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Reflections from the SPHERE Virtual Study Visit on Teaching and Learning for Sustainable Development
Irma Grdzelidze – HERE Team Georgia / Tbilisi State University / ALTE University
December 2025

On 16 December 2025, I had the opportunity to participate in the SPHERE Virtual Study Visit titled “Teaching and Learning for Sustainable Development”. Organized within the framework of the SPHERE initiative -a centralized support mechanism for the network of Higher Education Reform Experts (HERE) -the event brought together academics, administrative leaders, students, and higher education stakeholders from across regions to explore how universities can embed sustainable development within pedagogical practice and institutional strategy. 

The study visit provided a comprehensive view of how sustainable development can be integrated into the core missions of higher education institutions. It offered both high-level conceptual insights and practical examples of institutional transformation, demonstrating how sustainability becomes not just a topic of study, but a guiding principle for academic practice, research activity, and community engagement.

Sustainable development is at the core of current higher education reform agendas globally. Universities are increasingly recognized not only as sites of knowledge production, but also as agents of societal transformation; their teaching and learning functions are expected to equip graduates with competencies to address complex global challenges — from climate change to social inequity — that are articulated in frameworks such as the United Nations Sustainable Development Goals (SDGs).

This evolving role reflects broader shifts in educational policy and practice. Under initiatives such as the Bologna Process and the European Higher Education Area, sustainable development has become an integral dimension of institutional quality and relevance. Higher education institutions are called to advance sustainability not only through specialized courses, but across curricula, co-curricular activities, research programs, and partnerships with external stakeholders. 

Within this context, the SPHERE initiative plays a strategic role by supporting national HERE teams in Partner Countries neighboring the EU -including Eastern Partnership countries such as Georgia -in modernizing higher education through targeted activities like study visits, seminars, technical assistance missions, and shared learning events. 

The SPHERE Virtual Study Visit on Teaching and Learning for Sustainable Development was designed to go beyond traditional webinars by offering interactive and practice-oriented experience. The program featured institutional case presentations, thematic discussions, peer exchanges, and opportunities for live Q&A, making it a dynamic forum for collective reflection.

A central case presented during the study visit examined how a regional public university in Spain has strategically embedded sustainable development within its institutional mission and everyday academic practice. This case provided a comprehensive illustration of how sustainability integration can be approached as a coherent and institution-wide process, rather than as a collection of isolated initiatives.

At the strategic level, sustainability was positioned as a guiding priority within institutional planning, shaping governance structures, academic programs, and outreach activities. By embedding sustainable development explicitly into strategic documents and decision-making processes, the university ensured long-term commitment, institutional ownership, and alignment across academic and administrative units. This strategic anchoring was presented as a critical enabling factor for sustained impact.

From a pedagogical perspective, the case highlighted a range of innovative teaching and learning approaches, with particular emphasis on service learning and competency-based curriculum design. These approaches actively connect students with real-world societal and environmental challenges, enabling them to apply theoretical knowledge in practical contexts while developing transversal competencies relevant to sustainable development. The examples demonstrated how pedagogical innovation can enhance both educational quality and societal relevance.

International cooperation emerged as another key dimension of sustainability integration. The university’s engagement in European university alliances, structured internship schemes, and cross-border partnerships was presented as a powerful mechanism for broadening learning horizons and mobilizing joint action. These collaborative models not only enrich student learning experiences but also strengthen institutional capacity through shared expertise and mutual learning across borders.

Importantly, the study visit foregrounded student voices as active contributors to sustainability initiatives. Dedicated sessions showcased how students participate in the design and implementation of sustainability-related activities and how they benefit from expanded opportunities for international collaboration, civic engagement, and experiential learning. This emphasis reinforced the view of students as co-creators of sustainability-oriented education rather than passive recipients.

The case also underscored the essential role of staff development frameworks. Institutional investments in faculty and staff capacity building were highlighted as a prerequisite for effective teaching for sustainable development. Continuous professional development opportunities support academic personnel in adopting new pedagogical approaches, integrating sustainability into curricula, and responding to evolving educational and societal demands.

A recurring and particularly compelling theme throughout the study visit was the clear shift from traditional, content-driven instruction towards competency-centered learning. Participants repeatedly emphasized that sustainable development challenges cannot be meaningfully addressed through disciplinary knowledge alone. Instead, they require learners to engage with complex, interconnected environmental, social, and economic systems, and to develop a broad set of transversal competencies. These include critical and systems thinking, collaboration, ethical reasoning, and participatory problem-solving – competencies that enable graduates to navigate uncertainty and contribute responsibly to societal transformation.

Within this context, several pedagogical approaches were discussed as effective means of embedding sustainability into teaching and learning practices. Service learning emerged as a particularly powerful model, as it integrates community-based projects directly into academic coursework. Through structured collaboration with local partners, students are able to apply theoretical knowledge to real sustainability challenges, while simultaneously developing civic responsibility and a deeper understanding of societal needs. This approach not only enhances learning outcomes but also strengthens the relationship between universities and their surrounding communities.

Equally important were discussions on project-based and inquiry-based learning, which place students at the center of the learning process. By engaging with complex, open-ended problems that mirror real-world sustainability issues, students are encouraged to take ownership of their learning, work collaboratively, and reflect critically on possible solutions. These approaches support experiential learning and foster the development of adaptive skills that are essential for addressing sustainability challenges in diverse professional contexts.

