Infusing Holistic Green Curriculum in Education for Sustainable Development in Malaysian Higher Education Institutions

Sustainable development is a defining challenge of the 21st century, requiring the holistic integration of environmental, social, and economic dimensions. While Malaysian Higher Education Institutions (HEIs) have made strides in operational green campus initiatives, a significant disparity remains regarding curricular depth and the systematic integration of Climate Change Education (CCE). This study investigates the current state of Education for Sustainable Development (ESD) in Malaysia and proposes a framework for a Holistic Green Curriculum. The research utilized a two-part methodology; an analysis of ESD subjects and learning outcomes across 10 different Malaysian universities, followed by participatory research with experts to develop innovative strategies for holistic green curriculum for ESD. Findings indicate that most investigated HEIs relegate sustainability to general core subjects, often lacking explicit CCE components. This frequently results in a superficial understanding of sustainability, particularly regarding social and economic pillars. To bridge this gap, the study proposes a tripartite model for a Holistic Green Curriculum. The first component, Learning Outcomes, aligns with international policies and encompass cognitive, affective, and psychomotor domains across all sustainability dimensions. The second component, Learning Approaches, advocates for student-centered, experiential, and indigenous-knowledge-based pedagogy. The third component, Learning Environment, emphasizes expanding education beyond the classroom through site visits, sustainability campaigns, and the strategic use of AI. This shift is essential for cultivating climate-ready graduates capable of navigating the global climate crisis.

Education for Sustainable Development (ESD), Holistic Green Curriculum

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