BA (Hons) Education for Sustainability
| UCAS tariff |
96 - 112
Contextual offers
A contextual offer is an offer to study at university that takes personal circumstances that may affect grades into account.
|
| UCAS course code | X309 |
| Institution code | P60 |
| Duration | 3 years |
| Course type | Full-time |
| Study location | Plymouth |
Are you interested in exploring how quality education can help make a better world; addressing social justice issues and environmental challenges? This course encourages future educators to be compassionate and creative change makers. Through an integrated problem-solving approach, with opportunities to engage in real world scenarios, we explore how learning for sustainability can make a decisive difference; advancing societal change for the flourishing of the common good locally and globally.
Learning for sustainability and innovation leadership
The University of Plymouth has a long-standing, global reputation as a centre of excellence in the field of Education for Sustainability (EfS).
Our connections with the
Centre for Sustainable Futures (CSF)
and
Plymouth Institute of Education
, provide opportunities for you to develop and exercise your EfS leadership through local community engagement.
Global citizenship and climate action
The issues facing humanity in the twenty-first century are complex, involving environmental, social and economic dimensions.
This course will equip you with the critical understanding, skills and experience to be an agent of change, supporting the social transformations required.
Outdoor learning and nature connection
Modern life is largely urban-orientated and lived indoors (houses, classrooms, and even cars), creating a disconnect from the natural world.
BA (Hons) Education for Sustainability explores a variety of traditions of
learning outside of formal education
, emphasising experiential learning in real-world settings.
Careers with this subject
Graduates of this course will be critical, creative, hope- and service-orientated individuals who will be equipped with a wide range of 21st century graduate competencies, well positioned to work in a variety of contexts.
This course will provide a solid platform upon which to continue your studies to qualify as teachers in the formal education sector. It will also equip you to pursue a career in informal, non-formal, work based, complementary, and/or alternative education in the public, business/private and/or charity sectors, including:
- outdoor activity and adventure centres
- environmental centres
- development education centres
- alternative educational provision contexts
- education officers at specific sustainability-related professions and organisations (e.g. local authorities, water companies, energy companies, waste companies, development charities).
This course could also lead you to roles in future research in sustainability, masters study and educational development within higher education.
Key features
Supportive learning environment
Work collaboratively in a diverse and supportive learning environment with small class sizes, a dedicated personal tutor system and strong alumni links.
Make a change
Develop appropriate educational responses to 21st Century challenges – local to global – including:
- sustainability education, communication, interpretation and leadership
- environmental sustainability including climate literacy and action
- ocean literacy and marine citizenship
- nature connection and biodiversity
- community development.
Real-world experience
Engage with local organisations and work on real-world issues through innovative teaching and learning approaches.
Gain valuable professional experience by volunteering with local community organisations through innovative pedagogical practice, including:
- experiential learning
- learning outside the classroom, fieldwork and site visits
- place-based learning
- service learning and problem-based learning
- living laboratory (campus, city and region).
Transferrable skills
Get ahead with a course designed to help you stand out with employers, whatever your career direction and future career goals. Study modules with an emphasis on transferrable skills as you develop your theory and practice in teaching, learning and communication.
Broaden your knowledge
There will also be opportunities to work across our related educational programmes, specifically the
BA (Hons) Education
and
BA (Hons) Early Childhood Studies
.
