leveraging EfS, making this collaboration both timely and impactful. Lecturer reflections confirm these observations. A sample of these includes: “This was a rich learning process for me, but I felt unsettled with how to teach my students the technological aspects of digital storytelling. All these fears were unfounded as my students created their video stories with confidence. I was worried for nothing. I have learned to trust the process and believe in my students’ capabilities.” “I saw a shift in sustainability consciousness and how the praxis and leadership of sustainability made a difference to students see themselves as responsible in contributing to achieving the SDGs.” “Students knew more than I expected, and some took on sustainability projects that were bigger than expected.” Conclusion and Future Directions This project demonstrates that sustainability education need not be confined to specialised courses or programmes; rather, it can and should be embedded across the existing and new curricula through intentional pedagogical innovation. A green pedagogy offers a flexible and responsive approach that empowers educators and students to co-create knowledge, address local and global challenges, and imagine alternative futures. Looking ahead, the project provides a model for scaling up sustainability integration in higher education, especially through communities of practice, digital storytelling, and interdisciplinary curriculum design. As higher education continues to evolve in response to global imperatives, a green pedagogy offers a powerful framework for cultivating not only informed graduates, but ethical, sustainability-engaged, and future-oriented global citizens. References Brown, T. (2009). Change by design: How design thinking creates new alternatives for business and society. Harvard Business Press. Burnard, P., Dragovic, T., & Dillon, S. (2016). Transformative teacher learning: Reimagining teacher education through artful thinking and creative practice. Springer. Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder. Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. McGregor, S. L. T. (2020). Transdisciplinary pedagogy in higher education: Critical perspectives. Journal of Futures Studies, 24(4), 13–26. Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass. National Planning Commission. (2012). National Development Plan 2030: Our future, make it work. Retrieved from https://www.gov.za/sites/default/ files/gcis_document/201409/ndp-2030-ourfuture-make-it-workr.pdf on the 30 May 2025. Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. SUNY Press. Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum. Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education. Routledge. Sterling, S. (2001). Sustainable education: Revisioning learning and change. Green Books. Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. Retrieved from https://tecfa.unige.ch/proj/ eteach-net/Thomas_researchreview_PBL.pdf on the 30 May 2025. UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. United Nations Educational, Scientific and Cultural Organization. Retrieved from https://unesdoc. unesco.org/ark:/48223/pf0000247444 on the 30 May 2025. United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. Retrieved from https://sdgs.un.org/2030agenda on the 30 May 2025. Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. Zuber-Skerritt, O. (2018). Action learning and action research: Genres and approaches. Emerald Publishing. 71 A Journey of Innovation
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