg, Sweden, this study addresses challenges in advancing education for sustainable development (ESD) at higher education institutions. Design/methodology/approach This study used action research methodology which is characterized as a reflective and collaborative inquiry. A new mapping tool was used to make sustainable development more visible in the program plans. The tool maps the learning outcomes to a set of sustainability criteria or to the UN sustainable development goals. Findings One important finding was the identification of different “sustainability tracks,” divided into “weak” or “strong” sustainability. A second finding was that processes and practices that support the integration of sustainable development in education were identified and correlated by both quantitative and qualitative analyses. Finally, three important areas to increase integration of sustainability were identified: understanding ESD in higher education; actors, stakeholders, processes and practices; tools and labelling. Research limitations/implications This study analyzed only six degree programs, which may restrict the generalizability of the findings across the entire university curriculum or to other institutions. Originality/value This study uniquely connects sustainable development in higher education to systematic labelling of sustainability within degree programs, enhancing transparency, coherence and student engagement. The labelling framework supports curriculum development, promotes institutional growth and ensures traceability, fostering the integration and progression of sustainability competences across courses and programs.