Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change.

Purpose: Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored. Design/methodology/approach: Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks. Findings: Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula. Practical implications: Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes. Originality/value: This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education. [ABSTRACT FROM AUTHOR]