Course details
-
Year 1
-
Core modules
Introduction to Education for Sustainability EFS401The module introduces central questions in the development of Education for Sustainability and how education can make a positive contribution to the United Nations Sustainable Development Goals. Interactive sessions will address key issues, such as ‘How do we nurture environmental care?’; ‘What is social justice?’; and ‘What are effective pedagogies and learning spaces for engaging with complex sustainability issues?’. The weekly sessions will also include supportive writing workshops to encourage a development of research informed and reflective thinking, and will integrate workshops from The Writing Café staff and Library services.UN Sustainable Development Goals: 4, 3, 8, 17.Equality and Justice in Education EDST408This module focuses on notions of equality and social justice as ways of investigating several important issues in both policy and practice of education. It offers an opportunity to compare ideological positions with practices which should be validated against observation and discussion of equality or social justice issues in education. It examines the role of education in addressing social justice.UN Sustainable Development Goals: 4, 5, 10, 11.Introduction to Global Education EDST416The module takes a broad view of global education and analyses how it relates to human culture and our relationship with the world around us. We will be focusing on environmental, economic, social and political aspects of global issues and how they interrelate, exploring educational ideas and concepts that underpin the aspects of the field.UN Sustainable Development Goals: 1, 2, 4, 12, 16.Carbon Literacy for a Changing Climate EFS402This module aims to demystify language of carbon literacy and consider the underpinning science through a social lens. Applying this knowledge, students will learn to critically appraise the concept of a carbon footprint and the associated practices for developing carbon literacy in all learners. They will learn to communicate this in rigorous ways to a range of non-technical audiences. Students will apply their learning to a real-life example.UN Sustainable Development Goals 4, 7, 11, 13.Marine Citizenship and Sustainable Ocean Literacy EFS403The module explores marine citizenship and ocean literacy in formal and informal learning contexts. These concepts will be situated within (education for) sustainability, specifically addressing SDG14 as well as addressing relevant aspects of SDGs 3, 4 and 6. The module will promote approaches that are catchment-based, multi-scalar and interdisciplinary. Through real-world application, students will have opportunities to develop their own theory and practice in the context of South Devon.UN Sustainable Development Goals 3, 4, 6, 14.Education Futures EDST411This module allows students to consider a diverse range of educational ideas and practices, including for example: de-schooling, radical/revolutionary pedagogies, Steiner, Montessori, educational utopias and democratic schools. Students will be encouraged to use these examples as a basis to consider both current and possible future educational practice.UN Sustainable Development Goals 4, 8, 11, 16 -
Year 2
-
Core modules
Pedagogies for Sustainability and Transformative Learning EFS501This module will introduce students to a range of pedagogies for sustainability and transformative learning, including experiential, participatory, interdisciplinary, active and place-based pedagogies. They will have the opportunity to engage and critically reflect on these approaches as well as develop their own pedagogical skills as leaders of sustainable education, with reference to the United Nations SDGs.UN Sustainable Development Goals 4, 17.Beginning Research Matters EDST520This module enables students to develop a self-directed in-depth study of an area of educational interest. It further provides a basic introduction to research methods to establish some of the fundamentals of research design and process. The student has the opportunity to identify their own educational points of focus by either studying an area outside the scope of modules on offer; or to pursue in greater depth an area touched upon in an earlier module.UN Sustainable Development Goals 4.Biodiversity and Nature Connection in Education ESF503Through this module learners will understand the importance of biodiversity in the context of sustainability, specifically addressing SDG15 as well as addressing relevant aspects of SDGs 3, 4 and 13. Linked to the Sustainability and Climate Change Strategy and the associated Education National Park initiative, the module will equip students with the knowledge and skills to be able to plan a site-based educational intervention to enhance biodiversity and affect social and environmental change.UN Sustainable Development Goals 3, 4, 13, 15.Introduction to Work Based Learning EDST519This module is intended to provide students with the opportunity to maximise learning opportunities which accrue from part-time, term-time (PTTT), volunteering and vacation experience, which could include paid or unpaid work, based on the recognition that learning takes place in a wide variety of situations and settings. The module will contextualise work-based learning in higher education; and consider its potential for learning about the self, education and society.UN Sustainable Development Goals 4.Optional Modules
Sustainability in Creative Communication EFS502This module aims to explore the role of the arts and creativity as methods of communication for developing more sustainable futures. Students will develop their understanding of a broad range of creative communication methods that offer interdisciplinary, participatory, and active approaches to sustainable development education. The module will explore ways that arts and creative communication can provide innovative and accessible ways to build more peaceful and inclusive sustainable societies (Goal 16). By exploring how creative communication has been a driver for social change, this module will provide students with a grounded, inter-disciplinary awareness of the potential of the arts reduce inequalities (Goal 10) and promote climate action (Goal 13).UN Sustainable Development Goals 4, 10, 13, 16.Learning outside the classroom EDST521This module focuses on the understanding and personal exploration of Learning Outside the Classroom and Outdoor Learning. Understanding of the field will be gained through theoretical and practical sessions. Students are encouraged to link theory with practice and will devise and justify (drawing on literature and personal reflection) a program of activities for a targeted group in a named real-world location.UN Sustainable Development Goals 3, 4, 5, 11, 14, 15.Sustainable Education in Action – Challenge Module EDST527Through this module you will be thinking about the big challenges of today in relation to the UN Sustainable Development Goals. Through a service learning and collaborative sustainable education approach, you will be creatively engaged with pressing issues across the city and local area in order to facilitate learning that helps us make positive change together. This module will enable you to reflect on your development as: competent and confident professionals, sustainable and global citizens, resilient and thriving individuals, and critical and creative learners.UN Sustainable Development Goals 3, 4, 8, 11.Child Well-being in the Developing World – Challenge Module EEC545Through this module you will be thinking about the big challenges facing young children today in relation to the UN Sustainable Development Goals. Through reflecting on childhood and the well-being of young children in the developing world (defined as those that are low on the UN Human Development Index), we will be looking critically at issues such as poverty, global inequalities, access to resources, education, health, conflict, livelihoods and sustainability.UN Sustainable Development Goals 3, 4, 6, 10, 11. -
