The study aims to improve sustainability education globally and at a public research university by examining a sustainability certificate program (SCP).
This study is centered on interpretive epistemology. Six SCP alumni were interviewed using a semi-structured protocol. Data were analyzed using reflexive thematic analysis to identify recurring themes regarding the impact of participation on alumni’s personal growth, professional development and sustainability practices.
SCP alumni reported three primary themes of impact: transformative educational experiences, significant career development and involvement in sustainability practice. Participants highlighted a holistic sustainability education that enhanced systems thinking and interdisciplinary problem-solving skills, and promoted self-reflection, growth, confidence and self-efficacy. The program provided practical tools, networking opportunities, career guidance and mentorship and important experiential learning through capstone projects, which significantly influenced motivation, sense of purpose, career trajectories and job preparedness. In addition, the SCP expanded participants’ passion for environmental practices, which were sustained after graduation through choice of careers, volunteer work and personal initiatives.
Future research could incorporate larger cohorts and longitudinal designs to further understand the impact of sustainability education.
The study offers valuable guidance for university faculty and administrators seeking to advance sustainability education efforts.
This study contributes to the limited literature on the long-term impact of sustainability education, particularly alumni experiences, which remain underexplored. The findings highlight the effectiveness of interdisciplinary and experiential programs in shaping the student experience, fostering personal development, developing critical competencies and strengthening commitments to sustainability practice.
