Exploring equity in education for sustainable development: integrating community-based learning and teaching

This study explores the potential of Community-Based Learning and Teaching (CBLT) to address equity issues in Education for Sustainable Development (ESD) within university curricula. This was motivated by the premise that equity in ESD is best advanced when CBLT is meaningfully embedded into learning development practices, creating opportunities for dialogue, co-creation, and reflection. We used a mixed-methods, participatory approach that combined module mapping, staff engagement activities, and a ‘students-as-partners’ model to examine how ESD and CBLT were embedded across two neighbouring institutions in England. The research highlights how CBLT fosters deeper student engagement, supports culturally responsive pedagogies, and facilitates critical participation in sustainability education. It also reveals ongoing challenges, including limited interdisciplinary collaboration and institutional barriers to inclusive practice. Our study proposes that future efforts should focus on expanding interdisciplinary opportunities, ensuring culturally responsive teaching, and building stronger institutional support for community-driven learning to promote equity-focused pedagogy in higher education.