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Purpose This study aims to explore the benefits and challenges of participatory methodologies in advancing sustainability and climate action initiatives in Indonesian higher education institutions (HEIs), where education and teaching, research and community service serve as the three pillars of HE roles and responsibilities (tridharma). It critically reflects on the experience of an Indonesian HEI in developing and implementing an education for sustainable development (ESD) module, mandatory for students across all programmes. Design/methodology/approach A case study documented the ESD module’s development and implementation at a private university in Medan, Indonesia. Data were collected through surveys, interviews, focus group discussions with lecturers and students from six programmes – agribusiness, forestry management, informatics, digital business, entrepreneurship and midwifery – as well as community members. The researcher’s reflective notes from their role as an ESD lecturer were also analysed. Findings The participatory approaches empower lecturers across departments to collaborate and engage with relevant stakeholders in developing the ESD module. This co-creation process, grounded in democratic and transformative principles, enables the interdisciplinary module to address localised issues with global insight. The study also highlights how participatory methodologies enable Indonesian HEIs to effectively integrate teaching, research and community service, enhancing their impact within and beyond the campus. Originality/value This study provides insights into how HEIs can promote sustainability and catalyse climate action through participatory methodologies in developing interdisciplinary modules like ESD. To the best of the authors’ knowledge, it is among the first study to explore the contributions and challenges of participatory methodologies in the context of sustainability and climate action in Indonesian HEIs.
Harjatanaya et al. (Sat,) studied this question.