This interactive Maturity Model Matrix and the accompanying Self-Assessment Tool are designed to help course teams at the
University of Gloucestershire assess and improve sustainability integration in their course. The model examines four key
dimensions of Education for Sustainability (EfS) across five maturity levels.
Use these tools to:
Evaluate your current sustainability education practices
Identify areas for improvement
Get personalised recommendations for advancing to the next level
As you explore each dimension in the Matrix, select the maturity level in the Self-Assessment Tool that best describes practice on your course.
Once you have chosen a level for each dimension, generate your recommendations and develop a plan for course enhancement and the sharing of good practice.
The expectation is that you need to demonstrate how you reach Established Level in each dimension for revalidation, and that as you go beyond to Advanced and Embedded Levels, you will be sharing
your good practice with colleagues across your school and the wider university.
Maturity Model Matrix
Curriculum Content
This area assesses how effectively EfS principles are integrated into the formal curriculum.
No formal integration of EfS into course learning outcomes.
Isolated modules might touch upon sustainability, but it isn't core to the course.
Reliance on individual academics' interests.
No systematic review or mapping of sustainability content in the curriculum.
Some recognition of sustainability in specific learning outcomes.
Initial discussions about integrating EfS at a course level.
Limited engagement with university guidance or resources for EfS curriculum integration.
Sustainability is integrated into core modules and course learning outcomes.
Interdisciplinary connections are recognised but not systematically embedded.
Development of module(s) with a sustainability focus.
Course team engagement with staff development resources, and supportive materials, such as the QAA/Advance HE Education for Sustainable Development Guidance.
Regular review and mapping of EfS content and pedagogies to ensure coherence and course enhancement.
Sustainability is a core component of the course design.
The curriculum actively fosters critical thinking, problem-solving, and systems thinking related to sustainability.
Students are engaged in co-designing sustainability-focused projects or modules.
The course demonstrates an interdisciplinary approach to sustainability challenges.
The curriculum explicitly addresses the UN Sustainable Development Goals (SDGs) and their interconnections, or engages explictly with another framework, such as the Rounder Sense of Purpose Doughnut Economics, or the Earth Charter.
The curriculum actively supports students to become agents of change for sustainability.
The curriculum is designed to be truly transformative, inspiring students to actively contribute to a sustainable and regenerative future.
EfS is central to the course philosophy and permeates all learning experiences.
The curriculum actively addresses ethical considerations, social justice, and ecological regeneration in relation to sustainability.
Students are empowered to lead and innovate in sustainability challenges, often through real-world, impactful projects.
The curriculum evolves dynamically in response to new sustainability challenges and knowledge, fostering a culture of continuous learning and adaptation.
Teaching & Learning Approaches
This area examines the teaching and learning methods employed to foster sustainability competencies.
Predominantly lecture-based delivery of sustainability content.
Focus on transmitting information rather than fostering active engagement or critical thinking.
Limited opportunities for experiential learning related to sustainability.
Students are primarily passive recipients of knowledge.
Pedagogy does not explicitly aim to develop sustainability competencies.
Some inclusion of case studies or examples related to sustainability.
Limited use of discussion or group work, which may include exploration of sustainability issues.
Introduction of occasional guest speakers from sustainability fields.
Recognition of the value of active learning, but implementation is ad-hoc.
Focus still primarily on content delivery, with some efforts to make it more engaging.
Regular use of active learning strategies such as problem-based learning, inquiry-based learning, and project-based learning, which may be focused on sustainability challenges.
Emerging emphasis on critical analysis of complex sustainability issues.
Opportunities for students to engage in real-world sustainability projects (e.g. within the university or local community).
Encouragement of interdisciplinary collaboration among students.
Pedagogical approaches explicitly aim to develop systems thinking and problem-solving skills for sustainability.
Significant emphasis on participatory and collaborative learning approaches.
Students are actively involved in co-creating knowledge and solutions for sustainability.
Extensive use of experiential learning, including field trips, simulations, and community-based learning initiatives.
Pedagogies foster reflexivity, ethical reasoning, and the ability to navigate uncertainty in sustainability contexts.
