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This curriculum investigation project aimed to engage students and staff at a further education college in England as the co-creators of a sustainability curriculum. Funded by the British Curriculum Forum, the project sought to foster a deep understanding of sustainability, climate change and social justice, and promote informed decision-making and sustainable behaviours. It set out to explore the following research questions:

• What could we learn from engaging students and staff in the curriculum development process in the college context?

• How could we better engage students in the process of co-creating a sustainability curriculum in the college context?

• How could we develop an effective introductory module on climate change, social justice and sustainability that could be used across disciplines?

Summary

The need to address sustainability and climate change within the educational context has been ongoing for a significant period. Governments and local authorities have declared climate emergencies, and the urgency of these issues has been growing over the years.

In response to the urgent need for comprehensive sustainability education, we embarked on a transformative curriculum investigation project aimed at empowering students and staff as the co-creators of a sustainability-focused curriculum through engaging them in student-centred and impactful educational experiences. Focused on climate change, social justice and sustainability, the project sought to involve students and staff in curriculum co-creation to foster informed choices and impactful behaviours within the community. The project took place at The Bedford College Group, a reputable educational institution situated in the south-east Midlands (Bedfordshire and Northamptonshire) and a well-known leader in the further education sector in the UK. The main objectives of this project were to engage students and staff as active partners in curriculum development; foster a deep understanding of sustainability, climate change and social justice; and promote informed decision-making and sustainable behaviours.

Findings show that collaborative efforts between staff and students synergistically produced an interdisciplinary curriculum encompassing sustainability, climate change and social justice. Involving students from diverse backgrounds enriched the inclusivity of the curriculum, reflecting real-world challenges. The developed module’s anticipated influence on behavioural change is expected to heighten environmental awareness and encourage sustainable practices. Early indicators point to a lasting impact, as participants continue their pursuit of sustainability knowledge and behaviours post-project.

A varied workshop format accommodated preferences, although vigilance against technical issues in the virtual sessions is crucial. Participants’ reflections yielded valuable recommendations which will enhance future curriculum development endeavours. Collaboration emerged as pivotal, cultivating an inclusive, empowering and sustainability aligned educational experience. The project, characterised by continuous learning, adapted to overcome challenges, delivering meaningful impact for participants and the institution. By engaging students and staff, it has produced an introductory module on climate change, social justice and sustainability, engaging students as the co-creators of the sustainability curriculum.