Advancing the UN Sustainable Development Goals through Education Abroad
doi.org/10.36366/G.978-1-952376-09-2 | ISBN: 978-1-952376-09-2
Download the Guidelines
Download a sample SDG Impact Table
Download the SDG Impact Worksheet
Contents:
Guiding Principles | Administrative Framework | Student Learning and Development | Acknowledgment
Introduction
These guidelines serve to direct the education abroad sector toward social, economic, and environmental
Aligning practices with the United Nations SDGs is crucial to The Forum on Education Abroad’s mission to “cultivate educators who champion high quality education abroad experiences that ignite curiosity, impact lives, and contribute to a better world.” The SDGs are global and aspirational, representing a monumental change in practices, values, and priorities resulting from ground-level action across all nations and sectors. By aligning with the SDGs, education abroad can be carried out in a way that not only benefits people but also enriches the planet.
This document is intended to supplement the Standards of Good Practice for Education Abroad. These guidelines can be used in many ways, including:
- As a resource to advocate for change within organizations
- To guide program design, development, and review
- As a resource to promote incorporating the SDGs into education abroad curricula
- To aid in the establishment and review of institutional and community partnerships
- As a benchmarking tool to map institutional and organizational progress
These guidelines are for individual practitioners, institutions, and organizations. The guidelines apply to:
- Undergraduate, graduate, professional, continuing education
- For credit and not-for-credit programs
- All education abroad program types
- Faculty and researchers
- Institutional and organizational administrators
- National and international organizations
- External leadership and community partners
Ideally, institutions would take a holistic approach to the SDGs, embedding their themes across the curriculum and all programs, activities, and operations, empowering staff, instructors and students to take action on them. However, these guidelines recognize that this may not always be feasible and aim also to support learning and thinking about the SDGs, and acting on them, in a wide range of academic and logistical contexts where perhaps only targeted or gradual steps are possible. The SDG Impact Table for Education Abroad that follows these guidelines provide examples of how education abroad may advance each SDG. Practitioners are invited to use the Impact Table Worksheet to make additional or different connections between their programming and the SDGs.
Check out this session from The Forum’s 17th Annual Conference in March, 2021, for an overview of the guidelines, Impact Table, and examples of how different Forum members are applying them.
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Scholars and practitioners have made various connections between and among the SDGs and we invite you to do the same. The interdependency of the SDGs can be illustrated by the “5 Ps,” as in the graphic above, or in a nested model, as in the graphic below, where the SDGs that advance economies (i.e. prosperity) can be nested within those that advance society (i.e. people), which, in turn, can be nested within the boundaries of our planet’s resources (i.e. planet). Many scientists believe that loss of biodiversity is the greatest threat to humanity because it reduces the earth’s life supporting ability. This positions biodiversity preservation as fundamental to all SDGs.
Guiding Principles
4.1 Mission and Goals
*For ease of reference, sections are numbered to match the corresponding clauses of the Standards of Good Practice for Education Abroad, 6th edition.
Establish your mission, goals, objectives, and outcomes for being socially and economically just and environmentally responsible.
- Clearly articulate how these goals for
sustainable development relate to, support, and enhance the institution or education abroad organization’s mission and goals, and goals of the host community, institution, or organization. - Distribute goals, objectives, and outcomes for
sustainable development to partners andparticipant s. - Be aware that integrating the SDGs may increase financial cost and time to plan and implement programs.
- Evaluate the ways in which education abroad programming is or is not achieving its mission, goals, objectives, and outcomes for
sustainable development .- Conduct formative evaluations early in the programming process and continuously throughout to ensure stated objectives remain central.
- Conduct summative evaluations to measure the extent to which stated objectives were achieved.
- Assess the outcomes of
sustainable development initiatives and use the results for continuous improvement.
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- Sustainable Development Solutions Network Resources:
- Sign on to the SDG Accord
- SDG Accord Report 2020
- Colleges and universities can apply to become members of the UN Academic Impact program (UNAI). It is a global network of higher education institutions that are committed to the UN’s mission and to ten basic principles. Each of the 17 SDGs has a selected university that has been selected to lead efforts with UNAI for that particular SDG – see SDG Hub page.
