Context

Climate change doesn't happen in abstract space, it unfolds in specific places, communities, and professional domains. A coastal city faces different challenges than a mountain village. A fashion designer's sphere of influence looks different from an urban planner's. Context is about involving students in experiencing how sustainability challenges show up in the worlds they inhabit and will help shape, and how their responses to it can be meaningful. 

When we talk about context in education as sustainability, we're inviting students to move beyond general awareness ("climate change is a problem", “global warming is a threat”) toward situated understanding and engagement ("here's how it manifests in my field, or my life, and here's what I might do about it"). It's the difference between knowing about food systems in theory and understanding in practice how your local food culture, the ecological systems supporting food production, and the prevailing economic system are all interrelated, and where opportunities for positive change exist. 

The learning journey

Students develop contextual understanding and engagement progressively. They begin by recognizing which sustainability issues are relevant to their field or community. Then they explore how these issues interconnect, e.g. how water scarcity relates to energy use, how social inequality shapes environmental vulnerability. Eventually, they learn to formulate thoughtful responses that fit their specific context, understanding why certain approaches work here but might not work there. 

At Buas we decided to deal with context through creating a dedicated ILO that is incorporated into all programmes at our University. 

This isn't about finding "the right answer." It's about developing the capacity to read a situation, understand its complexity, and make well-reasoned choices about how to act within it. 

Learning activities: Your starting point, not your script 

What follows are materials designed to help students develop contextual thinking and engagement. Think of them as a starting point rather than lesson plans. For each example we set out the aim of the session, provide some background information and set out a possible approach, often including some additional warm-up activities and reflection prompts around the main activity, but how you bring them to life depends entirely on your situation. 

A few things to keep in mind as you explore: 

• Your expertise matters most. You know your students, your timeframe, and your subject area. These suggestions work best when you adapt them to your situation.
• Start where it makes sense. You don't need to use all activities or follow any particular order. Choose what resonates with your goals.
• Let context be your guide. A learning activity that works beautifully with leisure and events students might need reimagining for games students, and that's exactly the point.
• Mix and match across activities. While activities differ in complexity, your students might benefit from combining elements from different levels. 

Ready to dive in? Take what sparks your curiosity, adapt what fits, and reimagine what could work better for your situation. These are invitations, not instructions, your creativity and contextual knowledge are what will bring them to life. 

Explore educational material suggestions

History of Sustainable Development

Dialogue about SDGs

Mini UN Summit