Harnessing Generative Artificial Intelligence to Advance Education for Sustainable Development

Abstract

In this paper we report on a study of the impact of the CoDesignS ESD AI Coach on academic and practitioner perspectives regarding the integration of Education for Sustainable Development (ESD) within teaching and curriculum design. Employing activity theory as the analytical framework, we investigate both the opportunities and limitations associated with the use of generative AI (GenAI) in educational contexts to support ESD.

Eighteen participants from a range of higher education (HE) institutions in the UK engaged in the research through a workshop setting. The cohort represented a breadth of disciplinary backgrounds, including engineering, medical sciences, sustainability and veterinary sciences.

The workshop introduced participants to concepts of sustainability and ESD, followed by the CoDesignS ESD Framework and its Role, Objective, Community, Key, Shape (ROCKS) method for effective prompting.

We employed a mixed-methods research design, incorporating pre-and-post surveys alongside focus groups. Discussion focused on the extent to which the tool enhanced or hindered participants’ understanding of sustainability concepts, and how well it aligned with disciplinary expectations. Reflections also addressed the perceived relevance and accuracy of GenAI-generated content.

Survey data revealed that participants felt more confident and better equipped with resources to embed sustainability into their curriculum, and they reported increased assurance in using GenAI tools for curriculum development.

Based on focus group analysis, we conclude that the CoDesignS ESD AI Coach holds particular value as a prompt for idea generation. However, it should not be used in isolation. Those specialising in sustainability and curriculum design should guide its effective implementation.