- AASHE’s Stars Aligned: Using the Sustainability Tracking Assessment & Rating System to Report on Contributions to the U.N. Sustainable Development Goals
- Aalto University
- Association of Pacific Rim Universities (APRU)
- DAAD
- Intercultural Outreach Initiative Integrated Sustainability Approach to International Education
- Umea University
- University of Manchester
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4.2 Collaboration and Transparency Between Partners
Collaborations openly communicate mutual commitment to the development of sustainable educational programs and thereby contribute to the achievement of the United Nations Sustainable Development Goals. Collaborations identify respectful, mutually beneficial, jointly agreed upon incorporation of the pertinent SDGs. This guides the relationship between the parties as well as specific program design, structure, and activities.
- Prior to formalizing a partnership:
- Seek mutual commitment to the SDGs from each respective organization, beginning at the request for proposals stage or when first providing proposals.
- Ensure compatibility of goals, objectives, and expected outcomes on the basis of the proposed program structure and content.
- Establish agreement on each partner’s shared and individual responsibilities.
- Determine functional roles and the equitable distribution of responsibilities for each party.
- Commit to ensuring that program goals contribute positive SDG benefits to the local community, local institutions and local environment.
- Agree to work towards eliminating the negative impacts that result from any program activity.
- Ensure that policies and procedures related to the partnership between parties and any related activity, including program delivery, align with the appropriate SDGs.
- Seek mutual commitment to the SDGs from each respective organization, beginning at the request for proposals stage or when first providing proposals.
- Make an effort to invest in long-term partnerships to extend benefits to all stakeholders over time. Be sensitive to the impact that ending a partnership might have on the local community.
- Include shared and individual responsibilities related to
sustainable development in formal agreements signed by both parties. - Regularly review and evaluate collaborations in light of evolving best practices related to the SDGs.
- In your collaborations, bear in mind that all the member states of the United Nations, but not all nations, have committed to the 17 goals.
- Changing roles of universities in the era of SDGs: rising up to the global challenge through institutionalising partnerships with governments and communities
- Getting Started with the SDGs in Universities
- Guidelines for Good Business Partnerships (The Forum on Education Abroad)
- International Higher Education Partnerships: A Global Review of Standards and Practices (see p. 8-9)
4.3 Ethics
Strive to ensure that stakeholders recognize there is an ethical dimension to
- Prepare and train staff on the SDGs so that they are equipped for ethical decision-making and practices that support
sustainable development . - Commit to transparency of decision making and actions: all constituents, including
participant s and families, staff, and the local community should be able to see that responsible parties make decisions that contribute tosustainable development . - Clearly communicate to
participant s, institutions, and partners thatsustainability may impact some factors such as financial cost and planning time, and try to create a shared understanding of the challenges and hurdles associated withsustainable development - Pursue partnerships, collaboration, and mutually beneficial decisions more than individual interests.
- Conduct education abroad activities and advise
participant s in a way that openly addresses the ethical issues surrounding the SDGs, including but not limited to, the concepts ofcultural tourism andeducational colonialism . - Make efforts to create and develop programs that address the issues of
sustainability even if less commercially viable, at least in the short term. - Encourage academic and extra-curricular components that openly address consequences and impacts of education abroad, including travel, as they relate to the SDGs.
- Establish policies for engaging with local communities in an ethical manner (e.g. Social and Environmental Responsibility Policy, Responsible Travel Policy, Preventing Sexual Exploitation, Abuse and Harassment (PSEAH) Policy). Institute mechanisms to familiarize all stakeholders with these policies. Require partners to adopt and apply similar policies.
- As education abroad in certain communities inherently holds a wealth-differential between the visitor and the visited, implement guidelines that seek to alleviate these differentials and create an environment of mutual and equitable exchange of ideas, learning, benefit, and value between the
participant s and the local communities. - The ethics of
sustainable development require that the program sponsor shares with the host community rights and responsibilities, benefits and burdens. Distinctions including race, class, gender and ethnicity do not diminish the need for this sharing. Your institution should commit to power sharing where possible in host locations. - Recognize the rights of employees and vendors in host locations to the benefits of a basic standard of living, pay, and conditions.
- Know that ethical systems, like values, vary widely across different cultures, religions and societies. Take account of the ethical systems of all stakeholders, including the communities from which the
participant s come and the communities in which they operate, and embrace the resulting complexity. - Revisit your decisions and actions regarding
sustainable development at regular intervals to assess the ethical perspective, provide safe opportunities for people to engage in ethical reflection and dialogue, and be accountable.
- Code of Ethics for Education Abroad (The Forum on Education Abroad)
- Code of Ethics for Tourism (UN World Tourism Organization)
- Educational Colonialism (Simonson, Michael, “Educational Colonialism” (2014). Fischler College of Education: Faculty Articles. 110.)
