Examining the Alignment of Tourism Management Related Curriculum with the United Nations Sustainable Development Goals (SDG’s) in Higher Education Institutions in Ireland

Abstract

The purpose of this research is to examine current alignment of tourism, hospitality, culinary, events, and sports management curriculum with the United Nations Sustainable Development Goals (SDG’s) across two departments in Higher Education Institutions in Ireland. To do this, a quantitative approach was adopted utilising a content analysis of programme learning outcomes and surveys with programme specific educators. This permitted an evaluation on the current status of incorporation of SDG’s within existing curricula and an insight into the motivations and challenges of Education for Sustainable Development (ESD) integration from the perspective of educators. Findings revealed weak levels of current alignment of learning outcomes to SDG’s for tourism, hospitality, culinary, events, and sports management curriculum across two sampled departments while educators emphasised a need to upskill on the subject matter in an effort to ensure more comprehensive ESD integration across modules and programmes. The Results overall highlighted the need to ensure future curriculum review and development takes appropriate cognisance of ESD and through communities of Practice within Higher Education Institutions, educators can better embed and advance ESD within third level curricula. The findings presented in this study may have lessons to be learned for other Higher Education Institutions across Ireland and internationally.

1. Introduction

The need for greater efforts to be made in achieving sustainable patterns of development and growth in destinations worldwide is paramount. The issues industries such as the tourism, hospitality, sporting, events and culinary service industries create across economic, social, cultural and environmental resource bases can often be a cause for concern [1,2,3,4] which requires prompt responses. The issue however, is that too often, businesses do not know how to accurately respond to the issues created by such industry activities. Education plays a crucial role in guiding best practice and facilitating a transition towards greater efforts for sustainability. In fact, global agendas have been developed to drive the integration of tools such as the 17 sustainable development goals, created by the United Nations, with the aim of providing a blueprint for peace and prosperity for people and the planet, now and into the future to be achieved by the year 2030 [5]. A commitment to this ambitious and imperative plan has been made by many signatory Countries to work in partnership to tackle poverty and hunger, to protect from degradation including through sustainable consumption and production, to sustainably managing resources and to take urgent action on climate change, ensuring that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature and fosters peaceful, just and inclusive societies which are free from fear and violence [5]. However, a 2023 sustainable development goals report reported that the impacts of the climate crisis, the war in Ukraine, a weak global economy, and the lingering effects of the COVID-19 pandemic have revealed weaknesses and hindered progress towards the Goals [6]. The report further warns that while lack of progress is universal, it is the world’s poorest and most vulnerable who are experiencing the worst effects of these unprecedented global challenges [6]. It also points the need for urgent action to rescue the SDGs and deliver meaningful progress for people and the planet by 2030.

In striving to ensure the 2030 agenda for sustainable development is placed firmly at the forefront of actionable outcomes, it has been integrated into many national strategies in Ireland. Ireland’s first National Strategy on Education for Sustainable Development (2014–2020) aimed to ensure that our education system contributes to sustainable development by equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’) that will motivate and empower them throughout their lives to become informed active citizens who take action for a more sustainable future [7,8] (p. 3). This aim reflected the long-standing tradition and aims of Development Education (DE) in Ireland, and indeed of other relevant ‘adjectival’ educations, such as global citizenship education, human rights education, and intercultural education [7]. The second Strategy on Education for Sustainable Development (2022–2026) aims to ensure further progress towards ESD by enhancing ESD leadership in educational institutions and in the community more generally, and support the active engagement of, and participation by young people in decision making processes [8]. It further noted that ESD can enable critical reflection, foster greater awareness, and empower citizens so that new visions and concepts can be explored, and new methods and tools developed. As such, ESD can better prepare society to creatively tackle and envision future scenarios in a more sustainable and innovative way [9]. However, it is important that ESD be integrated within curricula in order to ensure learners are equipped to respond to the ever-changing challenges facing society [10] as part of a lifelong learning approach.

For ESD to be effective in tourism related curricula requires educators to provide opportunities for learners to acquire the knowledge, skills and values needed to promote sustainable development within the discipline [11]. Although, McDiarmid and Clevenger-Bright (2008) and Callejas Restrepo et al., (2017) reflected on the importance of building the knowledge capacities of educators, which is viewed as integral to driving societal transformation for a sustainable future [12,13]. Only through adequate ESD integration within relevant curriculums, can learners be agents of change for sustainable development [13]. Thus, in the context of tourism and hospitality management, culinary arts and events and sports management, it is necessary to evaluate the extent to which the curriculum for such programmes have been mapped against the United Nations World Tourism Organisation’s (UNWTO) SDG’s. this will provide an indication of the current status of incorporation of SDG’s within existing programmes/modules. It will also be beneficial to understand from the perspective of educators from two tourism management related departments in Ireland, their familiarity, understanding, and their motivation to integrate ESD as well as their perceived challenges of ESD integration. This research presents recommendations to ensure future curriculum review and development takes appropriate cognisance of ESD through Communities of Practice.

