This case study aims to describe the pilot phase of the Future17 Sustainable Development Goals Challenge program. This program is led by the University of Exeter (UK) and Quacquarelli Symonds (QS) and is designed to promote interdisciplinary teamwork, intercultural learning and digital competencies for addressing the United Nations Sustainable Development Goals (SDGs).
Future17 integrates interdisciplinary teamwork experiences, learning in an intercultural environment and doing so through digital collaboration to address sustainable development challenges set by partner organizations. To deliver the program, Design Thinking is deployed as a pedagogic approach for developing Communities of Inquiry that are focused on promoting change in real world contexts. The authors use student feedback data from the pilot phase evaluation to identify key learning points from the program.
First, interdisciplinary learning enabled students to move well beyond their disciplinary home through challenging ontological, epistemological and methodological constraints in addressing sustainability. Second, intercultural approaches to learning fostered a sense of self-awareness, cultural competencies and empathy. Third, whilst digital collaboration was enabled by the program alongside the use of Design Thinking approaches, practical constraints (such as time zones and technologies) proved challenging.
Developing global collaborative programs for sustainability education has several benefits for student learning, experience and career development but there are logistical and technical challenges for learners that can act as barriers.
This case study provides an overview and initial evaluation of a cross-continent transformative education initiative, which seeks to connect academic researchers, students and businesses, NGOs and charities to tackle sustainable development challenges.
