This study aims to investigate the potential of internal quality assurance reviews to more effectively embed Education for Sustainable Development (ESD) within UK higher education institutions. While many universities have aligned their policies with the Sustainable Development Goals (SDGs), there remains a gap between strategic intent and practical implementation.
This study takes the University of Warwick’s 2022–23 Institutional Teaching and Learning Review (ITLR) as a case study to explore the potential of internal quality assurance reviews as a mechanism for enhancing institution-wide integration of ESD. By conducting a thematic analysis of the ITLR reports and tracing the implementation of its recommendations across the institution over the subsequent two years, the study offers a critical analysis of the findings, outcomes and impact of the review.
The analysis of the quality assurance review, reports and outcomes revealed the extent to which ESD has been integrated across departments at the University of Warwick and outlines several positive steps which have been taken as a consequence of the ITLR recommendations. However, the study also identifies several key areas for future development: 1) clearer communication of the aims and principles of ESD; 2) greater internal and external visibility for ESD and existing ESD initiatives; 3) more training opportunities in ESD targeted first at educational leaders including Heads of Department and Directors of Education; 4) a more collective and collaborative approach which fosters peer-learning and support.
Using the University of Warwick’s ITLR as a case study, this paper assesses the eff ectiveness of an internal quality assurance review as a mechanism for driving strategic change in ESD. In focusing on the intersection between ESD integration and internal quality assurance reviews, it addresses an area that is underdeveloped in current research and proposes solutions for some of the challenges that HEIs face in implementing meaningful and holistic behavioral change. The case study offers a benchmark for comparative analysis across other HE institutions. The findings contribute to ongoing debates about the implementation and evaluation of ESD in higher education, highlighting the importance of integration and continuous assessment to promote sustainable development in the UK university context. The study aligns with the aims of this journal in assessing ways of implementing SD across all subject areas and ensuring a quality education for all.
