Exploring equity in education for sustainable development: integrating community-based learning and teaching

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1677

Keywords:

inclusive curricula, interdisciplinary learning, education for sustainable development, community-based learning and teaching

Abstract

This study explores the potential of Community-Based Learning and Teaching (CBLT) to address equity issues in Education for Sustainable Development (ESD) within university curricula. This was motivated by the premise that equity in ESD is best advanced when CBLT is meaningfully embedded into learning development practices, creating opportunities for dialogue, co-creation, and reflection. We used a mixed-methods, participatory approach that combined module mapping, staff engagement activities, and a ‘students-as-partners’ model to examine how ESD and CBLT were embedded across two neighbouring institutions in England. The research highlights how CBLT fosters deeper student engagement, supports culturally responsive pedagogies, and facilitates critical participation in sustainability education. It also reveals ongoing challenges, including limited interdisciplinary collaboration and institutional barriers to inclusive practice. Our study proposes that future efforts should focus on expanding interdisciplinary opportunities, ensuring culturally responsive teaching, and building stronger institutional support for community-driven learning to promote equity-focused pedagogy in higher education.

Author Biographies

Rehan Shah, Queen Mary University of London

Rehan Shah is a Lecturer (Assistant Professor) in Mathematics and Engineering Education at Queen Mary University of London (QMUL) and an accredited Senior Fellow (SFHEA) of Advance HE with research interests in mathematics and engineering education pedagogy (diversification of STEM curricula, threshold concepts and concept inventories, university-industry and community partnerships, education for sustainability and embedding ethics and sustainability in mathematics). He specialises in education research methods including systematic literature reviews, semi-structured interviews, focus groups and survey design. 

Anne Preston, University College London

Anne Preston is Associate Professor in Interdisciplinary Practice and Media Communities at UCL. Her practice revolves around the emerging challenges and opportunities inherent in learning with, through and around interdisciplinary curriculum development in higher education, with a particular interest in entrepreneurship and sustainability education. She does this within the context of UCL EAST, UCL's new campus in East London.

Stephanie Fuller, Queen Mary University of London

Stephanie Fuller is Academic Practice Taught Programmes Manager at Queen Mary Academy, and Programme Director for the university’s educational development programmes, the Certificate in Learning and Teaching and PG Cert Academic Practice. She leads on curriculum enhancement support for colleagues across the university, with a special focus on graduate attributes, employability and sustainability in the curriculum.  

Elena Dimova, University College London

Elena Dimova is a UCL graduate, who now works in Amazon Web Services in London. She pursued an interdisciplinary undergraduate degree (BASc Arts and Sciences) and her academic expertise lies in the field of Psychology, Creative Media and Communications. She has a deep interest in holistic education and innovative teaching practices.

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Published

27-03-2026

How to Cite

Shah, R., Preston, A., Fuller, S., & Dimova, E. (2026). Exploring equity in education for sustainable development: integrating community-based learning and teaching. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1677

Issue

No. 39 (2026)

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Papers

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