Seeing, Knowing, Doing: Exploring Online Sustainability Induction in a Higher Education Context

This study examines staff and student experiences of an online sustainability induction module at an Australian university, exploring how such a module can contribute to whole-institution sustainability culture within a higher education institution (HEI). Using Sterling’s transformational framework, we analyse participant perceptions and reflections across module content spanning diverse SDGs, including Indigenous land management (SDG 15), ethical consumption (SDG 12), modern slavery (SDG 8), governance (SDG 16) and community engagement (SDG 17). Findings suggest how staff and students may experience the parallels between working across SDGs and learning about sustainable actions within personal, organisational, and community contexts of HEIs. While some participants appreciated the interconnectedness of sustainability challenges, they also highlighted difficulties associated with the breadth and complexity of addressing multiple SDGs within a single induction experience. This research advances understanding of how transition-oriented learning spaces that are situated between individual and institutional development and those involving affective, cognitive, and intentional dimensions of change can support HEIs in considering how to progress the 2030 Agenda. At the same time, it highlights pedagogical challenges in designing induction modules that integrate multiple SDGs in practice.