The study visit also highlighted the value of interdisciplinary modules as a response to the fragmented nature of traditional curricula. Breaking down disciplinary silos allows learners to approach sustainability issues from multiple perspectives, integrating insights from fields such as environmental science, social policy, economics, and business innovation. This interdisciplinary orientation not only reflects the real-world complexity of sustainability challenges but also equips students with the ability to connect knowledge across domains and to work effectively in multidisciplinary teams.

The strong emphasis on competency development reflects broader European policy orientations, where sustainable development is increasingly positioned as a cross-cutting priority across higher education systems, rather than a niche or specialized subject area. The discussions during the study visit reaffirmed that meaningful progress in sustainability education depends on pedagogical transformation -one that prioritizes learning outcomes, societal relevance, and the development of competencies that empower graduates to act as agents of change.

Another significant insight emerging from the study visit related to the close interconnection between sustainability initiatives and institutional governance and policy frameworks. Discussions clearly demonstrated that the integration of sustainable development cannot be achieved through isolated projects or individual courses alone. Instead, it requires systemic coherence across core institutional processes, including strategic planning, resource allocation, curriculum design and review, as well as quality assurance and enhancement mechanisms.

Participants explored how universities can embed sustainability more effectively by positioning it explicitly within institutional mission statements and strategic plans. Doing so ensures long-term visibility, shared ownership, and accountability, while signaling sustainability as a core institutional priority rather than a temporary or peripheral initiative. Strategic embedding was presented as a prerequisite for aligning academic, administrative, and leadership efforts around common sustainability goals.

Equally important was the role of monitoring and evaluation frameworks capable of capturing the impact of sustainability-oriented initiatives. Participants emphasized the need for systematic approaches to assessing changes in teaching practices, the development of student competencies, and broader societal engagement outcomes. Such evidence-based monitoring not only supports continuous improvement but also strengthens institutional learning and informed decision-making.

The discussions further highlighted the strategic value of external partnerships with industry, civil society organizations, and local and regional authorities. By co-creating learning opportunities with external stakeholders, universities can enhance the societal relevance of academic work while providing students with authentic, practice-oriented learning experiences. These partnerships were presented as key enablers for translating sustainability principles into concrete educational and societal impact.

The study visit underscored that embedding sustainability is not an optional add-on, but a transformative institutional change process. Achieving meaningful integration requires committed leadership, distributed responsibility across institutional actors, and adaptive governance structures capable of responding to evolving societal and policy demands. This systemic perspective reinforces the understanding of sustainability as a guiding framework for institutional development and quality enhancement in higher education.

The themes and practical examples shared during the SPHERE study visit resonate strongly with ongoing discussions in Georgia regarding educational quality, internationalization, and societal impact. They provide concrete inspiration for strengthening the sustainability dimension of teaching and learning across Georgian higher education institutions, particularly at a time when universities are increasingly expected to demonstrate relevance, responsibility, and measurable impact.

For the HERE Georgia team, the insights gained during the study visit offer a valuable reference point for shaping future activities and priorities. They can directly inform the design of capacity-building workshops and faculty development programs that focus on sustainability-oriented pedagogy and the development of transversal competencies. In addition, the emphasis on peer learning highlights the potential of cross-institutional learning communities and exchange platforms, which can mobilize shared practice, foster mutual learning, and support the dissemination of innovative approaches across institutions.

The discussions also underline the importance of engaging in policy dialogue with national authorities, particularly with regard to integrating sustainability competencies into national quality assurance standards and curriculum frameworks. Such dialogue can help ensure coherence between institutional initiatives and national reform agendas, while reinforcing sustainability as a system-level priority rather than an isolated institutional choice. Furthermore, the study visit reinforces the value of partnership initiatives with European universities, which can expand opportunities for student mobility, joint curricula, collaborative research, and staff exchange in sustainability-related fields, thereby strengthening internationalization with a clear purpose and impact.

The SPHERE Virtual Study Visit on Teaching and Learning for Sustainable Development proved to be an inspiring, informative, and forward-looking event. It clearly demonstrated that sustainable development is not merely a topic to be added to curricula, but a pedagogical orientation and institutional commitment that fundamentally shapes how universities educate, engage with society, and innovate.

Several key messages emerged from the discussions. First, universities are increasingly called upon to design learning experiences that go beyond the transmission of disciplinary knowledge and instead foster sustainability-related competencies that enable graduates to respond to complex societal challenges. Second, meaningful integration of sustainability requires alignment between institutional strategy, governance, and quality assurance processes, ensuring that sustainability priorities translate into systemic and lasting impact. Third, international cooperation and cross-border alliances were highlighted as powerful enablers for shared learning, capacity building, and the scaling of good practice. Finally, the central role of staff development and student engagement was repeatedly emphasized, underlining that sustainability becomes a lived reality only when academic communities are actively involved and supported.

Taken together, these insights provide a strong foundation for continued dialogue, pedagogical innovation, and reform efforts aimed at embedding sustainable development at the heart of higher education. They reinforce the understanding that sustainability must move beyond policy rhetoric to become an integral and lived ethos of teaching and learning, shaping both institutional cultures and the future contributions of universities to society.