The purpose of this paper is to report and reflect on the design of a new unit of learning in the Bachelor of Laws (Honours) degree at Queensland University of Technology, Australia. The unit embeds a sustainability mindset approach, which aims to equip graduates with the knowledge and skills they will need to respond to the ongoing and future complexities associated with sustainability. The paper shares our unit design to provide an example and conceptual foundation for others interested in embedding a sustainability mindset into law curricula.
Informed by Schön’s method of reflective practice (1983), the authors reflected on the unit design and explored the benefits and challenges of using a sustainability mindset as the key modality for embedding sustainability in an Australian law unit. The new unit, LLB108: Law, Governance and Sustainability, supports students to develop an ecological worldview, systems thinking, spiritual intelligence and emotional intelligence, within a local and global legal context. The paper explains the pedagogical rationale behind the unit design and reflects on the potential benefits of this approach for the next generation of legal practitioners.
The sustainability mindset approach helps students connect abstract sustainability principles to their future roles as legal professionals, demonstrating that sustainability is a critical consideration in legal analysis, decision-making and practice. By integrating these principles into legal education, students develop key competencies like reflective practice and creative problem-solving, preparing them to address complex sustainability challenges and contribute to a more equitable and sustainable world.
To the best of the authors’ knowledge, this unit is the first in an Australian law degree and in international legal higher education to integrate a sustainability mindset into a core (required for all students) law curriculum.