2. Sustainable Development

The concept of sustainable development as a global agenda to improve actions for a sustainable future has long been discussed and debated [14,15,16,17,18]. As sustainable development seeks to combine environmental concerns with economic and social development, many authors have acknowledged in many cases that the environmental dimension of sustainability often takes precedence over important social and economic domains [19,20,21]. However, the Brundtland report (1987) [22] in which the concept of sustainable development emerged and became familiar, recognised the need for environmental concerns to be dealt with in conjunction to important economic and social issues. The UNWTO Brundtland report [22] (p. 15) defined sustainable development as:

“Development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.

According to the UNWTO (2017) sustainable development is, in today’s society, an overarching goal of balancing between the well-being and improved lives of people globally in space and time, while at the same time preserving natural resources and ecosystems [23]. Although an ambitious goal, many government organisations, policy makers, businesses, citizens and in more recent times, education providers and institutions at various levels internationally and nationally have been tasked through plans, policies and strategies with working towards an agreed agenda that places sustainable development centre stage.

As noted by Bouve-de-Pauw et al., (2015), the United Nations identified a number of sub-themes to the environmental, social, and economic dimensions of Sustainable Development: (1) environmental perspectives: natural resources (water, energy, agriculture, biodiversity), climate change, rural development, sustainable urbanization, disaster prevention, and mitigation; (2) socio-cultural perspectives: human rights, peace and human security, gender equality, cultural diversity and intercultural understanding, health, HIV/AIDS, and governance; and (3) economic perspectives: poverty reduction, corporate responsibility and accountability, and market economy [24]. While a complex task in balancing the various needs of destinations [25], actions for a sustainable future are essential to managing the societal, economic and environmental issues by destinations today. In line with this, the 2030 Agenda for sustainable development, adopted by all United Nations member states in 2015 provided a blueprint and policy framework for sustainable development, now and into the future [24]. The Sustainable Development Goals (SDG’s) have embraced a holistic approach to sustainable development with four interlinked themes of peace, prosperity, people and planet [5]. The 17 SDG’s and their 169 associated targets align to an urgent call for action by all countries—developed and developing—in a global partnership to address global challenges. As such, the UNWTO SDG’s recognise that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth—all while tackling climate change and working to preserve our oceans and forests. They further recognise the global responsibility of combined efforts and the value of all forms of education [5] in working to achieve such goals.

Furthermore, the SDG’s advocate for all learners to have the knowledge and skills needed to promote sustainable development. O’Flaherty and Liddy (2018) [17] noted that international policy developments which aim to support these goals of education such as the UN Decade of Education for Sustainable Development [26] and the UN Sustainable Development Goals, which, in goal 4.7 stipulates that by 2030 we must ensure that all learners:

“acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development” [5] (p. 19)

O’Flaherty and Liddy (2018) discuss the inclusion of global development topics in education in which it aims to highlight the inequalities and injustices present across our globe to learners, and to advocate action for global social justice [17]. Yet, the explicit inclusion of such important topics in tourism, hospitality, culinary, events and sport management related curriculum is currently unknown in Ireland and indeed further afield.

To reach a transition towards a more sustainable future, Nevin (2008) [27] suggests critical ingredients for change amongst individual citizens is needed to ensure a better understanding of, more positive attitudes towards, and behaviours in line with the principles of sustainable development (2008). Wals and Kieft (2010) noted, that education and educational efforts play a fundamental role in ensuring an effective transition towards greater sustainable development efforts as it can empower students with action competence in order to deal with critical issues affecting sustainable development [28]. As this research aims to examine current alignment of discipline specific curriculum with key competencies for sustainability through the UN SDG’s, it is important to turn our attention towards the role of education in sustainable development.

2.1. Role of Education in Sustainable Development

In light of the global challenges destinations and societies face today and the efforts that are now required to sustain our planets resources and the wellbeing of the global population, education for sustainable development (ESD) was launched as a response to address the issue of sustainable development as part of an approach to teaching and learning [29]. This global movement has acknowledged that ESD aims to encourage changes in behaviour that will pave the way for a more sustainable future [23]. Mogensen and Schnack (2010) discussed that through the use of ESD, positive impacts on student outcomes in terms of their sustainability consciousness and competence can be enhanced [30]. This vision of education empowers learners to assume responsibility for creating and contributing towards an effectively more sustainable future through building learners’ knowledge and awareness of global issues, critical thinking and analytical skills, experiential learning, futures thinking and participatory decision making and action for positive social and political change [27]. As such, ESD permits students to develop links between the lives of people locally and in the developing world and encourages us to link our actions at a local level to the needs and management of the planet and its population. This approach as noted by O’Flaherty and Liddy (2018) is now embedded in our teaching, learning and research, but also in the way we manage and govern our educational environments and our partnerships with local communities [17]. United Nations Educational, Scientific, and Cultural Organisation (UNESCO, 2014) [31] defined ESD:

“Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way” [31].

