Exploring the pedagogical use of thematic fresks in education for sustainability

<ns5:p>Background Thematic fresks – collaborative, card-based workshops designed to foster systemic understanding of sustainability issues – have rapidly gained traction in higher education. Despite their growing popularity, little is known about how these tools are pedagogically integrated into university curricula, particularly in relation to the development of sustainability competencies. This study addresses this gap through an exploratory investigation conducted within the Wallonia-Brussels Federation (FWB), Belgium. Methods Drawing on a mixed-method design, the research combines a systematic mapping of fresk usage across 24 higher education institutions with qualitative insights from 20 educators in economics and management. Results The mapping reveals that thematic fresks are widely adopted, especially at the bachelor level in management and engineering programs, and are implemented in diverse formats ranging from transversal activities to formal coursework. The Climate Fresk emerges as the most frequently used tool, followed by fresks on planetary boundaries, circular economy, and digital technologies. Qualitative findings highlight a broad spectrum of pedagogical intentions, including the promotion of systems thinking, emotional engagement, and collective intelligence. However, educators also report significant challenges, such as addressing emotional responses, and adapting content to heterogeneous student backgrounds. Conclusions The study identifies tensions between the standardized format of fresks and the transformative ambitions of Education for Sustainability (EfS), raising questions about tool design, facilitator autonomy, and curricular integration. By documenting current practices and educator experiences, this research contributes to a more nuanced understanding of thematic fresks as pedagogical tools. It emphasizes the importance of contextual and institutional factors in shaping their effectiveness and responds to a growing demand for empirical evaluation. The study invites future research on the long-term impacts of fresk-based activities on student learning, engagement and behaviors, and encourages the professional development of educators to make EfS more impactful, inclusive, and transformative.</ns5:p>