Sustainable futures: team teaching sustainability in higher education

Purpose Sustainable Development Goal 4.7 aims to “ensure all learners acquire knowledge and skills needed to promote sustainable development.” Addressing the need for effective sustainability learning in higher education, this study explores the impact of an interdisciplinary, team-taught sustainability seminar at the University of Georgia (UGA). We examine its effect on students’ understanding of sustainability concepts and systems thinking across disciplines, particularly their self-efficacy in identifying and engaging with sustainability challenges. This study supports the idea that cross-disciplinary faculty collaboration enriches student learning experiences and improves outcomes. Design/methodology/approach UGA’s First-Year Odyssey Seminar Program introduces incoming students to faculty research and campus resources. Our first-year seminar included 13 faculty members from eight UGA Colleges, exposing students to diverse perspectives. We met weekly for seven 100-minute sessions and used the UGA campus as a living lab for place-based learning. To assess course impact, we analyzed changes in students' sustainability perceptions and knowledge through pre- and post-course surveys, using descriptive statistics and Cohen’s Kappa values. We also leveraged students’ written reflections and conducted thematic qualitative analysis. Findings Results indicate the effectiveness of interdisciplinary teaching for sustainability in higher education. Survey analyses show increased mean scores and Kappa values around zero, suggesting improvement in students’ confidence. Overall, results show the course significantly enhanced students' self-efficacy and knowledge of sustainability practices, behaviors, and competencies–promoting a deeper appreciation of the interconnectedness of social, environmental, and economic systems across disciplines. Originality/value This study highlights the value of interdisciplinary collaboration in sustainability higher education and the need for pedagogical strategies that reinforce practical applications.