ESD emphasises the necessity to include all three dimensions of sustainability (economic, social and environmental) and focus on their interrelationship, as well as interactions over space and time which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability. It is evident that a diverse range of issues is acknowledged in the definition as it emphasizes aspects of learning that enhance the transition towards sustainability including future education; citizenship education; education for a culture of peace; gender equality and respect for human rights; health education; population education; education for protecting and managing natural resources; and education for sustainable consumption. Nevin (2008) notes that ESD requires an interdisciplinary approach to understanding the complexity of sustainable development [27]. Through creating a culture of sustainability consciousness and competence through ESD, Bouve de Pauw et al., (2015) discussed how it must engage wide stakeholders from government, private sector, civil society, non-governmental organisations and the general public [23].

A significant component of ESD is that it promotes and supports the development of the requisite skills, knowledge and attitudes that instil sustainability competence in learners so that they can act when confronted with a sustainability challenge and so that they can make decisions to carry out actions to improve our quality of life without compromising the planet [29]. Furthermore, it aims to integrate the values inherent in sustainable development into all aspects and levels of learning. However, despite it being reported that ESD is now being implemented in formal education at various levels around the world [27], empirical research in relation to its active implementation and subsequent effectiveness is largely absent in academic literature. More specifically, empirical research pertaining to the implementation of SGD’s for ESD purposes is largely scarce in Ireland, particularly in the context of tourism, hospitality, sport, culinary and events management contexts. While this research will set forth to bridge this current gap in research., it is necessary to first note how vital it is to equip educators with the competencies to embed SDG principles and practices at all levels in our education system (Nevin, 2008), and to ensure that tools and materials for ESD are accessible so that people and communities are empowered to make a real difference in their lives [27] in an attempt to transform the current ‘business as usual’ approach into more socially, ethically and environmentally responsible practices.

2.2. ESD in Tourism and Hospitality Management Related Curricula

The complex and dynamic interrelated nature of the tourism industry involving sub-sectors of industry including transportation and travel services, food and beverage, accommodation, recreation, entertainment and attractions, and festivals and events [32] contributes to the difficulty in ensuring the sustainable development, planning and management of the industry [33]. Nevertheless, research shows a fundamental need to ensure the tourism industry and all of its counterparts is effectively more sustainable [3,34]. Education for sustainable development (ESD) has been noted to play a critical role in contributing to greater transitions towards the long-term sustainability and competitiveness of the tourism industry. Yet, this is not an easy or straightforward task and has been referred to as an ongoing and transient learning process for practitioners, educators and students. In fact, the challenge for sustainable education programs according to Wade (2008), lies in how to instil in students the strong motivations necessary to make the world more sustainable [35]. This is essential since it has been noted by Akinci et al., (2018) that sustainable tourism education provided by higher education institutions is significant in training future managers and in meeting the demand for qualified labour in the tourism sector [36].

Although the tourism industry has manifested itself as a significant economic contributor [5], with direct, indirect and induced contributions to the world’s Gross Donestic Product (GDP), estimated to be worth 7.6 percent [37,38], its reputation to create negative implications for communities, cultures and environments that play host to tourism has garnered much attention. Boley (2011) noted the shift away from solely focusing on economic opportunities to include environmental issues underpinned by the rapid depletion of natural resources [39]. However, Busby (2003) highlighted that the term sustainable tourism education (STE) can be seen in curricula and teaching as a consideration of environmental protection and participation of the local population [40]. Yet, Mihalic (2020), noted the concern over social, cultural, economic and environmental impacts and how this should be prioritised within curricula [41]. As a result, increased pressures have been placed on policy makers, planners, Destination Management Organisation’s (DMO’s) and increasingly educators to take action to ensure industries maximises the positive outcomes while at the same time minimising the negative impacts. The global impact of tourism can be demonstrated by the fact that tourism is now closely interlinked to the SDGs and can contribute to all 17 SDGs according to the UNWTO (2017) and the subsequent proliferation of tourism worldwide has placed exceptional demands on tourism industries to act sustainably and responsibly [38]. As such, tourism and hospitality management educators are essential in leading the industry forward in creating an awareness and commitment to sustainable development and in cultivating industry leaders with strong sustainability mindsets. Although, limited research exists in relation to the transfer and application of sustainability within tourism pedagogy and andragogy. In fact, O’Flaherty and Liddy (2018) noted how very few studies focus on how sustainable development is embedded in the education curricula. Hence, the need for this research to facilitate a step towards bridging the current gap in knowledge in relation to examining ESD across tourism related disciplines in two departments across in Ireland [17].

