Preparing an ESD plan through the ESD quality criteria

The following questionnaire is designed to help educational leaders and stakeholders reflect and prepare a first draft of an ESD-plan (ESD). It focuses on three critical categories: Teaching and Learning Processes, Educational Institution Policy and Organisation, and External Structural Relationships. Each category includes quality criteria supported by reflective questions and multiple examples. By answering these questions, trainees can identify strengths, gaps, and actionable steps to integrate ESD into their educational institution’s practices.

The examples accompanying each question are indicative and they try to provide insights that illustrate how other educational institutions have addressed similar challenges. These examples are meant to inspire and guide you as you consider how to apply the criteria to your own context. Use the questionnaire as a tool for reflection, planning, and dialogue with stakeholders to build a shared vision of sustainability.

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Examples: Teachers gather student concerns about local environmental issues and design projects addressing those concerns. During a geography lesson, students’ personal observations about urbanisation in their neighbourhoods are used to discuss sustainable urban planning. A science teacher asks students to document examples of pollution near their homes and integrate these findings into lab experiments.
Examples: Students work in groups to plan and execute a tree-planting drive in their community. Teams of students create and test a solar-powered water pump model for use in rural areas. Classes collaborate with local artisans to learn and apply traditional eco-friendly techniques in craft projects.
Examples: Students organise and lead a community-wide campaign to reduce single-use plastics. A student group partners with a local nonprofit to restore a neglected public park. Learners implement an on-campus composting system and educate the community about its benefits.
Examples: A rainwater harvesting project is evaluated for the students’ understanding of hydrology, even if technical challenges prevent full implementation. A group studying renewable energy learns from an incomplete solar panel installation by analyzing the obstacles they encountered. A food waste audit, though incomplete, is used to teach data collection and analysis skills.
Examples: Students create models of how their town might look in 50 years based on different sustainability scenarios. Learners compare the immediate economic benefits of deforestation to the long-term ecological impacts. A class debates the future of electric vehicles and their potential environmental trade-offs.
Examples: Students study the interconnected effects of agriculture, water management, and biodiversity in their region. A multidisciplinary project examines how climate change affects food security, migration, and public health. Learners analyse a local water crisis by considering social, economic, and ecological factors.
Examples: Students debate urban expansion versus wetland conservation, presenting both sides before proposing a compromise. A history class analyses successful sustainability practices from other cultures and eras. Learners write policy recommendations on balancing development and conservation based on their research.
Examples: Teachers organise a panel discussion on ethical dilemmas, inviting speakers from diverse backgrounds. During a lesson on renewable energy, students explore the ethical implications of mining for rare earth metals. A teacher moderates a class debate on animal rights without advocating for any specific stance.
Examples: After creating a school garden, students assess its impact on biodiversity and local food production. A recycling initiative ends with students presenting lessons learned and future recommendations to their peers. Learners reflect on the community response to an energy-saving campaign they organised.
Examples: Students are part of a committee that decides the focus of the year’s sustainability projects. A participatory budgeting process allows learners to allocate funds for environmental initiatives. Students propose and vote on themes for interdisciplinary projects each semester.
Examples: Physics students calculate the energy efficiency of the institution’s lighting system. Literature classes analyse texts that explore human-nature relationships. Economics students assess the costs and benefits of transitioning to renewable energy in their region.
Examples: The mission statement highlights sustainability as a core value, and annual goals include measurable ESD targets. The strategic plan includes objectives for integrating sustainability into all curricula. The institution’s annual report features achievements in ESD initiatives.
Examples: Open forums allow students, teachers, and parents to discuss ESD priorities. Collaborative planning sessions invite all stakeholders to contribute to sustainability initiatives. New students and staff participate in an orientation program emphasising the institution’s commitment to inclusivity and sustainability.
Examples: Students conduct energy audits and propose cost-effective solutions. Learners manage waste segregation systems across the campus. Students participate in designing water conservation strategies for the institution.
Examples: Annual reflections include input from students, teachers, and community partners. Data from past projects is analysed to refine future initiatives. Regular surveys assess stakeholder satisfaction with ESD activities.
Examples: Partnering with local farmers, students learn sustainable agriculture practices. Organising a community seminar on waste management, led by students. Hosting a public exhibition of projects addressing local environmental issues.
Examples: Collaborating with regional NGOs to develop student-led environmental initiatives. Joining a global network of institutions focused on climate action. Hosting exchange programs with institutions implementing successful ESD strategies.
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