Embedding Education for Sustainable Development (ESD) in Transnational Education (TNE)

Introduction and Background
Middlesex University, a practice-led and employability-focused institution, has adopted a new learning framework that further integrates Education for Sustainable Development (ESD) into its curricula across global campuses. This initiative aligns with UNESCO’s core competencies systems thinking, anticipatory skills, and global citizenship and aims to prepare students for the complexities of a rapidly evolving world. The initiative is also situated within a broader context of academic governance, where the integration of ESD reflects a strategic alignment between academic and corporate governance structures, as emphasised in the UK Quality Code and institutional academic strategies.
Research Purpose
This study explores how ESD is being embedded across programmes at the London and Mauritius campuses, and examines its impact on student experience and employability. It also considers how academic governance mechanisms such as academic assurance protocols, and quality monitoring support the effective implementation of ESD within a transnational education framework.
Methodology
A mixed-methods approach is employed, combining institutional strategy analysis, curriculum mapping, and qualitative feedback from students and industry stakeholders. The study investigates how graduate competencies creativity, critical thinking, and empathy are embedded into module teaching, assessments and employer engagement. It also examines how academic governance structures, including the role of the academic board, influence curriculum innovation and quality assurance in relation to embedding ESD.
Findings
Findings reveal that embedding ESD through inclusive, employer-informed assessments and reflective practices enhances student engagement and fosters a sense of global responsibility. The study highlights how academic governance mechanisms such as joint committees, academic strategy alignment, and the use of tools like the Sustainable Development Dashboard enable effective quality assurance and regional adaptation. Comparative insights from the Mauritius campus underscore the importance of localising global competencies while maintaining academic standards and institutional coherence.
Contributions
This session contributes to the discourse on sustainable education by offering a replicable model for embedding ESD in higher education. It underscores the importance of aligning academic governance with institutional strategy and quality frameworks, such as the UK Quality Code, and demonstrates how transnational education can serve as a catalyst for inclusive, future-ready learning.