Tourism education has gained significant prominence globally and while the importance of environmental protection is widely recognised [35], so too is the critical need for tourism and hospitality education on sustainability. Geogh and Scott (1999) [42] once noted the widespread agreement that education has a vital role to play in the achievement of sustainable tourism. As such, many universities around the world are integrating sustainability within tourism and hospitality management programs and more notable, a number of professional and accredited courses are now on offer in almost every country in higher education [42]. However, as the tourism industry continues to grow so too does the need for educated industry professionals. Boley (2011) recommended to infuse sustainable development into the tourism courses [39]. Yet, Cotterell et al., (2019) questioned how course designs that use weaker conceptualizations of sustainability and a dearth of holistic, critical, and systemic thinking, often leaves tourism graduates with limited understandings of sustainability [43]. Nevertheless, a number of efforts have been made to achieve sustainable tourism through education. The Building Excellence in Sustainable Tourism (BEST) Education Network and the Tourism Education Futures Initiative include tourism and Education for Sustainability (EfS). According to Wade (2008) [35], this contains both a process towards sustainability and a vision of sustainability. However, Wilson and Von der Heidt (2013) noted three key problems to achieve ESD including a crowded curriculum, staff and student resistance to sustainability and the realities of a complex, multi-campus institution [44]. Furthermore, Kopnina (2020) discussed how very few studies draw attention to the important role of teaching and learning methods in supporting sustainable development thinking [18] which La Lopa and Day (2011) noted as a challenge in acquiring key competencies which need to be developed in tourism education [45].

Chen et al., (2022) noted the need for greater support for the selection of teaching and learning approaches and methods for educating sustainability-driven tourism at universities [46]. However, it is important to note that tourism education for sustainable development requires continuous updating of sustainable development skills in order to maintain and develop professional skills, as well as nurturing a change-promoting educational culture, both in education in general and also in tourism education. In sustainable tourism education discourse, while there is an agreement of the importance of SD in tourism education, there is no consensus on how and to what extent it should be present in the curriculum [39]. Moreover, there is no consensus on how to achieve effective learning through ESD within tourism education. O’Flaherty and Liddy (2018) questioned the correct way to integrate and implement SD in the tourism curriculum as there is currently no agreed method [17]. In fact, the literature lacks a comprehensive approach/framework as to how sustainable tourism development education should be taught according to Rezapouraghdam et al., (2022) [47]. Minguez et al., (2021) concluded tourism institutions fail in delivering a value-based education in sustainable tourism and have also failed to transfer the practical skills required to implement sustainability [48]. This may reinforce [49] critical questioning on tourism lecturers and their own understanding of sustainability and how this has been informed and developed. However, it is imperative that tourism students and future tourism industry professionals do not only know about sustainability but that they also can practice SD. This includes applying the three dimensions of sustainability and understanding their interconnectedness to promote economic, social and environmental progress. Yet, the benefits in practice of ESD in tourism has also received little attention. Boyle et al., (2015) raised concerns in relation to how tourism education generally has a crowded curriculum which results in an additional dimension to an already often hectic curriculum which ultimately adds to the complexity of sustainable development in tourism [49]. As previous research has demonstrated, there is a limited understanding sustainable development among educators given the complexity of the SDG’s and its various targets and moreover there is limited teacher education about sustainable development [50]. Therefore, an understanding of and training on the integration of sustainable development within existing curriculums is essential to avoiding misconceptions and ensuring the delivery of effective ESD in tourism. Thus, it is necessary to evaluate and reflect on how universities and educators are engaged with sustainability with tourism, sports, events and culinary curricula through analysing the present integration of SDG’s within tourism management related programmes across two departments in Ireland.

3. Materials and Methods

A quantitative approach to research was adopted for the purpose of this research. Quantitative research was deemed most suitable in the context of this research as it enabled researchers to generate factual, reliable outcome data in a quick and efficient manner while also enabling researchers to create a general understanding of how people think, feel and behave in a certain way across different settings [51]. A quantitative content analysis of existing learning outcomes across modules from various programme documentation from two Tourism related departments in Universities in Ireland was first employed. This enabled researchers to examine synergies between departments when it came to understanding the extent to which the sustainable development goals are recognised and integrated within modules across various tourism, hospitality, culinary, event and sport management programmes. Quantitative content analysis techniques have long been advocated as a means of critical investigation in the review of textual documentation [52,53,54]. Neuendorf (2016) highlights how quantitative content analysis takes on an analytical approach to understand a number of controlled variables in order to produce countable results and quantifiable descriptions [55]. This process allowed for transparency and provided easy access to programme documentation, was convenient and had a low cost while at the same time providing high quality information. Selltiz et al., (1967) in Maguire (2021) considers it a kind of reliability of the measures and a validation of eventual findings, viewing it as an instrument for making replicable and valid inferences from texts and other meaningful matter in the context of their use [54,56]. Therefore, the content analysis approach was an appropriate way to analyse the textual data contained within module documentation and use the findings to identify the provision of, and gaps in relation to the integration of SDG’s within existing learning outcomes.