Final year
-
Core modules
Sustainable Leadership in Education EFS601This module will provide each student with a learning studio space for developing their own innovative approach to leadership of Sustainable Education. It will critically engage students with a range of leadership models for developing resilience as Sustainable Education pioneers and collaborators. Drawing on the work of sustainable education change theorists such as Michael Fullan students will have the opportunity to engage creatively and reflexively with different change leadership approaches currently being developed internationally, as well as develop their own vision and design for the future leadership of sustainable education. This will be done with specific reference to the United Nations SDGs, UNESCOs ESD for 2030 initiative and relevant national educational policy.UN Sustainable Development Goals 3, 4, 8, 11, 17.Education for the 21st Century: Global, Sustainable and Wild EDST617This module offers an integrated approach to key themes in envisioning future fit education; namely global citizenship, sustainable development and environmental care. It asks the learner to explore contemporary educational issues such as the impact of the UN Sustainable Development Goals and Global Action Programme for ESD. It critically and creatively considers the role of compassionate engagement in education with regard to ecological literacy, global citizenship, human rights, social justice, peace and planetary well-being.UN Sustainable Development Goals 4, 7, 12, 13, 14, 15.Research In Action Dissertation (40 credits) EDST602This module enhances students knowledge and understanding of the nature, significance and role of research and its impact on theory, policy and practice in the field of education. It develops students knowledge, skills and understanding in respect of planning, designing, carrying out and critically evaluating their own independent educational research enquiries.UN Sustainable Development Goals 4.Optional Modules
Troubling Gender and Sexualities EDST619This module will explore theories and discourses surrounding gender and sexualities to examine historical, philosophical, political and cultural references, as well as personal experiences. The intention of this module is to raise personal and professional awareness of our differently gendered identities, practices, and attitudes towards sexualities. These will be contextualised within social and popular/culture phenomena in order to explore messages and representation of gender, transgender and sexuality issues, and to examine education and societal practices which foster the above. Ultimately, it is about raising a consciousness and inspiring action for change.UN Sustainable Development Goals 4, 5, 10.Wellbeing and the good life EDST618What is meant by ‘wellbeing’? How do we know what it is, what affects it, and how to evaluate ours? What do we need to consider if we are going to ‘manage’ our own and to have achievable goals for a ‘Good Life’? This module is about exploring concepts and theories surrounding wellbeing, and to question our own individual and cultural values and expectations in regard to it. Essentially, though, it is about questioning our own, and looking at a small but significant wellbeing toolkit to help us negotiate the myriad challenges of daily life.UN Sustainable Development Goals 1,2, 3, 4.Voice and Participation in Education and Society EDST627The module engages with a range of approaches to, and understandings of, inclusive values, practices and cultures within educational settings. The module is organised around two central questions. First, What is the difference between being in and being of an educational setting? Second, how might we best live and learn together and how can inclusive practice be developed by focussing on issues of voice and participation in education and society.UN Sustainable Development Goals 4, 10, 16.Enabling Environments for young children’s learning EEC627This module considers issues surrounding the spaces in which adults interact with children in teaching and learning relationships. Students will examine governments' and practitioners' beliefs and principles that influence the creation of these `spaces' and the pedagogic practices within them.UN Sustainable Development Goals 4, 11, 16.
Entry requirements
UCAS tariff
96 - 112
Contextual offers: Typically, the contextual offer for this course is 8 points below the advertised tariff. A contextual offer is an offer to study at university that takes into account individual circumstances that are beyond your control, and that can potentially impact your learning and your exam results, or your confidence in applying to university.
Tariff Points: 96 – 112 (TBC)
GCSE
Although you do not require GCSE grade C or above in English Language and Mathematics for this course, please note that if you choose to go on to study a PGCE Primary you will require them. The same applies to a GCSE in Science (Grade 4/C or above). Third-year entry is possible with a foundation degree or HND in a related subject.
A-Level/AS Level
From a minimum of two A levels. Other combinations will be considered. Preference is given for Arts/Drama/Social Sciences/Early Years/English/ Humanities/Media, however all subjects are considered.
T-Level
Preference is given to education, social science, childcare or health and social care but others are considered. A minimum of a Pass (C or more on the core) is required.
International Baccalaureate
24–26. Preference is given for Arts/Drama/Social Sciences/Early Years/English/Humanities/Media, however, all subjects are considered. English accepted within - Advanced Level = 4, Standard Level = 5 If overseas and not studying English within IB – MUST have IELTS 6.0 overall with 5.5 in all elements
BTEC National Diploma/QCF Extended Diploma
MMM. Preference is given for Arts/Drama/Social Sciences/Early Years/English/Humanities/Media, however, all subjects are considered.
