Developing ESD in higher education: insights from a staff training module

Purpose This study aims to discuss the development of a bespoke education for sustainable development (ESD) staff online training module co-created by a student-staff partnership, identifying barriers and staff support needs. Design/methodology/approach A two-stage approach using quantitative design and descriptive analysis was used. First, sustainability integration within teaching, barriers to integration and staff support needs were mapped across the courses in the institution, which fed into the co-creation of the online module. Findings Participants (n = 123) enrolled on the module engaged most strongly with videos, quizzes and self-paced activities, with peak engagement in the early stages which subsequently declined. Strong initial uptake and cross-functional participation suggest the module’s potential to build institutional sustainability capacity. Research limitations/implications Limitations of the study include the small mapping sample drawn only from academics, limited qualitative insight into participants’ motivations and disengagement, and the module’s non-compulsory status, which possibly reduced uptake. Practical implications Preferred formats that ease workload and help embed sustainability into curricula, aligned with ESD frameworks, highlight the need for compulsory status and stronger institutional support for professional development to sustain engagement. Social implications Cross-functional staff engagement with ESD strengthens shared responsibility, developing socially responsible graduates, contributing to social equity and global citizenship. Originality/value A co-created module offering an inclusive framework for embedding ESD across diverse roles. It provides insights into staff preferences, institutional barriers and the value of student–staff partnerships, highlighting a scalable approach to strengthening institutional sustainability practice.