- Ethics in Action (UN SDG: Learn), a free online course related to Ethics and Sustainable Development
- Tourism and Culture (UN World Tourism Organization)
4.4 Equity, Diversity, and Inclusion
Equity, diversity, and inclusion are integral to the SDGs, and should be prioritized in program design, implementation, goals, objectives, and outcomes.
- Establish equitable and inclusive policies and procedures for students, faculty, staff, and partners, prioritizing
sustainable development . - Identify and address systemic biases and deficiencies in policies, practices, and programs. Eliminate discriminatory policies and practices.
- Ensure inclusive and equitable access to education abroad.
- Find ways to ensure cost is not a barrier to access.
- Employ and enroll diverse
participant s, making an effort to recruit, support, and retain historically underrepresented and underserved populations. - Include partners with diverse voices so
participant s meet and experience different viewpoints from the community. Consider how to improve outreach to identify diverse partners. - Develop meaningful, equitable, reciprocal community partnerships.
- Be sensitive to dynamics of power and privilege among all stakeholders.
- Include the host community in all phases, from planning to assessment.
- Promote economic growth and preservation of biodiversity in the communities in which programs operate.
- Consider how the program contributes to the local community. Design programs that align with and strengthen the host community, not focusing solely on
participant learning outcomes. What benefits are shared by host partners and by the institution? - Keeping equity, diversity, and inclusion central, how can the program support the local community to continue the objectives of the program even when
participant s are not physically present in the host community? - Aim for equitable financing. If equal monetary investment is not possible, consider what shared funding models can be utilized. This may be particularly helpful for exchange programs.
- Consider how the program contributes to the local community. Design programs that align with and strengthen the host community, not focusing solely on
- Be conscious of the use of partners’ time and resources.
- When appropriate, build long standing partnerships to benefit a diverse community of stakeholders over time.
- Assess student learning, disaggregating data by demographics to check for equitable outcomes. The 2030 Agenda recognizes that reliable disaggregated data is essential to measure progress across all populations to ensure that no one is left behind.
- Championing Diversity, Equity, and Inclusion in International Education (Fulbright Finland Foundation)
- Culture and Diversity Destination Guides (Diversity Abroad)
- Diversity and Inclusion Resource Center (Diversity Abroad)
- Equity, Diversity, and Inclusion (The Forum on Education Abroad)
- Equity, Diversity, and Inclusion Resources (SIT Study Abroad)
- Identity-Based Resources (Wofford College)
- People of African Descent and the Sustainable Development Goals (UNESCO Inclusive Policy Lab)
- Sustainable Development Goals in te reo Māori (Victoria University of Wellington)
Administrative Framework
Incorporating clearly articulated objectives for advancing the SDGs in policies, procedures, and guidelines demonstrates organizational commitment to
Operations
- Promote a work culture of energy conservation. Utilize, and advocate for, clean and sustainable energy sources to reduce greenhouse gas emissions including energy sources utilized by offices, workstations and staff.
- Consider implementing policies that allow for smart working, telecommuting, video conferencing, and other flexible operational plans which might be more sustainable than commuting to a shared workspace.
- Incorporate procedures to facilitate virtual pre-departure meetings with
participant s, faculty, and program leaders. - Explore ways to recycle and reuse office hardware and minimize purchasing new equipment.
- Utilize marketing approaches that do not require printing or creation of promotional products.
- Consider collaborating with established entities within your institution such as the Sustainability Office, Office of Diversity, Equity, and Inclusion, and Facilities Office.
- Provide information to
participant s electronically to reduce printing.
- 100% Committed (Climate Reality Project)
- 170 Daily Actions to Transform the World (#YouNeedToKnow)
- Be the Change Toolkit (UN Department of Public Information)
- Green Office Checklist (University of Rochester)
- Sustainability Dashboard (University of Oregon)
- The Lazy Person’s Guide to Saving the World (UN)
- The LiFE Index
- Turning the Page: A Behavior Change Toolkit for Reducing Paper Use
Program Planning and Development
- Ensure resources (human, financial, and physical) are adequate to meet program goals.
- Design itineraries using international and on-site transportation options with minimal greenhouse gas impact, when possible. When travel by land is possible, take advantage of the additional time by incorporating activities related to learning outcomes and/or team building.
- To the degree possible, ensure that program housing options, including their operational and management features, align with pertinent SDGs and positive practices (such as the use of renewable energy, filtered drinking water, and electric vehicles).