If you hold a BTEC qualification it is vital that you provide our Admissions team with details of the exact modules you have studied as part of the BTEC. Without this information, we may be unable to process your application quickly and you could experience significant delays in the progress of your application to study with us. Please explicitly state the full list of modules within your qualification at the time of application.
Access to Higher Education at level 3
Pass of which 33 must be at merit or distinction level. Equivalent qualifications may be considered, please contact admissions@plymouth.ac.uk. Or you may like to consider our
BA (Hons) Education with Foundation
.
Candidates may be interviewed before an offer is made.
Extended entry requirements
- disclosure and Barring Service (DBS) Enhanced Disclosure
- all offers made for this course are subject to a satisfactory Enhanced DBS check
- we also ask all applicants to complete a self-disclosure form so that the University can consider suitability for programmes that involve contact with children and vulnerable adults. This form offers the opportunity to declare any criminal convictions prior to completing a DBS application
- if English is not your first language you will have to achieve an IELTS or equivalent qualification at the grades stated below. If you are considering another equivalent qualification, please contact admissions
- IELTS - Overall average score of at least 6.0, with a score of at least 5.5 in the listening and reading sections and at least 5.5 in the writing and speaking sections
- meeting the academic minimum is the first stage of an application being considered. Applicants must also submit a strong personal statement in order to be considered further
-
English language requirements - We welcome applicants with international qualifications. To view other accepted qualifications please refer to our
tariff glossary .
Fees, costs and funding
| Student | 2024-2025 | 2025-2026 * |
|---|---|---|
| Home | N/A | £9,250 |
| International | N/A | £17,600 |
| Part time (Home) | N/A | £770 |
* UK Government announcement on tuition fees
On Monday 4 November 2024 the UK Government announced a proposal to increase tuition fees for home undergraduate students from £9,250 to £9,535 per annum from September 2025 onwards. The University of Plymouth intends to apply this new fee from September 2025. However, implementation of this increase will be subject to Parliamentary procedure. The University will give further details to both prospective and current students as soon as more information becomes available.
How to apply
All applications for undergraduate courses are made through UCAS (Universities and Colleges Admissions Service).
UCAS will ask for the information contained in the box at the top of this course page including the UCAS course code and the institution code.
To apply for this course and for more information about submitting an application including application deadline dates, please visit the UCAS website.
Support is also available to overseas students applying to the University from our International Office via
our how to apply webpage
or email admissions@plymouth.ac.uk.
Help & enquiries
- Admission enquiries
- admissions@plymouth.ac.uk
- +44 1752 585858
- PlymUniApply
Module insight: Learning Outside the Classroom
Discover how and why
Learning Outside Formal Education
and outdoor learning are increasingly understood to play a beneficial role in education.
Education beyond the formal settings of schools and classrooms, in informal venues such as museums, zoos, aquaria, theatres, places of worship and work, provides a wealth of opportunity to learn that is both valuable in its own right and enriching to formal education. There is also increasing recognition that getting outdoors, and particularly being exposed to the natural world, can have profound benefits to human welfare and wellbeing.
Through theoretical and practical sessions you'll learn the various meanings associated with these terms, how they may be differentiated and integrated into other forms of educational practice.
Swap the classroom for locations such as:
- Coastal village of Wembury
- National Marine Aquarium – the UK's biggest aquarium
- The Box – Plymouth’s award-winning museum
- Plymouth's Central Park, the largest park in the city.
Present and justify a Learning Outside the Classroom programme of activities for a hypothetical group in a named location.
Developing ocean literacy
Plymouth's Central Park
Discovering Dartmoor
Sustainability Hub
The Sustainability Hub is a place to progress the University’s work as a centre of excellence in sustainability teaching and learning. It offers an inspiring environment to take part in curriculum innovation initiatives, to run workshops or host events.
The Sustainability Hub provides a place for people to come together in a collaborative space for sustainability research, education and partnership working.
Our world-leading practitioner-researchers
BA (Hons) Education for Sustainability has emerged in response to pressing societal demands
Supporting the UN Sustainable Development Goals
The United Nations Sustainable Development Goals inform and inspire all our research and teaching, as well as underpinning the way we work.
The University's commitment tosustainability .
UNESCO's 'Youth demands for quality climate change education' paper found that youth demand...
Climate change education that helps them to understand, to take better action on climate change and to recognize the human place within nature.
Responding to and informed by a shifting policy context that includes...
The Department for Education’s strategy for sustainability and climate change for the education and children’s services systems
