Consciousness

Sustainability isn't something that happens "out there" , it's shaped by the choices, values, and actions of real people navigating complex situations.  Consciousness, in this sense, means becoming more aware of how we are connected, to ourselves, to others, and to the world around us.  It is about helping students discover their own evolving role in addressing sustainability challenges, both as individuals and as future professionals. It's an invitation to explore: What do I value? How do others see this differently? How do I position myself in relation to these challenges? 

When we talk about developing consciousness, we're providing opportunities for students to move beyond consuming information toward genuine engagement with their own positioning. It's the difference between learning about climate action and asking "What's my relationship with this? How do my values, background, and future aspirations shape how I see these challenges? What role do I want to play?" 

This is deeply personal work, and it requires us as educators to invite diverse perspectives, uncomfortable questions, and evolving understanding to take place. 

The learning journey 

 Students develop consciousness through an unfolding, non-linear process. They may explore their personal experiences, ideas, and values while encountering the diverse viewpoints of others — recognizing that people hold different perspectives on sustainability challenges, rooted in different lived experiences, values, and identities. They may discover tensions and complexities that co-exist within themselves on certain topics. They might analyze how positioning shapes what we see and what we prioritize, understanding why, for example, a farmer, a policy maker, and a young person might approach the same challenge differently. And they might reflect deeply on their interconnections with the people and world around us, developing a sense of relationship and responsibility. Consciousness, then, becomes a way of paying attention, of seeing how our choices and ways of thinking can help shape a more just and regenerative future. Eventually, students develop their own thoughtful position: a personal and professional identity that acknowledges complexity while committing to meaningful engagement. 

This isn't about arriving at predetermined conclusions. It's about developing the capacity to navigate diverse perspectives, understand one's own positioning, and make intentional choices about how to engage. 

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

Learning activities: Invitations for exploration    

What follows are some materials designed to help students develop consciousness around their (individual and collective) role in sustainability transitions. These aren't scripts to follow but starting points for creating meaningful dialogue and reflection in your setting. 

As you (educator) explore these suggestions: 

• Honor diverse starting points: your students bring different backgrounds, values, and relationships to sustainability. These learning activities work best when they welcome that diversity rather than seeking consensus.
• Create brave and safe spaces: consciousness develops when students feel safe enough to voice uncertainty, question assumptions, and explore perspectives different from their own.
• Trust the process: this kind of learning can feel messier than traditional content delivery,  and that's okay. Transformation often looks like confusion before it starts taking shape.
• Adapt to your situation: a reflective writing exercise might work beautifully in one context, while a dialogue-based approach fits better in another. Let your knowledge of your students guide you. 

We've organized suggestions around three focus points of development but remember: developing consciousness isn't linear. Students might revisit questions, shift perspectives, or need different entry points depending on where they are on their own journey. 

Ready to begin? Then feel free to start browsing and exploring our suggestions. Take what triggers you, reshape what needs adapting, and decide what will resonate best in your context. 

Explore Educational Material Suggestions

Designing from Potential: A regenerative approach to the Build Environment

Challenge your own path: a process-oriented approach

Beyond Your Bubble: Understanding Stakeholder Perspectives in Transitions

Climate Streamers game

Travel Transition: A shared dialogue on sustainable mobility