Undergraduate Course: Sustainable Development Goals: History, Progress and Beyond 2030 (EFIE08008)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | As we approach the year 2030, the deadline for the United Nations Sustainable Development goals (THE 17 GOALS | Sustainable Development (https://sdgs.un.org/goals), you will reflect on their history, their purpose, progress, and question the core philosophy of sustainability. You will learn about the SDGs from the perspective of different parts of the world, different disciplines, stakeholders and generations. After this course you will look at the SDGs critically, from many different angles and explore alternative approaches that might replace them after 2030. |
| Course description |
The Sustainable Development Goals (SDGs) are a set of global goals intended to be achieved by 2030 for 'peace and prosperity for people and the planet, now and into the future' (https://sdgs.un.org/goals). Now that 2030 is fast approaching... how well have we done in terms of achieving these and what will come after? This course aims to facilitate discussion between students from a range of different backgrounds. We will introduce and guide you through the SDGs, what they are, where they came from and why they matter to you, the University and the planet.
Sustainable development and the SDGs are broad, context dependent and interdisciplinary. This is at the heart of this course. Through lecturers from experts in different disciplines, to critical discussions of the Universities' own policies, this course will break down this complex area into core principles, academic skills, and authentic case studies. The SDGs guide activity around the world, and this too is at the centre of this course - critically exploring these goals from different epistemic, political and cultural perspectives and giving you the student room to bring your own experiences to debates and discussions.
The course content is designed around understanding the historical context of the SDGS from industrialisation and colonialism, philosophy, global governance, international relations and funding. We look at progress: how do we measure or monitor the SDGS, what data is used, what is missing? We bring in authentic case studies from a wide range of geographic regions, delivered in an interactive, active learning approach. We also look at the link between theory and practice within the University of Edinburgh.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2026/27, Available to all students (SV1)
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Quota: 200 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Seminar/Tutorial Hours 5,
Formative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
168 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative assessment:
1. Series of MCQs on the SDG
2. Five Tutorial sessions across the duration of the course covering a range of key skills required for the summative assessment.
3. In-person citizen's assembly
This proposal combines 3 tasks into one assessment. Learning Outcomes are tested across the 3 tasks:
Part 1 : Group Project - (LOs 1, 3, 4)
Part 2 : Citizens Assembly Simulation (LOs 1, 2)
Part 3 : Reflective written piece (LOs 1, 2) |
| Feedback |
The formative assessment activities have been assigned to help facilitate the flow of feedback to students prior to their summative assessments and to ensure students are as well-equipped as they can be for undertaking the summative assessments.
The tutorials across the course will provide a space to discuss summative assessments, practice the skills needed for these and seek and receive feedback.
Whilst there will be no formal feedback as such on these activities, they provide the space and time to reflect on summative assessments in good time, prior to their submission dates.
Feedback on summative assessments will be in the form of written feedback, based on the key tasks, the common marking scheme, and a marking rubric which will allow detailed feedback the student can draw on in their academic development.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a knowledge of the scope, aims, concepts, models, and main themes of the sustainable development goals.
- Undertake critical analysis, evaluation of concepts, ideas, information in relation to common understandings of SDGs.
- Use and evaluate numerical and graphical data to measure progress towards selected key SDG targets.
- Work with others to acquire an understanding of the need for collaboration at community, national and international levels to achieve the SDGs.
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Reading List
The reading list will be provided electronically via Resource Lists. Essential/ recommended and further reading and resources that align with the weekly content and course topics will be made available through the University Resource List platform. Here is an example of potential resources to be included:
https://sdgs.un.org/goals
Pradhan P, Costa L, Rybski D, Lucht W, Kropp JP. A Systematic Study of Sustainable Development Goal (SDG) Interactions. Earth's future. 2017;5(11):1169-1179. doi:10.1002/2017EF000632
Folke C, Biggs R, Norström AV, Reyers B, Rockström J. Social-ecological resilience and biosphere-based sustainability science. Ecology and society. 2016;21(3):41-. doi:10.5751/ES-08748-210341
Moffatt, I., Hanley, N. and Wilson, M. D. (2001) Measuring and Modelling Sustainable Development. Parthenon Publishing Group: London. ISBN 9781842140086. Chap 3
Lawson S. International Relations. Third edition. Polity Press; 2017.
Susskind L. Environmental Diplomacy': Negotiating More Effective Global Agreements. (Ali SH (Saleem H, Hamid ZA, eds.). Oxford University Press; 2014.
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Additional Information
| Graduate Attributes and Skills |
EFIE08008:
By taking this course, you will have opportunity to further develop, apply and practice your Skills for Success in the following areas in particular:
Critical thinking: This course is designed to develop the skills of enquiry; looking at the principles of sustainability development from many perspectives critically. Through conversations in tutorials, practising 'citizen's assemblies' (an approach in which a representative body of citizens explore and deliberate complex issues), group work and reflective writing, the course encourages critical analysis, evaluation of concepts, ideas, information in relation to common understandings of SDGs, our University's commitments and the use of data and decision making. Throughout the course we advocate 'how to think, not what to think' (https://institute-academic-development.ed.ac.uk/study-hub/learning-resources/critical).
Problem solving: This course explores many complex global challenges within the high-level ambitions set by the United Nations. By discussing the different epistemic, political and cultural approaches to an issue, this course practices problem solving, negotiation and the practicalities of trying to reach agreement in a way which mirrors the multi-lateral nature of the SDGs and collaborative work towards their deadline. Through our authentic assessments we strive to demonstrate the challenge of balancing real-world constraints (time/ resources/ governance/ financial constraints/ stakeholders) with meeting goals and targets (at various scales, from our university to the multi-lateral SDG framework), whilst practicing transferable skills valued by employers.
Collaboration: One of the summative assessments on this course is a group project which requires students to work with others and ultimately acquire an understanding of the challenges and skill sets required for collaboration at local, regional, national and international levels to achieve the multi-lateral SDGs and the work towards their deadline.
Reflection: This course requires students to show learning from reflection on the SDGs, and an understanding there are different perspectives to your own on complex issues. Throughout the course, we consider what might follow the SDG framework once it reaches its target and we ask you to show learning resulting from reflection on the future of the goals and the role of data. When exploring reflection, we use the University's range of guidance on reflection and on academic reflective writing (https://reflection.ed.ac.uk/reflectors-toolkit/producing-reflections/academic-reflections).
Inclusivity: Throughout the course and assessments, we advocate inclusivity, representation and openness to the perspectives of others. We use the formative and summative citizens assembly as a means of deliberative democracy and collecting and valuing all opinion. We work hard to create a safe, enabling space for students to question and challenge content and structural enablement of sustainable development. Further, embedded throughout this course are opportunities that encourage students to bring their own experiences and areas on interest into the teaching, creating a link to personal and intellectual autonomy.
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| Keywords | EFI,Sustainable Development,Level 8,UG,Sustainable Development Goals,2030,United Nations,17 Goals |
Contacts
| Course organiser | Dr Steph Smith
Tel:
Email: Steph.Smith1@ed.ac.uk |
Course secretary | Mr Matt Bryant
Tel:
Email: Matt.Bryant@ed.ac.uk |
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