Quantitative surveys were administered to programme specific educators across the two departments enabling researchers to utilise existing verified tools such as Microsoft forms (version 2016) to develop, collect data and analyse results. An advantage of the survey technique is that it is a quick and efficient technique to administer and can permit a comparison of results between respondents so that objective conclusions could be drawn. Surveys were administered to department administrators to be shared with programme lecturing teams via email. Educators were given ample time to complete the survey and clear instructions were provided to respondents in the completion of the survey. Respondents were required to give consent to participating in the survey prior to proceeding with completing the survey. This technique allowed researchers to verify some of the results obtained from the content analysis approach and allowed researchers to understand respondent familiarity, integration of SDG’s within learning outcomes of coursework, motivation for integration of SDG’s, challenges of embedding SDG’s in coursework across departments as well as engagement of students in SDG related coursework and future plans for ESD integration. Through this method, researchers were able to statistically analyse data and draw meaningful conclusions.

3.1. Procedure for Data Collection

To conduct a content analysis on existing programme documentation, a content analysis comparative matrix was developed. This enabled the researchers to examine module documentation in accordance with each SDG and to identify how many, if any, modules integrated SDG’s within learning outcomes. This approach was useful in determining the extent of ESD integration which is important at a time when education and educators need to be taking action to ensure alignment with sustainable development goals based on international and national agendas to support ESD and ensure that learners become responsible and forward thinking when it comes to sustainable development. Surveys, developed via google forms were then administered to educators via email taking approximately 15 min to complete. Questions were clearly presented to respondents and the identification of respondents was safeguarded in the process of this research as confidentiality and anonymity was promised to respondents.

3.2. Sampling and Selection

For the purpose of examining the alignment of tourism, culinary, hospitality, event and sport management curriculum with the United Nations Sustainable Development Goals (SDG’s), a convenience sample of two departments in two campuses in Ireland were selected. Both departments deliver a variety of undergraduate programmes across Tourism and Hospitality Management, Events Management, Culinary Arts and Sports Management. It was the module documentation specific to these disciplines and the educators from these programmes who were selected for the purpose of the research. This provided researchers with a valuable insight into the current uptake of SDG’s within such programmes. This was necessary since tourism and hospitality related disciplines have the ability to contribute either directly or indirectly to each SDG although perhaps important to note is the fact that the United Nations initially only linked three SDG’s to tourism (Goals 8, 12 and 14) on inclusive and sustainable economic growth, sustainable consumption and production (SCP) and the sustainable use of oceans and marine resources, respectively [57]. Yet, literature would suggest that the sustainable tourism and hospitality is firmly positioned in the 2030 Agenda for sustainable development with [58] noting that tourism often bears underused potential to contribute to the entire set of goals as it is perhaps more difficult to appreciate how tourism connects with and contributes to other SDGs. By examining the current integration of SDG’s, researchers could paint a clearer picture on the current alignment of curriculum with SDG’s and further support this with the responses on educator understanding, integration, motivation, perceived student engagement and challenges of ESD integration from the perspective of 14 educators who participated in the research out of 47 full time and part time staff from across both departments.

3.3. Data Analysis

To examine the module alignment to SDG’s, a matrix was developed illustrating the number of modules from each department which aligned to each of the 17 SDG’s. Results collected via Microsoft forms were transferred to a Microsoft excel (version 2016) file where they were analysed statistically. Results from both approaches were then compared and subsequently used to form conclusions. Future research would benefit from application in additional tourism and hospitality related departments across Universities nationally and internationally.

4. Results

For the purpose of this research, learning outcomes from in excess of 300 modules across over 35 programmes at level 6 (certificate), level 7 (ordinary degree) and level 8 (honours degree) were examined. The content analysis approach enabled researchers to evaluate the current status of incorporation of the 17 SDG’s and its targets within existing tourism, hospitality, culinary, events and sport management related modules. This was necessary since the National strategy for education for sustainable development [29] had stipulated that Education for Sustainable Development is recognised at an international level, as being an essential contributor to all efforts to achieve the Sustainable Development Goals and that it has been integrated into the Higher Education System Performance Framework 2023–2028. Such programmes across tourism, hospitality, culinary, sport and events have the potential to contribute to global issues of climate change, inequality, excessive resource use and over development for example; therefore, actionable responses are required to combat such issues which should subsequently be catered for within education frameworks for such programmes.

By examining curriculum and supporting this with survey responses from educators from two departments, researchers were able to paint a picture on the current efforts being made to ensure education at third level within specific programmes are aiming to transform the current ‘business as usual’ approach into more socially, ethically and environmentally responsible practices where graduates are ultimately more responsible and empowered with action competence to deal with critical issues affecting sustainable development.

In the various sport, events, tourism, hospitality and culinary programmes on offer within the two selected departments, it is important to note that often, such programmes share common modules. This is often standard practice in Ireland with each respective stage/year of a programme.