- Work with local producers and suppliers who minimize use of raw materials and have an integrated recycling process.
- Periodically evaluate the effectiveness of SDG-related policies, procedures, guidelines, and practices in order to improve them where possible. Showcase your policy successes to exemplify
sustainability in action. - Ensure that program activities support causes that are identified by the local community as high need.
- Recurring programs should contribute to the medium- and long-term wellbeing of the host community. Follow up activities should evaluate
sustainability of program activities in collaboration with local partners.
- Airline Index (atmosfair)
- Climate Conscious Travel (University of Edinburgh)
- Cornell Adopts Low-Carbon Travel Policy
- Inspiration Guide: Integrating the SDGs into Your Multi-Annual Policy Plan (vvsg)
- IOI’s 2022 Carbon Negative Strategy
- Partnership Data for SDGs
- Sustainable Travel Trends for 2021 (Earth Changers)
- University of Washington Air Travel: A Sustainable Path Forward
Personnel
- Recruit individuals with knowledge, skills, approaches, and behaviors that can enhance your efforts in the realm of
sustainability . - Consider including
sustainability planning and tasks as a core part of job descriptions, roles and responsibilities. - Incorporate sustainability-related goals into employees’ performance reviews.
- Provide equal access to training and professional development related to the SDGs.
- Ensure that facilitators are adequately trained to address
sustainable development and the socio-economic and environmental impact of education abroad inparticipant and program leader pre-departure and post-arrival events. - Support individual innovation and enact change, as appropriate.
- Strive to achieve a work culture that empowers employees to commit to positive environmental outcomes.
- Develop reward systems to recognize
sustainability initiatives led by staff. - Conduct training to empower all levels of the organization to implement sustainable operational practices through successful application of policies, procedures, and practices.
Training Resources:
Partnerships and Collaboration
- Consider stating objectives regarding the SDGs in Memoranda of Understanding (MOUs).
- Consider involvement in partnership opportunities with the UN, such as the Partnerships for SDGs global registry and UN Academic Impact.
- Consider establishing partnerships with organizations outside the UN which also promote the SDGs.
- Be transparent about the degree to which shared values related to
sustainable development are considered in formalizing partnerships. - Explicitly state requirements in requests for proposals to allow prospective partners to share the ways in which they promote the SDGs and seek to incorporate complementary program design and/or program elements.
- Consider how the supply chain is sourced for the education abroad program and ensure local communities benefit from the economic activity.
- Use resource-light marketing practices and content that is reflective of values consistent with the SDGs.
- Define a schedule for regular partnership review and identify items to evaluate with the aim of continuous improvement, advancement of the SDGs, and strengthening the relationship between partners.
- Share knowledge, expertise, technology and financial resources with local communities and institutions to support the achievement of the SDGs.
- A Necessary Partnership: Study Abroad and Sustainability in Higher Education (Dvorak, A. M., Christiansen, L. D., Fischer, N. L., & Underhill, J. B. (2011). A Necessary Partnership: Study Abroad and Sustainability in Higher Education. Frontiers: The Interdisciplinary Journal of Study Abroad, 21(1), 143-166.)
- Higher Education Sustainability Initiative (HESI)
- UN Academic Impact
Community Engagement
- Structure staff team building activities that serve the local community and preservation of native flora and fauna.
- Publicly recognize the contribution of international education in creating a more peaceful planet by increasing cultural humility and acceptance of diverse worldviews.
- Publicize and celebrate community projects that preserve local biodiversity.
- Take advantage of virtual resources to maintain consistent connection with local communities.
- Consider developing reward systems to recognize and encourage
sustainable development initiatives led by community partners.
- A Virtual Educational Exchange: A North-South Virtually Shared Class on Sustainable Development (Abrahamse, Augusta & Johnson, Mathew & Levinson, Nanette & Medsker, Larry & Pearce, Joshua & Quiroga Ledezma, Carmen & Scipione, Ruth. (2015). A Virtual Educational Exchange: A North–South Virtually Shared Class on Sustainable Development.)
- International Service Learning for Sustainable Development (Caroline Payne | TEDxWilliamsport)
- Global Issues, Local Concerns: A Community College Educates for Democracy (AAC&U)
Student Learning and Development
Embedding the values of
6.1 Before Program
Program Design
- Encourage incorporating the SDGs as a learning framework within education abroad curriculum.
