Teaching in an Environmentally Sustainable Manner
At the University of St Andrews, sustainability is not only reflected in what we teach, but also in how we teach. Every module, class, field trip and assessment has an environmental footprint. By considering sustainability in teaching practice, staff can help reduce environmental impacts, make more efficient use of resources, and model the behaviours and approaches needed to create a more sustainable future.
Environmentally sustainable teaching involves making informed decisions about learning design, resource use, travel, digital technologies and assessment, while maintaining excellent student experience and academic standards.
The guidance below highlights practical ways to embed environmental sustainability into teaching activities.
Design Learning with Sustainability in Mind
When developing or reviewing a module, consider how teaching approaches can support environmental sustainability while maintaining educational quality.
Consider:
- Delivering learning materials digitally where appropriate.
- Providing readings electronically rather than printing course packs.
- Using existing learning resources and open educational resources where suitable.
- Reviewing learning activities to ensure they achieve intended outcomes without unnecessary resource use.
- Embedding opportunities for students to explore real-world sustainability challenges relevant to the discipline.
Well-designed modules can simultaneously enhance learning, reduce waste and support sustainability literacy across the curriculum.
Reduce Paper and Printing
While some printed materials remain necessary, many teaching activities can be delivered effectively in digital formats.
Good practice includes:
- Sharing lecture notes and handouts through Moodle.
- Using electronic submission and feedback wherever possible.
- Encouraging digital note-taking where appropriate.
- Printing double-sided when hard copies are required.
- Reviewing whether printed reading packs remain necessary.
Reducing paper use lowers costs, minimises waste and reduces the environmental impact associated with printing and distribution.
Use Digital Technologies Responsibly
Digital teaching offers significant opportunities but also has environmental impacts through energy use, data storage and equipment requirements.
Consider:
- Regularly reviewing and removing duplicate or obsolete digital files.
- Sharing links to resources rather than uploading multiple copies.
- Using existing institutional platforms and systems efficiently.
- Avoiding unnecessary duplication of teaching materials across modules.
Simple changes can help minimise digital resource consumption while maintaining accessibility and flexibility for students.
Travel and Field Teaching
Fieldwork and experiential learning are central to many disciplines and often provide invaluable educational experiences. However, travel can be a significant contributor to emissions.
When planning activities:
- Consider local or regional locations where learning outcomes can be achieved effectively.
- Use active travel, public transport or shared transport where possible.
- Combine multiple learning objectives within a single field visit.
- Explore virtual or hybrid alternatives where activities do not require physical presence.
- Incorporate discussions about the environmental impacts of travel as part of the learning experience.
The aim is not to eliminate travel, but to ensure that travel delivers clear educational value and is undertaken responsibly.
Sustainable Procurement and Resource Use
Many teaching activities require equipment, materials and specialist resources.
Staff should seek to:
- Reuse existing equipment and materials where possible.
- Share resources across modules, Schools and disciplines.
- Select durable products with longer lifespans.
- Minimise single-use materials.
- Consider environmental impacts when procuring teaching resources.
Applying circular economy principles can reduce waste and improve value for money over time.
Sustainable Fieldwork and Practical Teaching
Where practical teaching, studios, laboratories or field activities are undertaken, opportunities often exist to reduce environmental impacts.
Examples include:
- Minimising consumable materials.
- Reducing waste generation.
- Using equipment efficiently.
- Reusing teaching materials wherever practical.
- Supporting biodiversity and environmental stewardship during outdoor activities.
- Following local environmental guidance and good practice.
Staff should work with relevant professional services teams to identify opportunities within their discipline and teaching spaces.
Engage Students as Partners
Students are key partners in creating a more sustainable University.
Opportunities include:
- Encouraging students to identify sustainable approaches within their subject area.
- Supporting student-led sustainability projects.
- Using real-world challenges and local case studies.
- Promoting participation in sustainability-related volunteering and extracurricular activities.
- Inviting feedback on how teaching practices can be made more sustainable.
Partnership approaches help students develop knowledge, skills and agency while contributing to institutional sustainability goals.