Knowing your SDGs: Using peer-led assessment to support authentic learning in sustainability

Abstract

Universities have important roles in both educating and preparing individuals to support the United Nations’ (UN) Sustainable Development Goals (SDGs). However, SDG literacy is low amongst higher education (HE) students in United Kingdom (UK) universities, with students often finding it difficult to relate their studies to the SDGs and to understand how they themselves can tackle the challenges facing society today. In this cross-school, inter-disciplinary initiative connecting first-year urban planning and biodiversity undergraduates, students designed and presented subject-specific posters relating to the SDGs and used a peer-assessment protocol to learn from each other’s work. Pre- and post-surveys collected students’ knowledge of, perception of and confidence in their understanding and application of the SDGs and focus groups enabled reflections on the poster events. Students from both schools identified the benefits of the authentic assessment in both their understanding and their communication skills. Furthermore, SDG knowledge and awareness within the student cohort evidently increased and the event proved to be important for developing learning communities. Overall, this study emphasises the value of inter-disciplinary, peer-focused events in widening perspectives of sustainability and, in doing so, creates opportunities for enhancing students’ sense of belonging.