- Where possible, embed
sustainable development in learning objectives and outcomes. - Organize formal opportunities for program designers and leaders to learn about programs which embrace economic, social, and/or environmental issues, and how such issues can enrich all types of programs across the curriculum.
- Ensure program design accommodates the different learning styles and adjust programs to maximize
participant competencies. - Consider Open Pedagogy, Open Education, and other forms of student-driven learning which can align with sustainable goals, specifically the design and use of renewable, non-disposable assignments in programs that add value to a student’s world, live outside of the boundaries and beyond the duration of the program, and are likely to have a lasting impact.
- Encourage
participant s to consider the UN’s Open Pedagogy Learning Community and Sustainable Development Goals Open Pedagogy Fellowship.
- Encourage
- Encourage the development of internships, community engagement opportunities, and experiential or co-curricular activities for students while abroad that address or promote the SDGs.
- Explore possible collaboration in program design through partnerships with the offices of
sustainability , equity, diversity, and inclusion, as well as academic departments engaged with SDG-related issues. - Encourage programs where the students’ spending supports local efforts to create equitable, inclusive, and sustainable economies. Encourage other partners in other destinations to follow suit.
- Communicate to local partners an interest in learning about traditional and contemporary sustainable practices in the local context. Invite information sessions or lectures on SDG-related topics by local experts on-site, even when the SDGs are not a formal part of course learning objectives.
- Where community engagement is part of the education abroad program, consider designing learning outcomes and data collection in a format that can be added to the SDG Indicators Database.
- Where safely possible, incorporate low-carbon footprint means of travel when designing programs that require local travel.
- Consider the distance between the home and host locations and encourage travel by land, if possible.
- Consider whether mid-length and long-term programs more directly meet your goals for community engagement and minimizing your carbon footprint than short-term programs.
- Consider planning for one or more plant-based group meals during the program in promotion of carbon and methane reduction and
sustainability benefits. - Encourage consumption of local food and foodways.
- Prioritize
sustainability in program design, but not at the expense of stakeholder health, safety, and security.
- 7 Steps to: Embedding sustainability in your teaching (Plymouth University)
- Competence Literate but Context Lacking? Investigating the Potential of Study Abroad Programs to Promote Sustainability Competence Acquisition in Students (https://doi.org/10.3390/su12135389)
- DOER Fellows Renewable Assignments (Open Education Group)
- Education for Sustainable Development: A Roadmap (UNESCO)
- Global SDG Indicators Database (United Nations)
- Sustainable Study Abroad (University of Denver)
- Teaching Environmental Sustainability while Transforming Study Abroad (https://doi.org/10.3390/su13010050)
- Teaching Urban Sustainability: A Study Abroad Perspective (https://doi.org/10.3390/socsci8090254)
- The Future Fit Framework: An introductory guide to teaching and learning for sustainability in HE (Plymouth University)
- The Role of Multilingualism in Effectively Addressing Global Issues: The Sustainable Development Goals and Beyond (http://dx.doi.org/10.17507/tpls.0612.03)
- UN SDGs Open Pedagogy Assignments (Open Pedagogy Notebook)
Recruitment and Advising
- Develop strategies to recruit historically underserved populations, including those for whom issues of
sustainability might not feature as motivation to study abroad. Consider too that some underrepresented groups may be attracted to a program precisely because of its focus onsustainable development . - Develop resources to support historically underserved populations to participate in programs with SDG goals.
- Assist students and faculty to explore social impact and environmentally-related funding opportunities, such as scholarships, loans, grants and discounts.
- Be sensitive to issues of privilege and exclusion with all stakeholders: students, faculty, staff, collaborators. Collaborate with your organization’s leaders in diversity.
- Work with relevant academic departments and campus offices to recruit students with an interest in
sustainable development and related issues such as social justice. - Prepare students so that they might better engage with socio-economic and environmental issues during their education abroad experience.
- Communicate the value of familiarity with the SDGs for students’ personal, academic and professional goals.
- Provide information to students about key social, economic and environmental issues as they relate to all the programs you offer or permit.
- Communicate responsibilities and expectations to students and faculty with regards to
sustainable development . - Sensitize students to the complicated moral and ethical issues that surround
sustainable development , including the associated resources and fossil fuel consumption related to travel. - Advise students how they can conduct their independent travel sustainably while abroad and in the future. Consider inviting students to gather and share this information among themselves and for future
participant s. - Strive to use advising resources, promotional brochures and giveaway items that are “resource-light” and made from recycled and/or compostable materials. Consider making resources available in an environmentally friendly way, such as offering resources through electronic formats.