Table 1. Extent of Integration of SDG’s.

SDG’s	Module SDG Integration Dept 1	Module SDG Integration Dept 2
1. No Poverty
2. Zero Hunger	16 Modules	2 Modules
3. Good Health and Wellbeing	10 Modules
4. Quality Education	1 Module	1 Module
5. Gender Equality
6. Clean Water and Sanitation	4 Modules	1 Module
7. Affordable and Clean Energy	1 Module	1 Module
8. Decent Work and Economic Growth	12 Modules	5 Modules
9. Industry, Innovation and Infrastructure	24 Modules	1 Module
10. Reduced Inequalities	1 Module	1 Module
11. Sustainable Cities and Communities	8 Modules	4 Modules
12. Responsible Consumption and Production	7 Modules	6 Modules
13. Climate Action	3 Modules
14. Life below Water	2 Modules
15. Life on Land
16. Peace, Justice and Strong Institutions		4 Modules
17. Partnerships for the Goals
Total	89	26

illustrates the extent of integration of SDG’s within the specific programme documentation reviewed.

Findings revealed that some modules across the various disciplines attempted to align either directly or indirectly to some SDG’S, namely, Zero Hunger (2), Good health and wellbeing (3), Quality Education (4), Clean Water and Sanitation (6), Affordable and Clean Energy (7), Decent Work and Economic Growth (8), Industry, Innovation and Infrastructure (9), Reduced Inequalities (10), Sustainable Cities and Communities(11), Responsible Consumption and Production (12), Climate Action (13), Life below Water (14), Peace, Justice and Strong Institutions (16). From the findings, 12 SDG’s have been integrated across 89 modules in one of the sampled departments while 10 SDG’s have been integrated across 26 modules. However, the majority of modules reviewed showed zero evidence of SDG integration within the modules (280+). It is important to note however, that teaching staff may be integrating SDG’s on a more holistic level within their teaching and learning material and for the context of this research, it was only the module learning outcomes were examined for the purpose of this research. Although efforts appear to being made with regard SDG integration within the departments, more explicit and comprehensive integration across module learning outcomes within the diverse range of tourism, hospitality, culinary, events and sport programmes is needed moving forward as part of programmatic review processes.

Of the members of staff who completed the survey, it was interesting for results to show that 57% stated they were very familiar with the concept of ESD while 36% of staff stated they were only somewhat familiar and 7% reported they were not at all familiar with the concept. Respondents were then questioned on their integration of ESD within their modules and their motivation for such together with any potential challenges associated with ESD integration.

4.1. ESD Integration, Motivation and Perceived Challenges

National agendas require efforts to be made to integrate ESD within curricula noting the need to transform our learning environments and provide knowledge, awareness and action that empowers people to transform themselves and transform societies [29]. Respondents (71%), despite only 57% stating they were very familiar with the concept reported they integrate ESD within their modules citing dual motivations for such including personal interest and commitment to sustainability (64%), Student demand or interest (29%), Institutional mandate or policy (35%) and Professional development opportunities (35%). 29% of respondents stated they did not integrate ESD within any of their modules which ranged across culinary, sport management, and event, hospitality and tourism management related modules. They noted a number of challenges to embedding ESD within curricula, in particular, acknowledging how integration depended on the nature of the module being delivered while others acknowledged that not having the specialist knowledge on the sustainability subject matter was creating a challenge in ESD integration. Others noted a resistance from programme team members and time constraints to integrate ESD, particularly when it is not included in course content and learning outcomes. Some respondents (14%) highlighted a need for additional resources and training to integrate ESD effectively within the Curricula.

4.2. Evaluating ESD Impact and Future Plans for EDS Integration

When asked how educators evaluate the impact of ESD in your programmes, respondents stated they applied a variety of techniques ranging from examinations or quizzes; research projects; class discussions; group projects or presentations, themed based assessments, field trips where students had presentations and engaged with public, private and voluntary sector stakeholders, evaluated the experiences offered in the locations and provided feedback to the stakeholders and fellow students. Educators shared perspectives on how they encourage student engagement with ESD topics with responses showing application of case study approaches, action research, nature-based learning, outdoor class room, podcasting, critical thinking, practical examples and fieldtrips, class discussions, group work, and feeding back to industry via presentations, although, some lecturers stipulated that they find it challenging for students to appreciate the importance of ESD. A number of lecturers (64%) stated future plans to expand the integration of ESD in their curriculum although (36%) stated they had no future plans. Participants also recognised a need to upskill (7%) and a need to develop a more thorough understanding of sustainability among students (14%). As tourism, hospitality, culinary, events and sport management sectors continue to evolve and navigate ever changing trends, dynamics and challenges in the industry, the need for ESD integration is paramount. It is essential that students be equipped with the necessary knowledge, skills and capabilities to enable them to contribute positively to society [35] and to motivate them to take action towards a contributing to a more sustainable future. Equally, it is vital that educators are equipped with the necessary knowledge and skills to facilitate and guide effective ESD within their curriculums and to foster such positive change amongst students through transformative learning environments.