Learning environments encourage dialogue, debate, and diverse perspectives on sustainability.
Pedagogical approaches are designed to empower students to become agents of change and to lead sustainability initiatives.
Learning is deeply embedded in real-world sustainability challenges, often with tangible impact.
Emphasis on action research, social innovation, and entrepreneurial thinking for sustainability.
Students are supported to develop personal agency, resilience, and leadership skills in relation to sustainability.
Pedagogy fosters a sense of collective responsibility and encourages students to contribute to a regenerative future.
Assessment Practices
This area evaluates how assessment methods align with and reinforce EfS learning outcomes.
Assessments primarily focus on knowledge recall and understanding of facts.
Limited use of formative assessment to support learning.
Exams and essays are the dominant assessment methods.
Assessment criteria do not explicitly reference sustainability competencies.
Focus on individual achievement rather than collaborative problem-solving.
Some assignments require students to analyse sustainability concepts or apply them to simple scenarios.
Introduction of formative assessment opportunities, but these are not consistently implemented.
Assessment criteria may include some basic understanding of sustainability principles.
The focus is still largely on individual work, but with some scope for collaborative problem-solving.
Limited feedback on the development of sustainability skills.
Assessments require students to apply sustainability knowledge to solve real-world problems or case studies.
Use of project-based assessments, problem-solving tasks, and practical assignments related to sustainability.
Assessment criteria explicitly include elements of systems thinking, critical analysis, and solution generation for sustainability.
Opportunities for group work and peer assessment on sustainability projects.
Feedback begins to address the development of sustainability competencies.
Assessments are designed to measure students' ability to initiate and manage sustainable change.
Use of authentic assessment methods, such as community-based projects, policy proposals, or entrepreneurial ventures with a sustainability focus.
Assessment criteria include social, ethical, and environmental impact considerations.
Formative assessment plays a significant role in guiding student learning and the development of sustainability leadership.
Students demonstrate their capacity for reflection and self-assessment in relation to their sustainability impact.
Assessment practices foster continuous learning and adaptability in a rapidly changing sustainability landscape.
Assessments are co-created with students and stakeholders, reflecting real-world sustainability challenges.
Focus on assessing students' capacity for innovation, inter/transdisciplinary collaboration, and contributing to regenerative solutions.
Assessment methods include portfolios of evidence, peer and self-assessment of sustainability impact, and the demonstration of agentic action.
Graduates are assessed on their ability to articulate a vision for a sustainable future and demonstrate pathways to achieve it.
Community Engagement
This area assesses the extent to which the course and its students engage with external communities on sustainability issues.
Minimal or no formal engagement with local or wider communities on sustainability.
Any community interaction is ad-hoc and driven by individual initiatives.
Students have limited exposure to real-world sustainability challenges beyond the campus.
Community partnerships are rare or informal.
Initial awareness of the potential for community engagement in EfS.
Some efforts to establish connections with local sustainability organisations or initiatives.
Some ad-hoc collaborations with local community groups on small-scale sustainability projects.
No systematic approach to integrating community engagement into the curriculum.
Some formal mechanisms for community engagement on sustainability are established and linked to specific modules.
Students have opportunities to participate in community-based sustainability projects as part of their coursework
Students regularly participate in community-based projects that address local sustainability challenges.
Partnerships with community organisations are more formalised and mutually beneficial.
The course team actively seeks opportunities for students to apply their sustainability knowledge in community settings.
Community engagement is recognised as a valuable learning experience for EfS.
Community engagement is deeply embedded across multiple modules as a core component of EfS.
Students actively co-create solutions with community stakeholders, contributing to tangible outcomes.
Strong reciprocal relationships exist, with community members contributing to teaching and research.
Strategic partnerships are in place to address complex, long-term sustainability issues with external organisations.
Community engagement is integral to the course mission, leading to systemic impact on sustainability.
Students are empowered to lead and facilitate community-driven sustainability initiatives, often with a focus on social justice and equity.
The course actively fosters a culture of civic responsibility and co-creation for a regenerative society.
Self-Assessment Tool
Rate your course's current level in each dimension:
