The workshop formed part of the Erasmus+ FUTURE21 project, an international higher education collaboration aimed at strengthening sustainability education and preparing universities to respond to complex socio-ecological challenges.
FUTURE21 brings together university partners from South Africa, Finland and Norway to exchange knowledge and develop curricula that address sustainability challenges through multidisciplinary approaches. The university partners include Nelson Mandela University (NMU), which previously hosted the workshop programme at its George Campus; UMP, based in Mbombela; Häme University of Applied Sciences (HAMK) in Finland; and the University of Inland Norway (INN).
The wider consortium includes Forestry South Africa, the Garden Route Biosphere Reserve and the Kruger to Canyons Biosphere Region, extending the collaboration beyond higher education to include industry and community-based partners.
Turning Sustainability into Curriculum Practice
The workshop focused on translating sustainability principles into practical curriculum designs. Key objectives included developing and implementing curricula focused on socio-ecological systems, creating Short Learning Programmes (SLPs) to support flexible learning and teaching, and incorporating appropriate and advanced pedagogical approaches into academic programmes.
Participants used the Carpe Diem curriculum design approach, a structured process for translating qualification concepts into detailed curriculum and module designs. They also considered the South African higher education regulatory framework, including requirements relating to the South African Qualifications Authority (SAQA), the National Qualifications Framework (NQF), the Higher Education Qualifications Sub-Framework (HEQSF) and the Council on Higher Education (CHE), alongside institutional curriculum approval and alignment processes.
From Qualification Outcomes to Learning Experiences
Working collaboratively, participants developed qualification rationales and purposes, formulated Exit Level Outcomes (ELOs) and Associated Assessment Criteria (AACs), and translated programme-level outcomes into module blueprints. The process emphasised constructive alignment and the need for individual modules to contribute coherently to the intended outcomes of each qualification.
During a Gallery Walk, teams presented their module blueprints for structured peer feedback. This gave participants an opportunity to assess the coherence, feasibility and alignment of their proposals while drawing on perspectives from different institutions and academic disciplines.
The workshop subsequently progressed to storyboarding, in which participants sequenced learning and assessment activities and considered the notional hours allocated to each module. Teams refined their designs and developed action plans identifying the activities, responsibilities and institutional processes needed to advance the work.
An excursion to Kaapschehoop also provided an opportunity for partners to strengthen professional relationships and build connections to support future collaboration and implementation.
The development of SLPs formed another component of the programme. Participants considered needs analysis, thematic focus areas, programme structure, credit weighting, duration, delivery modes and potential accreditation routes. This work supports FUTURE21's objective of expanding flexible learning opportunities in socio-ecological systems and responding to emerging sustainability and professional development needs.
Strengthening International Collaboration
The workshop brought together perspectives from South Africa, Finland and Norway on curriculum design, pedagogy, sustainability education and flexible learning. Contributions from South African industry and biosphere partners further connected academic curriculum development with applied sustainability and the practical challenges facing socio-ecological systems.
The collaboration reflects FUTURE21's multidisciplinary approach, which combines higher education, industry and community expertise to strengthen teaching and learning and prepare students to engage with real-world sustainability challenges.
The initial workshop planning was coordinated by Dr Ratsodo Phillip Tshidzumba, Forestry Lecturer at UMP. Core curriculum development sessions were facilitated by Ms Anne-Mart Olsen and Dr Maria Madiope, with contributions from other project team members and participating partners.
Consolidating the Work and Planning Next Steps
The final stages of the workshop focused on consolidating the curriculum products developed during the week, addressing administrative and project management matters, completing the formal workshop evaluation and planning future project activities.
The workshop provided a platform for moving from broad curriculum concepts to practical qualification designs, module blueprints, learning storyboards and institutional action plans. These outputs provide a basis for partners to continue developing and implementing curricula that are interdisciplinary, flexible and responsive to socio-ecological challenges.
Through FUTURE21, UMP is working with national and international partners to advance curriculum innovation and strengthen teaching and learning approaches that respond to the sustainability needs of South Africa and beyond.
Story and picture supplied. Copyright © UMP.