5. Discussion

In light of the global challenges destinations and societies face today and the efforts that are now required to sustain out planets resources and the wellbeing of the global population, education for sustainable development (ESD) was launched as a response to address the issue of sustainable development as part of an approach to teaching and learning [29]. This global movement has acknowledged that ESD aims to encourage changes in behaviour that will pave the way for a more sustainable future [23]. Education has long played a role in guiding best practice and facilitating a transition towards greater efforts for sustainability [59]. The issues industries such as the tourism, hospitality, sporting, events and culinary service industries create across economic, social, cultural and environmental resource bases have long been a cause for concern [1,2,3,4]. The very nature of these industries to be impacted by the ever-changing trends and dynamics of the industries commands prompt responses. However, research has shown that business often do not know how to accurately respond to the issues [60] created by such industry activities and tend to adopt an ad hoc approach to managing issues rather than an approach that is grounded in preparedness and contributes positively to maximising positive outcomes while minimising potential negative outcomes. Education is therefore paramount in ensuring that meaningful progress is being made by those employed in such industries towards achieving greater levels of sustainable development.

A National strategy on education for sustainable development has been developed to provide a framework to support the contribution that the education sector is making and will continue to make towards a more sustainable future at individual, community, local, national and international levels [29,61]. This framework requires effective efforts to be made in primary, secondary and third level education sectors to integrate ESD within curricula in an attempt to transform learning environments and provide knowledge, awareness and action that empowers people to transform themselves and societies [29]. Therefore, when examining the current alignment of tourism management curriculum with the United Nations Sustainable Development Goals (SDG’s) in a Higher Education Institution in Ireland, it is positive to see that some efforts are being made to integrate ESD across culinary, sport, events, tourism and hospitality management curriculum in line with national requirements, although greater efforts and a more cohesive approach towards ESD is needed to ensure and encourage long term meaningful change amongst educators and students. The overall limited levels of integration of SDG’s within the learning outcomes of modules across various programmes highlights a need for more explicit attention to be paid to critical sustainability issues within programme documentation as it is the programme and module documentation that details the core knowledge and competencies students should acquire following completion of a programme and module. Although, integration of SDG’s in learning outcomes were evident to varying degrees across 115 modules, it is important to note that SDG’s may have been integrated more holistically within the syllabus or course content of the module however this research only focused on the learning outcomes specific to modules.

Nevertheless, while the fundamental component of ESD is to promote and support the development of the requisite skills, knowledge and attitudes that instil sustainability competence in learners [62,63] so that they can act when confronted with a sustainability challenge and make decisions to carry out actions to improve our quality of life without compromising the planet [29], it is reasonable to think that more active efforts should be made to align current module learning outcomes with SDG’s since it is the learning outcomes educators must ensure students achieve and it is through these that education and educational efforts can play a fundamental role in ensuring an effective transition towards greater sustainable development efforts as it can empower students with action competence in order to deal with critical issues affecting sustainable development [28].

The motivational dimension for ESD integration rarely has been investigated [62]. This study has shown that while 71% of respondents reported they integrate ESD within their modules a number of educators cited dual motivations for such which ranged from personal interest and commitment to sustainability (64%), student demand or interest (29), Institutional mandate or policy (35%) and professional development opportunities (35%). Moreover, educators (64%) stated future plans to expand the integration of ESD across modules. This is an important factor to note since high ESD implementation intention among educators can be considered as an essential necessary condition for successful implementation of ESD in educational institutions as corroborated by Stossel, Baumann, Wegner (2021) [62].

Communities of practice (COP’s) have been advocated as an important tool to guide the professional learning needs of educators which are constantly changing [64], as it is viewed as a powerful form of continuing professional development which can foster learning, enhance collaboration and offer an opportunity for creative problem solving and innovation [65]. Through communities of practice in education and in particular in education for sustainable development internally within or indeed, across departments, members with a shared passion for something they do and who interact regularly can engage in joint activities and discussions and share information [66] for ESD improvement and enhancement in new and existing programme development. COP’s are essential in building relationships and fostering knowledge in a way that enables educators to learn from each other [65]. Moreover, its ability to bring people together to ensure education is being used to solve problems, to innovate and to scale work so as to equip learners with the knowledge, skills, behaviours and values they need to contribute positively to sustainability in their lives and careers is pivotal. As the two sampled departments do not offer COP specific to ESD at present, they may benefit from doing so to advance ESD integration and leanring needs as supported by Wenger-Trayner and Wenger-Trayner (2004) [64].