- Strive to limit advising and informational practices that create clear environmental damage such as large meetings that require mass travel and catering. Instead, adopt alternative, relatively resource-light methods such as online conferencing.
- Ensure that
sustainable development and the socio-economic and environmental impact of education abroad are clearly addressed in your pre-departure material and events.
6.2 During Program
- Support students’ understanding of
sustainable development aspects of the environmental, social, cultural, and economic context for each program and location. - Help students to understand the impact of their presence and activities on the host community over time and not just while they are on-site.
- Communicate responsibilities and expectations to students with regards to
sustainable development , including any possible consequences for not meeting expectations. - Find ways to promote a habit and culture of exchange when visiting host communities, so students learn about traditional and modern methods to achieve
sustainable development in the local context. - Ensure students are shown how to operate sustainably in the host community (and host family, if applicable) with regards to daily activities such as shopping, travel, water and electricity usage, and eating.
- Encourage the facilitation of a reflection session linking all education abroad activities and learning to the SDGs.
- Provide students with structured time and ways to reflect upon
sustainable development during the program. - Provide students with ways to participate in curricular and/or co-curricular components relating to social, economic, and environmental issues, preferably engaging with host communities in support of community-identified objectives.
- Support students to ensure respectful, ethical, and mindful interactions with the host community, including sensitivity to dynamics of power and privilege.
- Provide students with ways to offset their environmental impact during or after the program and to actively measure and track this offset so that they can reflect on the effects of these actions during the program.
- Act Now (UN)
- Regenerative Agriculture for Food Security and Climate Change in Galapagos Case Study (IOI)
- Study Away More Sustainably (Elon University)
- Sustainable Development Goals: Resources for Educators (UNESCO)
- Teach SDGs
- Teaching Responsible Tourism to Students
- The Responsible Tourist (UNWTO)
- Universal Education: How Tourism Can Help? (Earth Changers)
6.3 After Program
- Provide students with structured ways to reflect together and articulate their experiences of
sustainable development post-program. - Support students’ understanding of how the economic, social and environmental impact of their participation in the program and the lessons learned abroad can be applied in their personal, academic, and professional lives.
- Encourage continuing local and global engagement in
sustainable development activities. - Assist students to find ways to integrate their experiences into future learning and research.
- Help students identify transferable skills and utilize what they have learned about
sustainable development to boost their professional skill set and their employability.
- Encourage continuing local and global engagement in
- Devise ways to recognize and reward
participant s who have championedsustainable development . - Create ambassadorial or leadership roles for
participant s to assist future participants to considersustainability as a key theme of education abroad. - Ensure that the surveys and questionnaires employed to review students’ and/or program leaders’ development during and after your programs address their understanding of
sustainable development . - Debrief with stakeholders to learn about successes and challenges regarding
sustainable development learning components or activities during the program, so that improvements can be made in future programs. - Review and evaluate programs regularly in light of evolving good practices related to the SDGs.
- The 17 Goals
- The 2030 Agenda
- Association for the Advancement of Sustainability in Higher Education (AASHE)
- Atlas of Sustainable Development Goals (World Bank)
- Australasian Campuses Towards Sustainability
- Climate Action Network for International Educators (CANIE)
- Global Alliance of Universities on Climate
- Higher Education Sustainability Initiative (HESI)
- “How Can We Achieve the SDGs? Strategic Policy Directions”
- Integrated Solutions for Sustainable Development
- International Universities Climate Alliance
- Local 2030: Tools and Solutions to Achieve the SDGs at the Local Level
- ODS Territorio Ecuador
- Sustainable Development Solutions Network
- Adrienne Fusek, San Diego State University, Climate Action Network for International Educators, co-chair
- Valeria Albani, Rhode Island School of Design
- Maria Dietrich, Northampton Community College
- Elizabeth Frohlich, The Forum on Education Abroad, co-chair
- Rikke Kolbech, DIS – Study Abroad in Scandinavia
- Kevin Murphy, University of New Haven Tuscany Campus
- Daniel Ponce-Taylor, Intercultural Outreach Initiative (IOI)
- Ravi Raj, Authentica
- Uttiyo Raychaudhuri, The University of Denver
- Leo Rowland, Studio Arts College International (SACI)
- Karla Torres, Go Experience Travel (GET) Ecuador
- Karen Williams, Drake University