Master of Environment and Sustainability - Leadership for Sustainable Development Specialisation

Interview with Marcus*, Education Program Lead

What is the system we are engaging with?

We're engaging with the higher education system, specifically through the Masters of Environment and Sustainability (MES) at Monash University. Established in 2017, MES was distinct compared to traditional, fragmented university programs, because the program emphasised on being interdisciplinary, bringing together Arts, Science, Economics, and MSDI. It’s explicitly aligned with the SDGs and is responsive both to sustainability education literature and industry needs. Rather than being confined within faculties, it integrates perspectives and experiences, aiming to influence students directly and, through them, broader sustainability practice.

What needs to change?

Education for sustainability can't simply focus on knowledge delivery. It must incorporate affective, relational, and collaborative dimensions. Our challenge is to shift from a conventional learning model – attending classes and completing assignments – to one that's transformative, creative, and genuinely collaborative. Students must develop capabilities to manage complexity and uncertainty, critical to driving sustainable change.

What are we doing about it?

Our education team deliberately models a different approach. We blend rigorous intellectual content with compassion, relational engagement, and practice-based learning. Several units have recently abandoned slides in favour of collaborative posters displayed on classroom walls, making the learning visible, dynamic, and collectively owned. These practices foster stronger relationships among students and between students and teachers, as well as spaces of cumulative, shared exploration rather than temporary consumption of knowledge.

Why you/us?

Joining as one of the early hires in a small, strategic team allowed me the unique opportunity to focus solely on education for sustainability – a rare privilege. My role aligns deeply with my personal values, and I relish the creativity and continuous innovation it demands. Our ability to experiment and take risks within this niche gives us the courage to push boundaries and innovate continually.

What was a pivotal moment or challenge?

In January this year, while teaching the elective Transforming Cities for Sustainability, my colleague and I sensed a disconnect in the classroom. Despite rigorous preparation, students appeared disengaged. This moment was critical – our intended culture of collaboration wasn't emerging, leaving the class feeling flat and unprepared for the upcoming intensive.

What did we draw on to respond?

We relied on years of educational practice and team support, consciously shifting the classroom dynamics. We transparently shared our concerns with students, restructured the sessions, and clarified our pedagogical approach. Emphasising collaboration, we actively involved students in redefining how the class operated, using posters and visible agreements to physically embed our shared values into the classroom space (e.g. switching posters and artefacts for slides as above).

What was the change, and why was it significant?

This reset transformed the classroom from passive reception to active, relational engagement. Students started to see how they could make every session in the unit a collaborative learning process, instead of limiting this to tasks which mandated it. They fed back that this experience was unique, fostering a deeper connection to the material and each other. The significance extended beyond just this unit – it influenced how we structured other, larger MES courses moving forward, embedding visual, collaborative learning as standard practice.

What other contributions and actors influenced outcomes?

Our approach within MES has been supported by cross-faculty collaboration from Arts, Science, and Economics, alongside ongoing student feedback. Facilitation masterclass training with Aaron Densham was influential. The strategic niche environment fostered by our team lead, Annette, empowered experimentation and innovation. Alumni engagement, university-wide education forums, and contributions from the broader MSDI network further amplified our impact.

What was the result, and why did it work?

Students reported experiencing something genuinely unique in their education – feeling deeply connected to the learning process and each other. The visibility and ongoing presence of our collective work on classroom walls offered continuous reinforcement of shared commitments and made the intangible elements of collaborative learning tangible. It worked because it authentically embodied the relational values we sought to teach.

What can we learn from this example?

The MES experience illustrates that educational transformation for sustainability isn't just about new curricula; it's about embedding relationality, affective engagement, and visible practices into learning environments. Educational systems can significantly benefit from intentional, visible practices that signal values and ritualise connection. Importantly, these practices don't require massive resources – simple interventions like visible collective agreements and interactive posters can deeply shift classroom dynamics, creating transformative learning spaces.

Ultimately, sustainability education thrives on openness to experiment, adapt, and courageously engage with the relational and emotional dimensions of learning. It shows that small, intentional changes can significantly impact students, educators, and the broader systems they enter and influence.

*Name has been changed for privacy reasons.