Kopnina and Meijers (2014) discussed the practical challenges of mainstreaming ESD into education with accurate pedagogical content knowledge noted as an implication [10]. Notably, findings here revealed challenges relating to the lack of specialist knowledge on the sustainability subject matter as an inherent challenge in ESD integration with participants highlighting the need for additional resources and training to integrate ESD effectively within the Curricula further corroborating findings from those of Kopnina and Meijers (2014) [10]. For members through communities of practice, ref. [62] noted the value of helping overcome challenges in the short term. Ferguson et al. (2022) discussed a need for developing resources that support ESD integration and the importance of engendering ESD awareness and knowledge amongst educators [67] while Rosman et al., (2019) identified a need for sufficient learning materials for educators as well as the integration of ESD into teacher education and training programmes [68,69]. Such resources and materials would be essential in driving ESD integration across the two departments in Ireland. Although educators shared perspectives on how they encourage student engagement with ESD, some lecturers stipulated that they find it challenging for students to appreciate the importance of ESD while other educators acknowledged the need to integrate ESD across all modules and activities and a need to upskill and a need to develop a more thorough understanding of sustainability among students. In attempting to unravel the challenges of education for sustainable development, Abidin (2024) identified three levels; restriction to the standardized curriculum (systemic); resistance to change (organization) and, awareness and readiness (individual) [70]. It is integral that organisations recognise such challenges and work to overcome them in order to deliver meaningful change and progress by actively aiming to integrate the values inherent in sustainable development into all aspects of learning across various levels. The development of communities of practice could act as a step forward for organisations to actively drive ESD integration in programmes across various faculties at University level.

6. Conclusions

This study aimed to examine current alignment of tourism, hospitality, culinary, events and sport management curriculum with the United Nations Sustainable Development Goals (SDG’s) across two departments in Higher Education Institutions in Ireland. The Higher Education Authority (HEA) recommended support to build the capacity of staff to integrate ESD across the curriculum and to adopt pedagogical approaches apposite to ESD through targeted Continuing Professional Development (CPD) provision informed by engagement with the National Forum for the Enhancement of Teaching and Learning. Strengthening the capacity of institutional leadership to support the mainstreaming of the ESD agenda across higher education institutions has been acknowledged as pivotal within national strategies in order to ensure recognition of its importance at all levels within higher education institutions. While the second National Strategy on Education for Sustainable Development: ESD to 2030 provides a framework to steer and support the contribution the education sector is making and will continue to make towards a sustainable future by 2030, actionable outputs within internal institutions relating to ESD are only just emerging. Although, efforts to embedded ESD into our policy and operational frameworks at module and programme level are slow. Sustainability and inclusion need to be at the heart of education [65]), with these principles not only embedded in our teaching and learning and research, but also in the way we manage and govern our educational environments and our partnerships with local communities. However, more actionable efforts within the institutions are needed to foster ESD integration, stimulate ESD motivation and overcome perceived challenges associated with ESD integration. This is essential if these departments within the Higher Education Institutions are to guarantee future and ongoing plans for ESD integration. Actionable objectives together with clear frameworks for integration are essential to ensuring thorough aligment of learning outcomes to SDG’s. Through Communities of Prractice (COP), ESD can empower educators to facilitate transformative knowledge and learning environments which in turn will empower the students of tourism, hospitality, culinary, events and sports management to explore and evaluate a sustainable alternative in an educational setting while developing the key skills to both manage and market innovative teaching mechanisms which have the potential to promote lifelong learning in sustainability issues, be locally relevant and be an agent for positive change in reorienting societies and future generations towards sustainable development [71]. Although the findings revealed rather weak levels of thorough ESD integration within module learning outcomes and a need for upskilling through training to enhance ESD awareness, knowledge and understanding. educators may benefit from the development of an ESD curriculum design framework for academic staff to incorporate ESD into their curricula. A curriculum design framework would guide and enable educators to map their modules and programmes learning outcomes and syllabus to the SDG’s. Through an ESD curriculum design framework and the development of communities of practice internally within Higher Education Institutions, educators could integrate ESD more comprehensively while also assessing students learning through ESD based on their engagement in ESD initiatives. The need to furnish staff with the knowledge and practical skills to create, develop and maintain ESD within their curricula so that can then be transferred and applied throughout various programmes is paramount.

In light of higher education institutions being expected to work within the framework of the SDG’s. Educators across the abovementioned programmes should realise the significant opportunity for improvement, which implies a greater focus on the SDGs in both programme descriptions and learning outcomes. As educators continue to face huge global challenges, such as climate change and growing inequalities, Education for Sustainable Development (ESD) offers an opportunity to promote and support the development of the requisite skills, knowledge and attitudes that help graduates take action for a sustainable future. However, for ESD to be integrated on a holistic level across institutions requires a need to ensure future curriculum review and development takes appropriate cognisance of ESD, through communities of practice within Higher Education Institutions. While a limitation of this research is its scope and focus on two departments in Ireland, the research would benefit from further research through the inclusion of a broader geographical scope both in Higher Education Institutions across Ireland and further afield in order to determine international and national levels of ESD integration across discipline specific programmes.